The Correlation of Emotional Intelligence, Creativity, and Academic Achievement with the Mediation of Psychological Capital in Sixth Grade Male Elementary Students

Emotional intelligence, creativity, and psychological capital are key and influential factors in the fields of social activities, psychology, and education. This study aimed to "determine the correlation of emotional intelligence, creativity, and academic achievement with the mediation of psychological capital in students.

This descriptive correlational study was conducted using random sampling on 113 sixth-grade male students from Varzaneh city in the year 1402 (2023-2024). Data were collected in person using the Bradberry and Greaves Emotional Intelligence Questionnaire (1998), Torrance Creativity Questionnaire (1979), and Luthans' Psychological Capital Questionnaire (2007). The data were analyzed using descriptive statistics, modeling, and structural equation modeling (SEM) with the help of SmartPLS software.

In this study, 23.43% of the students had excellent academic performance, 48.65% were very good, 18.92% were good, and 9.00% were average. The Cronbach's alpha coefficient and composite reliability were above 0.70, and the convergent validity of the constructs was acceptable considering AVE values (greater than 0.5). All dimensions of emotional intelligence had a positive, direct, and significant relationship with creativity and academic achievement, and psychological capital also played a mediating role (p<0.05).

Having psychological capital enables individuals to better cope with stressful situations, experience less tension, have a high capacity to deal with problems, achieve a clear perspective on themselves, and be less influenced by daily events. Consequently, such individuals enjoy better health.