Published Paper Details:

This study explores the role of emotional intelligence (EI) and scientific aptitude in predicting academic achievement among secondary school students. Academic performance is influenced not only by cognitive abilities but also by emotional and psychological factors, making it essential to understand how EI and scientific reasoning contribute to learning outcomes. The research employed a quantitative, correlational design with a sample of 200 secondary school students selected through stratified random sampling. Emotional intelligence was assessed using the Schutte Emotional Intelligence Scale, while scientific aptitude was measured through a standardized Scientific Aptitude Test. Academic achievement was determined based on students' recent examination scores. Data were analyzed using descriptive statistics, Pearson correlation, and multiple regression analysis to examine relationships and predictive power. Findings revealed that both emotional intelligence and scientific aptitude are significantly positively correlated with academic achievement. Moreover, together they serve as significant predictors of students' performance, highlighting the combined influence of cognitive and emotional factors on learning. These results underscore the importance of incorporating emotional skill development and scientific reasoning enhancement in educational programs. The study provides valuable insights for educators, policymakers, and curriculum designers seeking to improve student outcomes through holistic development.