Relationship between emotional intelligence, parental involvement and academic performance of high school students

Abstract

This study investigated the relationship between emotional intelligence, parental involvement and academic performance of 300 high school Students in Tehran, Iran. The participants ranged in age between 15 and 18 years. Researcher in this study used an adapted questionnaire. Results showed that both emotional intelligence and parental involvement could predict academic achievement in high school students. Similarly, there were significant positive relationship between emotional intelligence and academic achievement; and between parental involvement and academic achievement. The implications of these results for academic are discussed. It is important to acknowledge that this study has some limitations. Despite these limitations, the findings of the study have provided a further need on how to improve upon the academics of students. In particular, the study has shown that parental attention and emotional well-being cannot be over emphasized in academic success.