A Study On The Relationship Among Emotional Intelligence, Peer Relationship And Academic Achievement Of Junior Middle School Students In Rural Boarding

Middle school students are in adolescent period which is an essential era for human development. With the growing and maturing of physical and mental states, their cognition and behavior system have changed accordingly. Increasing impact of emotion and interpersonal relationship on academic achievement has grown as a consequence. Current study examined country middle school boarders by measuring 377 middle school boarders from Shenyang with Emotional Intelligence Scale, Peer Rating Scale, to explore the relationship among emotional intelligence, peer relationship and academic achievement and their prediction toward academic achievement. The results are as follows: 1. Country middle school boarders are different in gender. Girls have better peer relationship than boys but no difference is found in grades. 2. From different dimensions of emotional intelligence, country middle school boarders varies in emotion perception and emotion expression. But the interaction between gender and grades has not been found. 3. There is significant relationship between self emotion understanding and emotion perception and peer relationship. Besides, self emotion understanding significantly relates with academic achievement. Peer relationship, additionally, is related with academic achievement. 4. In terms of single factor’s explanation, self emotion understanding has best predicting ability, following by other emotion understanding, peer relationship and emotion expression. 5. By further analyzing relationship among peer relationship, construct of intelligence and academic achievement, it is found that self emotion understanding partially moderated the peer relationship to affect academic achievement.