<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vasiou, A.</style></author><author><style face="normal" font="default" size="100%">E. Vasilaki</style></author><author><style face="normal" font="default" size="100%">K. Mastrothanasis</style></author><author><style face="normal" font="default" size="100%">A. Gkontelos</style></author><author><style face="normal" font="default" size="100%">E Galanaki</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Emotional intelligence as a dual pathway to academic performance and happiness</style></title><secondary-title><style face="normal" font="default" size="100%">EAPRIL Conference Proceedings 2025</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2026</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://www.eapril.org/assets/files/Proceedings-2025.pdf</style></url></web-urls></urls><publisher><style face="normal" font="default" size="100%">European Association for Practitioner Research on Improving Learning</style></publisher><pub-location><style face="normal" font="default" size="100%">Valetta, Malta</style></pub-location><pages><style face="normal" font="default" size="100%">33-45</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;Emotional Intelligence (EI) has been widely recognized as a key psychosocial&lt;br&gt;competency shaping university students’ academic and psychological functioning.&lt;br&gt;However, research has often examined its influence on academic performance and&lt;br&gt;well-being separately, relying on single mediators such as test anxiety or basic&lt;br&gt;psychological needs. The present study proposes an integrated structural model in&lt;br&gt;which EI affects both happiness and academic performance through two parallel&lt;br&gt;pathways. Using data from 205 university students, the analysis incorporated five&lt;br&gt;sequential components: (1) Emotional Intelligence, (2) Cognitive Test Anxiety, (3)&lt;br&gt;autonomy, competence, and relatedness, (4) Happiness, and (5) Academic&lt;br&gt;Performance (GPA). Structural equation modelling (SEM) was used to examine how&lt;br&gt;EI predicts both happiness and academic performance through complementary&lt;br&gt;emotional-cognitive and motivational-affective routes. Results showed that EI&lt;br&gt;negatively predicted CTA and positively predicted autonomy, competence, and&lt;br&gt;relatedness. CTA was a significant negative predictor of GPA, whereas the three&lt;br&gt;needs strongly predicted happiness. EI indirectly influenced academic performance&lt;br&gt;through CTA and indirectly influenced happiness through the basic psychological&lt;br&gt;needs. These findings position EI as a dual-pathway resource that supports&lt;br&gt;academic functioning through the reduction of cognitive test anxiety and enhances&lt;br&gt;students’ well-being through the satisfaction of autonomy, competence, and&lt;br&gt;relatedness. Implications for higher education include the importance of fostering&lt;br&gt;emotional skills, supporting basic psychological needs, and creating learning&lt;br&gt;environments that minimize evaluative stress.&lt;/p&gt;</style></abstract><issue><style face="normal" font="default" size="100%">11</style></issue></record></records></xml>