Abstract:

This study explores the mediating role of Emotional Intelligence (EI) in the relationship between family support and academic achievement among high school students. Academic stress, a common challenge faced by students, often affects their performance and well-being. Emotional intelligence, which involves the ability to recognise, regulate, and manage emotions, has been identified as a critical factor in helping students cope with academic stress. Family support plays an essential role in developing emotional intelligence, providing students with the resources and emotional stability needed to navigate academic pressures. This paper examines how emotional intelligence functions as a mediator, enhancing the positive effects of family support on academic achievement. Drawing on various theoretical frameworks such as the Bioecological Model, the Transactional Model of Stress, Self-Determination Theory, and Social Cognitive Theory, this research highlights the interplay between EI, family support, stress, and academic performance. The findings suggest that a supportive family environment fosters emotional regulation and resilience, which in turn helps students manage stress and achieve better academic outcomes.

Keywords:

Emotional Intelligence, Academic Stress, Family Support, Academic Achievement, High School Students, Stress Management, Resilience, Emotional Regulation, Self-Determination Theory.

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Methods