Assessing the relationship between emotional intelligence and academic achievement of english language lesson of high school students in Isfahan city

The aim of this study is examining the impact of emotional intelligence on students’ academic achievement in English course. Statistical population of study is consisting of all junior high school students in Isfahan. In this study, 400 junior high school students were selected from four regions of Isfahan by stage cluster sampling. All subjects completed questionnaire of emotional intelligence, which has been designed by Shot. Index of academic achievement was mean scores of English course in the first and second semester of academic year. Data analyzed by Pearson's correlation coefficient, regression, independent T test, and one way variance analysis (ANOVA). The results indicate that, there is significant relationship between emotional intelligence and academic achievement of students’ English language course. Also significant relationship was found between components of emotional intelligence, means as; emotion regulation, emotion appraisal, social skills, and emotion application with the academic achievement of English language lessons, which respectively are (R = 0/25, R = 0/25, R = 0/20, R = 0/16). Also emotional intelligence score was different in boys and girls, but this difference was not statistically significant. In addition, score differences’ of English lesson between boys and girls was significant, in a way that, mean score of English language course among female students was higher than male students. Further obtained findings indicate that, emotional intelligence scores of third grade in both genders was higher than first and second grade.