Published Paper Details:

ABSTRACT: Background: Academic stress is a mental suffering caused by the expected dissatisfaction of academic failure. Whereas emotional intelligence is a personality trait that indicates an individual's ability to comprehend and tolerate one's own emotions as well as those of others. Aim and Objective: The broad aim of the present study was to investigate an empirical-based examination of the relationship among academic stress and emotional intelligence in secondary class students. The objectives of the study were to ascertain if there exist any gender, family structure and single child differences between academic stress and emotional intelligence. Method: The present study aims to investigate emotional intelligence and academic performance of students at the secondary level. Using random sampling technique 200 students, from the secondary level in different systems of education, namely, state, matriculation and central board schools are chosen. The Emotional Intelligence Scale has been used to assess the emotional intelligence and the marks scored yearly performance. The data collected is subjected to statistical analysis, namely, mean, standard deviation, 't'- test, Karl Pearson's Product Moment Correlation Co-efficient 'r'. Result: Results show a positive significant correlation between emotional intelligence and academic performance among the students. Further the students belonging to the central board schools have a higher level of emotional intelligence compared to students in state board but did not differ with students in matriculation board schools at the secondary level. Similarly, students belonging to central board schools are found to perform better in academics compared to students in state and matriculation board schools at the secondary level.