Emotional Intelligence, Family Educational Capital, and Academic Performance: A Comparative Study Across Three School Contexts in Morocco

Abstract

This study investigates the relationship between emotional intelligence and academic performance while considering family and school factors in the Moroccan context. Drawing on the work of Salovey and Mayer, Goleman, Bar-On, and Maslow, it adopts a comparative quantitative approach involving 90 middle-school students from public, private, and French Mission schools. Data were collected through an emotional intelligence questionnaire, academic records, and PIRLS-inspired family variables.

The findings reveal a positive relationship between emotional intelligence and academic performance. They also show that family educational capital, parental support, and reading habits foster students’ emotional and academic development. The study highlights the importance of socio-emotional and family factors in academic success.