The relationship between emotional intelligence and academic success in mathematics and science teaching students

The relationship between emotional intelligence and academic achievement was examined in the students of the Department of Elementary Mathematics and Science Education in this study. A descriptive survey model was used in the study. The research was conducted with Kırşehir Ahi Evran University, Faculty of Education, Primary Mathematics Teacher Education and Science Education from 323, 1st, 2nd, 3rd and 4th grades. Of these, 139 students are taught in Elementary Mathematics Education and 184 students in the Department of Science Teaching. Schutte Emotional Intelligence Scale and the personal information form prepared previously were used as data collection tool. Data were analyzed by IBM SPSS Statistics 20. Cronbach Alpha Reliability Test, percentage and frequencies, item mean, Kolmogrov-Smirnov Test, Kruskal Wallis-H test, Mann-Whitney U Test and Spearman Row Differences Correlation Analysis were used in the analyzes. At the end of the study, it was determined that there were significant differences between the variables of emotional intelligence, gender, department and class level, and there were no significant differences between perceived socio-economic status and parental education status. In addition, it was found that there were no significant relationships with age, number of siblings and general academic achievement. The results of the research show that there is no significant negative relationship between emotional intelligence and academic achievement. The findings obtained within the scope of the research were discussed on the basis of the related literatüre. Keywords: Academic success, emotion, intelligence, emotional intelligence.