the role of Responsibility and Emotional Intelligence in predicting the Academic Achievement of female high school students

The aim of this study was to investigate the role of responsibility and emotional intelligence in predicting the academic achievement of female high school students.

The leading research method was descriptive-correlational. The statistical population included all female high school students, of whom 250 were selected by multi-stage cluster sampling based on Morgan table. To collect academic achievement data, students' GPA of two semesters, Gaffe responsibility assessment checklist and standard shot of emotional intelligence scale were used. Multiple regression analysis was used to analyze the data.

The results showed that there is a positive and significant relationship between the variables of responsibility and emotional intelligence with academic achievement in female high school students (P <0.01).

Therefore, with increasing responsibility and emotional intelligence, academic achievement also increases. Therefore, healthy parenting styles are very important to increase the responsibility of future students and to teach curriculum planning appropriate to adolescence, in order to help increase the responsibility of school counselors. Also, due to the educability of emotional intelligence, school training courses in this field can, in addition to increasing self-control and healthy interpersonal relationships, lead to an increase in students' academic achievement.