Modeling Academic Achievement through Emotional Intelligence, Study Habits, and Career Maturity

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DOI: https://doi.org/10.5281/zenodo.18410937

Nilmoni Chakraborty and Subhash Sarkar (Department of Education, Tripura University, Tripura)

The study investigated the connection between academic achievement and three key psychologicalbehavioral correlates: emotional intelligence, study habits and career maturity among higher secondary students. A correlational, cross-sectional design was adopted with a stratified random sample of 300 students from arts and science streams in CBSE-affiliated higher secondary schools. Standardized tools-the Emotional Intelligence Scale (Sarkar & Sarkar, 2006), the Study Habits Inventory (Mukhopadhyay & Sansanwal, 2005), and the Career Maturity Inventory (Crites, 1973), and adapted for the Indian context by Gupta (2013) measured emotional intelligence, study habits and career maturity, while academic achievement was indexed through recent examination scores. Data were analysed using descriptive statistics, Pearson correlations, multiple regressions and structural modeling. Findings indicated significant positive correlations between emotional intelligence, study habits, career maturity and academic achievement, with emotional intelligence and study habits emerging as the strongest predictors, and career maturity adding unique variance. These results underscore the need for school-based interventions that integrate emotional skills training, study-skills enhancement and career guidance to optimize students’ academic outcomes. Implications, limitations and directions for future research are discussed.