This study is a quantitative analysis of empirical research on the relationship between emotional intelligence (EI) and academic performance (AP).

Emotional intelligence, as related with how an individual recognizes and manages his or her emotions, has made tremendous impact in scientific circles since the development of the concept. Countless researches have been done in order to assure its prominent role in an individual’s success in life. With the increasing demand for success in the developing world, the priority of emotional intelligence has also been regarded as an opportunity. Since emotional intelligence has been referred as crucial in many parts of people’s lives, it can be expanded into the world of language learning. In Kazakhstan, most people complain about not being able to master the English language. The problem underlying this may be the effects of emotional intelligence and its subscales on learning. For this reason, this study has been conducted to fill a gap in the literature of education by focusing on the relationship between emotional intelligence and academic performance.

The literature on emotional intelligence (EI) suggests that individuals with higher cognitive processing abilities tend to perform better on cognitive tasks (Saklofske et al., 2012). In secondary education, interpersonal and intrapersonal skills play a crucial role due to the social, contextual, and personal changes and stresses that occur during this period. Adolescents' emotional development and identity formation are significantly influenced by their peer groups, with the school environment being particularly relevant (Duncan et al., 2006; Eccles and Roeser, 2009; Monreal and Guitart, 2012).

People with higher emotional intelligence tend to be more resilient, adapting well to changes, managing stress effectively, and handling challenges more successfully (Schneider et al., 2013). Moreover, students who have better emotional management skills tend to experience greater happiness and have better social relationships (Eryilmaz, 2011). Improved interpersonal management is associated with larger social networks and higher quality friendships (Brackett et al., 2005). In the classroom setting, a larger social network can foster a conducive social environment for cooperative work, group learning, peer support (Hogan et al., 2010), and positive relationships with teachers (Di Fabio and Kenny, 2015). Both the classroom climate, including interactions with classmates and teachers, and a predisposition for learning-oriented abilities are linked to greater academic performance (Brackett et al., 2011; Johnson, 2016).

 In summary, there are various plausible theoretical mechanisms that can explain the relationship between EI as a set of skills and optimal academic functioning in secondary education.

The current study is being conducted at Nazarbayev Intellectual school in Turkistan in 2022-2023 academic year. There are 55 10-graders (24 male and 21 female) participating in the study. The data is being collected using an

Emotional intelligence test by Lyusin  that has been designed for the purpose of the study and the reliability value was reported as .84. The pre-test using Emotional intelligence test by Lyusin was conducted to students to measure the level of their Emotional intelligence. The pre-test result showed The data will be analyzed using SPSS 23.

The aim of this study is to show the relationship between Emotional intelligence and academic performance by examine the effectiveness of materials to increase students’ Emotional intelligence. The results will be  analyzed according to the presets-posttest scores conducted before and after the treatment. It is predicted that the results will show statistically significant dıfferences between participants pretest and posttest scores, which means that the treatment will be found to be effective in terms of increasing secondary school students’ levels of emotional intelligence.

The current study is being conducted at Nazarbayev Intellectual school in Turkistan in 2022-2023 academic year. There are 55 10-graders (24 male and 21 female) participating in the study. Data was collected with the means of a survey method. Emotional intelligence test by Lyusin that has been designed for the purpose of the study and the reliability value was reported as .84. The pre-test using Emotional intelligence test by Lyusin was conducted to students to measure the level of their Emotional intelligence. The pre-test result showed The data will be analyzed using SPSS 23. The quasi-experimental with a one-group pretest-posttest is being used as a research design in order to measure the effectiveness of using additional materials during classes aimed at developing secondary school students’ level of emotional intelligence to see if the students’ academic performance improved or not after the treatment. A one-group pretest-posttest design is a quasi-experimental design that is most often utilized by behavioral researchers to determine the effect of a treatment or intervention on a given sample (Allen, 2017). Data is being collected with the means of a survey method. The Emotional Intelligence scale used in the present study adapted from D.V.Lyusin (Люсин, 2006) was conducted among Grade 10 students of secondary school. In the present study Lusin’s (2006) EmIn Emotional Intelligence questionaire is used. The questionnaire measures emotional intelligence (EI), the structure of which is highlighted interpersonal EI and intrapersonal EI gives the scores on the two subscales measuring different aspects of the interpersonal EI (UOPE subscale – understanding other people's emotions and a scale of MOPE – manage other people's emotions), and the picture on the subscales measuring different aspects of the intrapersonal EI scale (UYE - understanding your emotions, the scale of MYE - management of your emotions, the scale of EC (the ability to control symptoms of their emotion). The questionnaire consisted of 46 item in a form of a 4-point likert type was used as a data collection tool.

We predict that specially prepared materials to develop students' Emotional Intelligence will improve students' academic performance. Saying exactly, those materials will help students to recognize others, the environment, understand it, openly express their thoughts, overcome internal stress, share it with others, increase self-confidence, make it possible to understand oneself, see other qualities in oneself and instill personal self-control, observation which can lead to enhance different skills required to improve learners academic performance. Thus, emotional intelligence plays a fundamental role in various spheres of life; it has an effective contribution to language learning. The development and implementation of EI in students should be promoted, so students and teachers can have effective learning environment.

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