Emotional intelligence (EI) is a vital concept in education, serving as the central focus of this study. EI is defined as the ability to effectively manage and express emotions with empathy while being acutely aware of their impact on interpersonal relationships. This study aims to explore the relationship between emotional intelligence and academic performance among undergraduate students. A sample of 200 participants was utilized to examine how five dimensions of EI—intrapersonal skills, interpersonal skills, adaptability, stress management, and general mood—correlate with both cumulative GPA and high school GPA. The results revealed statistically significant correlations between specific EI domains and academic performance, particularly highlighting the critical roles of stress management and general mood. These findings reinforce existing research suggesting that students with strong emotional intelligence skills tend to achieve better academic and extracurricular outcomes. Additionally, our study identified a significant gap in educational programs aimed at developing, supporting, and sustaining emotional intelligence within universities. We also examined demographic variables, including sex, age, and ethnicity, to assess their impact on differences among subgroups and their relationship with college retention. The findings carry practical implications for both educators and students, providing valuable insights that can inform the integration of EI competencies into academic support strategies in higher education, ultimately enhancing student success and well-being.

Self-determination is a prominent construct and major outcome for all people, acting as a predictor of quality of life, and strongly correlated with personal development, independence, and participation. However, persons with intellectual and developmental disabilities (IDD) tend to be excluded from self-determined learning. This study aims to establish the self-determination profile of adolescents and adults with and without IDD, examining differences among both groups and analyzing the effect of some personal and contextual variables on self-determination. The Self-Determination Inventory: Portuguese translation (SDI), was completed by 366 participants, aged 13 and 73 years (26±13.92), 205 females and 161 males, with (n=183) IDD and without (n=183) IDD. Participants with IDD were less self-determined than their typical peers. There were no significant differences when gender is analyzed (females vs. males), although females without IDD had a higher level of self-determination. Age shows different self-determinations trajectories: without IDD tend to be more self-determined with age, although between 26- 30y scores tend to increase. Younger participants (13-15y) with IDD in regular settings are more self-determined than older participants. Participants with IDD living at own home present more self-determined actions, followed by institutional settings and finally in relatives’ home. Effect sizes vary between moderate to strong.

For over thirty years, scholars have highlighted the importance of emotional intelligence in individuals’ ability to adapt their behavior and navigate various situations that impact their lives. Emotional intelligence encompasses recognizing emotions, comprehending their meanings and interconnections, and applying this understanding to reasoning and problem-solving. Self-efficacy is the belief in one’s capacity to act and effectively manage life’s challenges. Academic achievement assesses the extent to which a student, teacher, or institution meets their educational objectives, reflecting the progress and milestones that pave the way for future opportunities. This study investigates the influence of emotional intelligence on teachers’ self-efficacy and academic success, positing that it affects their self-efficacy, subsequently impacting academic performance. Additionally, the research not only emphasizes the inspiring potential of emotional intelligence in fostering self-efficacy but also underscores the necessity of prioritizing teachers' emotional intelligence to enhance academic achievement. It outlines key strategies for increasing teachers’ emotional intelligence, ultimately leading to favorable outcomes.

The Arab population in the United States is diverse, comprising individuals from over 20 countries across Africa and Asia. This demographic frequently encounters challenges associated with ongoing conflicts and political instability, which can profoundly affect their mental health. Since the events of September 11, 2001, Arab Americans have faced heightened discrimination and stigma, further complicating their mental health experiences. This study aims to investigate the impact of acculturative stress on ethnic identity among second-generation Arab Americans. It prioritizes examining various acculturation strategies, cultural differences in perceptions of mental health, and barriers to accessing assistance. Additionally, the study explores the differences in attitudes toward mental health between first- and second-generation Arab Americans, underscoring the necessity for mental health professionals to comprehend cultural nuances and varied perspectives. It highlights the significance of culturally responsive clinical interventions, community outreach initiatives, and policy reforms that recognize Middle Eastern and North African (MENA) populations as a distinct demographic category. Ongoing research in regions with substantial Arab populations is imperative for enhancing support services tailored to the needs of these communities.