The Study of the Relationship among Emotional Intelligence, Peer Social Support, and Family Social Support and GPA among Iranian High School Students

Abstract

The objective of this study was to examine by gender whether emotional intelligence (EI), peer social support, and/or family social support partially mediated the influence of verbal IQ on Grade Point Average (GPA) for 100 (45 males, 55 females) students. For males, EI and peer social support predicted GPA and EI mediated the association between verbal IQ and GPA. For females, EI, peer social support, and family support predicted GPA but did not mediate the association between verbal IQ and GPA. This study further examined whether subscales of EI (intrapersonal, interpersonal, adaptability, and stress management abilities), peer social support and family social support (emotional, socializing, practical, financial, and advice) added to the prediction of GPA after verbal IQ, gender, and SES were controlled. Adaptability, stress management and practical family social support each added to the explanation of variability. None of the peer social support subscales predicted additional variance in GPA.