Background: Academic stress is a mental distress originated from the anticipated frustration associated with academic failure. Whereas, emotional intelligence is a characteristic of an individual that determines the degree, and intensity with which they are able to understand and accept one’s own emotions as well as that of others.
Aim & Objective: The broad aim of the present study was to investigate an empirical-based examination of the relationship among academic stress and emotional intelligence in a high schooler. The objectives of the study were to ascertain if there exist any gender, family structure and single child differences between academic stress and emotional intelligence.
Method: This study is based on a quantitative analysis of the data. To collect validated data, purposive sampling was taken from varied streams and family structure of the age group 16 to 18 years; with no gender disparity. Student Academic Stress Scale (SASS) by A.O. Busari and Emotional Intelligence Test (EIT) by Ekta Sharma were used in this research. The data obtained was further validated through statistical techniques of correlation and ANOVA methods.
Results: Results showed an inverse correlation between emotional intelligence and academic stress in high school students. The study also revealed some other factors (single child and family structure) that are associated with the level of emotional intelligence and showed an impact on academic stress of high school students.
Keywords: Academic stress, Emotional intelligence, High-school students, Family structure