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Abstract

Emotional Intelligence (EI) has gained significant attention as a determinant of academic performance, complementing traditional cognitive measures. This study examines the impact of EI on university students' academic success, focusing on key dimensions including self-awareness, self-management, empathy, and relationship management. Utilizing a structured survey administered to a sample of 300 undergraduate students at Khwaja Fareed University of Engineering and Information Technology (KFUEIT), Rahim Yar Khan, the study employs structural equation modeling (SEM) via SmartPLS 4 to explore the relationships between EI and academic outcomes. The findings reveal a significant positive relationship between EI and academic performance, with relationship management identified as the most influential dimension. These results underscore the critical role of emotional competencies in fostering resilience, motivation, and effective interpersonal interactions, thereby contributing to improved academic achievement. This study demonstrates the potential of employing strategies related to the promotion of emotional intelligence, such as training or curriculum integration, to augment students' emotional and academic performance. It contributes to the growing body of academic literature emphasizing the significance of incorporating emotional intelligence in educational practices, advocating for its implementation in student development. Consequently, future research should conduct longitudinal studies to investigate the moderating effects of sociodemographic characteristics on the application of emotional intelligence for academic purposes.