Abstract:

This study examined the relationship of emotional intelligence to academic achievement in physics, chemistry, biology and mathematics. The study consisted of students at a vocational high school. The Bar-On emotional intelligence scale was used; it comprises five dimensions and fifteen sub-dimensions. It was found that emotional intelligence did not have a significant influence on academic performance in sciences and mathematics courses as a whole. However, the influence of emotional intelligence on academic achievement in science and mathematics courses became obvious when the sub-dimensions of emotional intelligence were analyzed. Accordingly, it was established that the sub-dimensions of self-actualization, social responsibility, stress-tolerance and impulse-control were predictors, although they varied by the type of science and mathematics course.

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