The Influence of Emotional Intelligence (EI) On the Learning Outcomes in Science of Ste Junior High School Students

Abstract

In the global educational landscape, emotional intelligence (EI) has gained significant attention for its role in academic success and psychological well-being (Goleman, 1995; MacCann et al., 2020). However, this concept has yet to achieve its full potential, resulting in the underutilization of Emotional Intelligence (EI) in the classroom. This is particularly concerning, as global research indicates that students with higher levels of EI tend to exhibit greater motivation, resilience, and stress management—all essential traits that significantly enhance learning outcomes. This is especially true in subjects like science, which demand critical thinking and problem-solving skills (Brackett, Rivers, & Salovey, 2011). Recognizing and integrating EI into educational practices can pave the way for more effective teaching strategies that support not just cognitive development but also the emotional and social growth of students. With increasing emphasis on holistic education, countries have begun integrating social-emotional learning (SEL) into their curricula to foster not only cognitive but also emotional competencies in learners.