Abstract

Emotional intelligence (EI) significantly influences mental health, academic achievement, and interpersonal relationships, according to a significant study. The objectives of this study are to compare EI levels between students from religious-based and public schools in Jeram, Kuala Selangor, and to examine the relationship between EI and perceived academic performance (PAP). The participants included 294 secondary students (154 from a public school, 142 from a religious-based school). EI was measured using the EI Questionnaire, and PAP via the PAP Questionnaire. There is no significant difference was found in EI between the two school types, likely due to their shared location, similar student backgrounds (e.g., parental occupations), and comparable administrative structures. However, it was found that EI and PAP showed a significant positive correlation. This is consistent with past studies where higher EI fosters emotional stability, improved focus, and effective learning engagement. These findings offer new insights into the Malaysian context, where comparisons of religious versus public schooling on EI remain scarce, contributing to knowledge about contextual factors in EI development. They highlight the significance of integrating Social Emotional Learning (SEL) in schools, with teachers playing a pivotal role in building trust-based relationships to enhance students' emotional regulation, cognitive functioning, and academic outcomes.