Investigating the relationship between resilience and emotional intelligence with students' academic progress
The present study was conducted with the aim of determining the relationship between resilience and emotional intelligence with academic progress in female students. The research method was applied according to the objective and descriptive-correlation according to the data collection method. The statistical population included a number of female students of the second year of elementary school in kalale city in the academic year 2021-2022, of which 367 students were selected by non-random-purposive sampling method. Connor and Davidson (2003), Bar-on (1986) and Pham and Taylor's (1994) academic achievement questionnaire were used to collect data. The validity of the questionnaire was calculated using content validity and also reliability through Cronbach's alpha coefficient, and the results indicated the validity and reliability of the questionnaires. Data analysis was done through descriptive and inferential statistics (Pearson's correlation coefficient test) using Spss-V23 software. The findings showed that there is a positive and significant relationship between students' academic progress with resilience (r=0.30) and emotional intelligence (r=0.29) at the level of There is 99%, which means that the more resilience and emotional intelligence increases, the educational progress of second grade students increases. It can be concluded that the education organization and teachers by strengthening and promoting emotional intelligence in childhood. With organized planning, they can influence the academic progress of students.