The Role of Emotional Intelligence, the Teacher-Student Relationship, and Flourishing on Academic Performance in Adolescents: A Moderated Mediation Study

Abstract

Educational context has an important influence on adolescents’ development and well-being, which also affects their academic performance. Previous empirical studies highlight the importance of levels of emotional intelligence for students’ academic performance. Despite several studies having analyzed the association and underlying mechanisms linking emotional intelligence and academic performance, further research, including both personal and contextual dimensions, is necessary to better understand this relation. Therefore, the purpose of this study was to deepen the understanding of the effect of emotional intelligence has on academic performance, examining the possible mediating role of flourishing and the moderating role of the teacher-student relationship. A convenience sample of 283 adolescents (49.8% female), aged 12–18 years (M = 14.42, SD = 1.12), participated in a cross-sectional study by completing self-report questionnaires measuring emotional intelligence (Wong and Law Emotional Intelligence Scale), flourishing (Flourishing Scale), and teacher-student relationship (Inventory of Teacher-Student Relationships) and reported their grades of the previous term on four mandatory subjects in the Spanish education curriculum. Results indicated that flourishing completely mediated the path from emotional intelligence to academic performance and that teacher-student relationship was a significant moderator in this model. Thus, in adolescents with worse teacher-student relationship, the association of emotional intelligence and flourishing was stronger than in adolescents with better teacher-student relationship. In turn, flourishing was positively associated with academic performance. These results suggest that it is crucial to foster better teacher-student relationship, especially in adolescents with low emotional intelligence, and to positively impact their well-being and their academic performance.

Flourishing Scale: Adaptation and Evidence of Validity in a Chilean High School Context

“…One of the concepts that has received increasing attention from educational contexts is the so–called flourishing (e.g., De la Fuente et al, 2017 ; Shoshani and Slone, 2017 ; Datu, 2018 ; Garzón–Umerenkova et al, 2018 ; Datu et al, 2019 ; Chamizo–Nieto et al, 2021 ; Holliman et al, 2021 ). Flourishing is synonymous with a high mental well–being level and reflects positive mental health and positive development ( Huppert and So, 2013 ; Hone et al, 2014 ).…”

“…Recent positive education research has shown that flourishing is positively related to desired academic outcomes, such as performance ( Datu, 2018 ), personal resources ( Ouweneel et al, 2011 ), engagement ( Datu, 2018 ), achievement goal orientation ( Datu et al, 2019 ), adaptability and social support ( Holliman et al, 2021 ), positive teacher–student relationships ( Chamizo–Nieto et al, 2021 ), basic psychological needs ( Herrera et al, 2021 ), and passion for learning ( Chen et al, 2021 ). Conversely, it is negatively related to undesired academic outcomes, such as depression and distress ( De la Fuente et al, 2017 ), procrastination ( Garzón–Umerenkova et al, 2018 ), and psychotic experiences ( Oh et al, 2021 ).…”

Secondary Education and COVID-19

“…For instance, an increase in teacher support and reassurance was documented during the virus outbreak [161]. Therefore, this could further facilitate student adjustment, well-being, and academic achievement [162,163]. According to Chamizo-Nieto and colleagues [163], it would be interesting to examine whether this will last in the post-COVID-19 period.…”

Relationship between Emotional Intelligence, Victimization, and Academic Achievement in High School Students

“…In relation to academic performance, empirical evidence shows the probability of low academic performance associated with subject failure when school bullying is persistent (Rusteholz et al 2021). An optimal relationship with teachers affects school performance (Chamizo-Nieto et al 2021). Behavior and discipline may also be associated with other variables, such as the motivational climate in the classroom (Patel 2018).…”

“…The students assaulted had higher rates of absenteeism because of the manifest fear and perceived insecurity in the school environment with disastrous repercussions on school performance (Hammig and Jozkowski 2013). Increasing student teacher interaction can have great benefits in students with low emotional intelligence (EI), as it has positive effects on their well-being and academic performance (Chamizo-Nieto et al 2021).…”