Association Of Emotional Intelligence And Coping Style With Academic Achievement Among Middle School Student

Academic achievement as an important indicator in testing students’ knowledge, hasattracted great attention of students, parents and related researchers. At present, people paymore attention to the relationship of intelligence quotient (IQ) and academic performance, butthe influence of non-intelligence factors on academic achievement is numbered, especially theemotional intelligence and coping styles. On the basis of previous studies, we select themiddle school students as subjects, aimed to examine the relationship of emotionalintelligence and coping styles with academic achievement. The results of this study show that:1. Comparing with boys，girls use their emotion more frequently to solve the problems,and get better academic achievements; Emotional use have a tendency to increase along withthe higher grade, inversely the coping style of help; Academic achievement of students incities is significantly higher than whom in rural.2. The improvement of emotional intelligence and the use of problem-solving copingstyle are to improve academic achievement.3. Each component table score of emotional intelligence and coping style can explain11.3%of the variation in academic achievement.4. Coping style is the moderator between the emotional intelligence and academicachievement. Escape and fantasy inversely effect emotion-cognition and academicachievement; escape inversely effect self-emotion-control and academic achievement; solving,fantasy and unbosoming oneself inversely effect emotion-utilize and academic achievement.5. Coping style is also the mediator between the emotional intelligence and academicachievement. Only solving for self-emotion-control and academic achievement exists,30.85%percent.