Résumé
The main objective of the present study was to examine the relationship between emotional intelligence and academic achievement among students of higher secondary schools. The secondary objective was to examine the role of various demographic variables of the students including gender socio economic status, parental education and geographical origin in emotional intelligence. The Bar-On Emotional Quotient Inventory was for data collection. Academic achievement of the participants was measured through their annual results. Pearson correlation and t-test was applied to test the hypotheses. Findings are in line with the hypotheses. Significant relationship found between the two constructs. First born students scored high on emotional intelligence as compared to later born students. Students with literate parents scored high as compared to students with illiterate parents. Students from urban areas scored high as compared to students from rural areas. Students from upper socio-economic students scored high on emotional intelligence as compared to students from lower socio-economic status. Female students scored high as compared to male students