Abstract

This study examines the relationship between emotional intelligence, motivation, and academic performance among undergraduate students at a public university. The aspect of emotional intelligence has been widely discussed in previous studies, yet it remains highly relevant in higher education institutions, especially for helping students manage their emotions effectively. Motivation, on the other hand, acts as the driving force that encourages students to achieve their goals. It is necessary to address the program's relevance to students' development. Self-Determination Theory and the Mayer-Salovey- Caruso Emotional Intelligence Test Model serve as the underpinning theories for the academic performance analysis. A quantitative approach was chosen to describe the relationship using both descriptive and multiple linear regression models. A simple random sampling technique was employed to ensure that each respondent had an equal chance of being selected, thereby minimizing sampling bias and enhancing the representativeness of the findings. A significant association was found between emotional intelligence and academic performance (β = 0.217, p < 0.05), and motivation and academic performance (β = 0.376, p < 0.001). The findings indicate that the motivation element is more relevant compared to emotional intelligence. It shows that both emotional intelligence and motivation factors strongly influence academic performance, suggesting that students with higher emotional awareness, self-awareness, and intrinsic motivation tend to achieve better academic outcomes.