Linking emotions to academic achievement: A sequential pathway through teacher support and student engagement in higher education

Ke Ke¹, Guangyan Gai^2,*
1 School of Journalism, Communication and Liberal Arts, Wuchang Shouyi College, Wuhan, China
2 School of Educational Studies, Universiti Sains Malaysia, Jalan Universiti, Gelugor, Penang, Malaysia
* Corresponding Author: Guangyan Gai. Email: email

Journal of Psychology in Africa https://doi.org/10.32604/jpa.2026.083260

Received 16 April 2026; Accepted 21 August 2026; Published online 10 September 2026

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Abstract

Academic achievement is influenced not only by students’ cognitive abilities but also by personal emotional resources, environmental support, and behavioral engagement. However, the mechanisms linking emotional intelligence to academic achievement remain insufficiently understood. Drawing on Social Cognitive Theory, this study investigated the roles of perceived teacher support and behavioral engagement in the relationship between emotional intelligence and self-reported academic achievement. Data were collected from 472 Chinese undergraduate students (51.1% male, 48.9% female; age range = 18–24 years) using psychometrically validated instruments, and structural equation modeling was employed to examine the hypothesized relationships and mediating mechanisms. The results indicated that emotional intelligence was not directly associated with self-reported academic achievement. Instead, perceived teacher support and behavioral engagement independently and sequentially mediated this relationship, supporting a full mediation model. Specifically, higher emotional intelligence was positively associated with greater perceived teacher support and behavioral engagement, which, in turn, were positively associated with self-reported academic achievement. These findings extend Social Cognitive Theory by highlighting the interconnected roles of personal emotional resources, environmental support, and behavioral engagement in students’ academic achievement. The findings also suggest that higher education institutions may strengthen teacher–student relationships and promote students’ active engagement in learning to support academic achievement.