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Nourreddine Menyani, Ecole Normale Supérieure, Moulay Ismail University of Meknés, MoroccoAbstract
Emotional intelligence (EI) has increasingly been recognized as a key factor influencing students’ academic success and overall educational experience in higher education. This study investigates the role of emotional intelligence in enhancing university students’ academic success, with particular attention to students’ self-awareness, emotional regulation, and interpersonal skills. Adopting a mixed-methods research design, the study draws on quantitative and qualitative data collected from 250 university students selected through convenience sampling. Quantitative data were gathered using a standardized emotional intelligence questionnaire qualitative data were obtained through semi-structured open-ended responses, allowing for deeper exploration of students’ emotional experiences in academic contexts. The findings reveal that, despite strong academic aspirations, the majority of participants demonstrate relatively low levels of emotional intelligence, particularly in managing stress, regulating emotions, and responding constructively to academic challenges. These limitations appear to negatively influence students’ academic engagement, motivation, and perceived academic performance. Qualitative insights further highlight a lack of explicit emotional skills training within university curricula, suggesting that emotional development is often overlooked in favor of cognitive and technical competencies. The study offers significant implications for higher education policy and practice by emphasizing the need to integrate emotional intelligence development into teaching, learning, and student support systems. It contributes original empirical evidence to the growing body of research on EI in higher education and underscores its potential impact on academic success.
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