The objective of this study was finding the relationship between emotional intelligence and academic achievement. 384 students from secondary and high secondary school participated in this study. A significant relationship was found between academic achievement and Emotional Intelligence with the p-value = 0.01. The mean difference in emotional intelligence score of the students who secured high academic scores were found high. i.e. 58.57 as compared to the mean of emotional intelligence score of the students who secured low academic scores i.e. 56.93. A significant correlation was also found between Emotional Intelligence and academic scores(r=0.130). The results of the study suggest that higher emotional intelligence leads to better educational outcomes. An individual with a high level of Emotional Intelligence could have a strong, stable, and positive state of emotional well-being. Students who have a positive state of emotional wellbeing are more open to new experiences, which research has shown to lead to more learning.

Current study is an attempt to highlight the connection of emotional intelligence with entrepreneurial intention directly as well as indirectly by taking in account entrepreneurial selfefficacy as a mediator. A sample of 352 final year business administration students from different universities (public sector) of KP, Pakistan is taken by the researcher. Questionnaire is used as data collection instrument whereas measures are adopted from previous literature for measuring present study variables. Reliability analysis for scale reliability, correlation analysis for testing relationships of variables and PROCESS macros (model # 4) for mediation analysis is employed by the researcher to get results. Results depicts a significant positive relationship among study variables. Researcher also find out that self-efficacy (entrepreneurial) mediates the association of entrepreneurial intention with emotional intelligence among final year business administration students.

The study was based on the investigation and validation of the association between the most emerging traits of human capital in the organizations i.e. Emotional Intelligence (EI) and Organizational Learning Capacity (OLC) and further testing the moderating role of Individual Innovation among the faculty and staff of Higher Education Institutions (HEI’s) in Pakistan. The results show that EI has a significant contribution towards the OLC and when measured together with the trait of Individual Innovation the results significantly improved which suggest that individual innovation positively and significantly affect the relationship between EI and OLC. The study has implication for policymakers for the enhancement of EI traits in their employees and also for the individuals to focus and improve the value of EI in their personality to gain the benefits of their innovation and organizational learning capacity.

The purpose of the study is to investigate teachers’ emotional social intelligence and its relationship with students’ cohesiveness in classroom. The main objectives of the study were to; find students’ perception of emotional social intelligence level of university teachers, find students’ cohesiveness in classroom, and measure the relationship of teachers’ emotional social intelligence with the students’ cohesiveness in classroom learning environment. Research questions were formulated. Population of the study was teachers and students (8775) of all universities (29) of Khyber Pakhtunkhwa. The sample of the study was taken from nine (9) universities’ teachers and students (900) through simple random and purposive sampling techniques. Questionnaires and interview were used as research instruments to collect data from the concerned participants and informants. Descriptive and inferential statistics were employed for the analysis of the data. It was found that there is a significant correlation between social emotional intelligence of teachers and students’ cohesiveness in classroom learning environment. It is recommended that research studies should be conducted at different level with different variables relating to emotional social intelligence.

This study investigates the association of emotional intelligence with influencing social factors with in peer group environment. The data are collected from 234 students of two male and one female public sector colleges at Mardan. Using Chi square and Gamma tests, the results reveal significant association of peer group environment with emotional intelligence. Within the case of peer group environment mutual cooperation, regular interaction, sharing and respecting each other's opinion is positively associated with emotional intelligence. In the light of these results, the study recommends that peers should be sensitized to their role and interaction with adolescents in order to get better results in terms of balanced emotional intelligence.

The objective of the study was to find out the relationship between emotional intelligence and the decision-making of secondary school principals. The current study was descriptive and quantitative in nature, and a survey method was applied to collect the data.All the secondary school principals working in District Haveli and Punch were the population of the study. The instrument used was a self-developed questionnaire to collect the data. The questionnaire was used comprising of three parts. Part A of the questionnaire was used for demographic data, part B was used to measure emotional intelligence, and Part C of the questionnaire was utilized to measure the decision-making styles. The researcher collected data from all secondary school principals of both districts, District Haveli and District Bagh, including private and public school principals, using a universal sampling technique. Data were analyzed through SPSS by using Pearson's correlation analysis. It is inferred that a significant and strong positive relationship exists between emotional intelligence and decision-making styles of principals.

The study looked at the connection between intermediate-level students' academic performance and emotional intelligence. Three hundred and fifty (350) intermediate-level students from public institutions of District Attock participated in the study. Surveys were used to gather information to assess emotional intelligence. Academic success was measured in terms of the percentage of students who had finished their first year of college. In order to arrange and statistically evaluate the acquired data, the Mean, SD, and Pearson's correlation were computed. The research revealed a strong connection in academic success and the emotional intelligence (EI) of college students.

The present study was an attempt to understand how emotions are related to academic stress. Emotions are an integral part of a human’s life. The nature of this study was correlational. Students from Education department at the undergraduate university level were selected as a population from both public and private sector universities in Lahore, Pakistan. Questionaries were used to collect data. To explore the relationship between emotional intelligence and academic stress multiple regression analysis was applied. For comparison between two groups like gender independent sample t-test was used and for comparison between more than two groups like different age groups, one-way ANOVA was applied. The results revealed that students with higher EI suffer less academic stress than others as they are more cognizant of their emotions.

The purpose of this study was to analyze the relationship of emotional intelligence with academic resilience. A sample of 400 students were taken from 10 different departments of the university of Malakand. These 10 departments were further accumulated into 3 faculties i.e. 1. Faculty of Physical Sciences, 2. Faculty of Social Sciences, 3. Faculty of Arts and Humanities.  Among these, 4 of the departments were taken from physical sciences, 3 from social sciences and 3 from arts and humanities. The data was collected through simple random sampling technique. The first instrument was an emotional intelligence scale which was self-report consisting of 45 items of Likert scale, second instrument was academic resilience scale of 27 items, self-report, Likert scale was used. Data was analyzed through SPSS by applying descriptive statistics and correlation between variable i.e. emotional intelligence and academic resilience. The study found positive correlation between emotional intelligence and academic resilience.