Interactive Effects of Emotional Intelligence and Intelligence Quotient on Academic Achievement: A Two-Way ANOVA and Path Analysis Approach

This study investigates the interactive effects of emotional intelligence (EI) and intelligence quotient (IQ) on academic achievement (AA) among IX standard students. While EI and IQ are individually associated with learning outcomes, their combined influence remains underexplored. A total of 1,000 students were assessed using standardized instruments for EI, IQ, and Social Science achievement. Two-way ANOVA examined interaction effects, followed by multiple regression and path analysis to assess predictive and indirect effects.
Results indicated a significant EI × IQ interaction (F = 76.41, p < .001). Students with high EI and high IQ achieved the highest academic performance, whereas students with low EI and low IQ performed the poorest. Regression and path analyses revealed that EI and IQ jointly predict academic achievement, with EI exerting both direct and indirect effects mediated through IQ. These findings emphasize the importance of considering both emotional and cognitive abilities in educational interventions

Emotional Intelligence, Intelligence Quotient, Academic Achievement, Interaction Effects, Path Analysis, Secondary School Students

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