Vol. 4, Issue 1, Part A (2022)

Emotional intelligence (EI) has emerged as a crucial psychological construct in understanding various domains of human behavior, including interpersonal relationships, career success, and academic achievement. This study explores the role of emotional intelligence as a predictor of academic success specifically among college freshmen, a group experiencing critical transitional challenges as they enter higher education. Emotional intelligence, encompassing self-awareness, self-regulation, motivation, empathy, and social skills, is posited to influence how students cope with academic stress, collaborate with peers, manage time, and remain resilient during setbacks. Drawing upon quantitative research methodologies and theoretical frameworks such as Goleman's EI model and Mayer-Salovey’s ability-based approach, this paper analyzes the relationship between EI and academic performance, as measured by GPA, classroom engagement, and self-reported academic adjustment. The findings reveal a significant positive correlation, underscoring the importance of integrating emotional intelligence development into college orientation and counseling programs. The paper concludes with educational policy recommendations aimed at enhancing academic outcomes by cultivating emotional competencies in first-year college students.