رابطه هوش هیجانی، شیوه‌های مقابله با استرس و هوش عمومی با پیشرفت تحصیلی دانش آموزان پیش دانشگاهی

The purpose of this study is analyzing the relation of emotional intelli-gence, coping strategies against stress, and general intelligence with Orumieh pre-university students’ academic development and achieve-ment. Statistical population was all of male and female high school stu-dents in Orumieh. At first, 310 persons were selected by multistage clus-ter sampling and answered to Bar-On emotional intelligence test and Endler & Parker stress coping questionnaire. Then 50 persons were ran-domly selected and answered to Kettle IQ test. The methodology of this research was correlation and for data analysis we applied mean, standard deviation, heuristic and confirmatory analysis, structural equations mod-eling (for 310 students) and Pearson correlation coefficient, and multi-variable regression (for 50 students). Results of structural equations modeling indicated that direct effect of emotional intelligence on aca-demic achievement and problem-oriented method is meaningful and pos-itive. Emotion-oriented method has meaningful reverse relation with academic achievement. Also, results of multi-variable regression showed that general intelligence is the meaningful and significant predictor of academic achievement.