Impact of Students-Teachers-Peers’ Emotional Intelligence (EI) on Students’ Academic Achievement (AA): A Conceptual Framework

Abstract

Social-emotional knowledge illustrates many abilities and attributes that are essential for today’s students who intend to work globally. Students who are emotionally intelligent have higher levels of creativity, work performance, stress tolerance, and interpersonal skills. However, studies on the impact of students-teachers-peers’ EI on academic achievement of students are limited. The main purpose of this study to propose a framework in order to investigate the impact of students-teachers-peers’ EI on students’ academic achievement. The objectives were three-fold; First, to investigate whether the impact of teacher’s emotional intelligence on students’ academic achievement is different for male and female students studying dissimilar disciplines across New Zealand’s educational institutes; Second, to determine the impact of near-seated peers’ EI on students’ academic achievement; Third, to investigate the moderating impact of teachers and peers’ EI on the relationship between students’ EI and academic achievement. This study contributes to existing literature by proposing a framework of the impact of Students-Teachers-Peers’ Emotional Intelligence on Students’ Academic Achievement (AA) that has neither been empirically explored nor conceptually presented.