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.‎