Emotional intelligence, coping mechanisms, and academic performance in high school students

Abstract

The purpose of this study is to investigate the relationship between Emotional Intelligence (EI), coping mechanisms, and academic performance among high school students. The research addresses the problem that while academic success is traditionally linked to cognitive abilities, the roles of emotional regulation and stress management remain underexplored, particularly how they interact to influence student achievement. Emotional Intelligence is conceptualized as the ability to recognize, understand, and manage one’s own emotions and those of others, while coping mechanisms are categorized into approach (active) and avoidance (disengagement) strategies that students use to handle academic stress. This study was conducted at Comprehensive College Kitetika in Kampala, Uganda, chosen for its accessibility and diverse student body. The research design is quantitative and correlational, aiming to examine associations between EI dimensions, self-awareness, self-regulation, motivation, empathy, and social skills and the types of coping strategies students employ. Academic performance was measured using students’ grades and class participation records. Data collection occurred over a three-month period aligned with the school academic calendar to ensure typical learning conditions. The study analyzes how higher levels of Emotional Intelligence correlate with positive approach oriented coping strategies and better academic outcomes, whereas lower EI may be linked to avoidance strategies and poorer performance. The findings aim to inform educational stakeholders on the benefits of integrating emotional intelligence training and coping skills development within school curricula. Ultimately, this research contributes to a more holistic understanding of student success, highlighting the importance of emotional and psychological factors in education. By fostering emotional intelligence and effective coping mechanisms, schools can improve both academic achievement and student well-being, preparing learners for academic challenges and life beyond school.