Emotional Education and Academic Performance: A Quantitative Approach

Abstract

Emotional education has gained increasing attention in educational psychology due to its potential influence on students' academic outcomes. This study investigates the relationship between emotional education and academic performance in high school students using a quantitative methodology. A sample of 312 students aged 12 to 16 completed validated questionnaires that assessed emotional intelligence and academic performance. The results indicate a significant positive correlation between emotional competencies and academic performance, supporting the hypothesis that emotional education improves learning experiences and student outcomes. These findings suggest that integrating emotional education into curricula can serve as a strategy to improve academic outcomes.