Exploring the Components of Cognitive Abilities and Explaining the Role of Emotional Intelligence in Achievement Motivation and Happiness among Upper Secondary School Students: A Mixed-Methods Study

Abstract

The present study aimed to identify the components of cognitive abilities and explain the role of emotional intelligence in achievement motivation and happiness among upper secondary school students. This study employed an exploratory sequential mixed-methods design. In the qualitative phase, semi-structured interviews were conducted with 15 educational experts and specialists, and the data were analyzed using conventional qualitative content analysis. In the quantitative phase, the study adopted a descriptive-correlational design. The statistical population consisted of all female upper secondary school students in Tehran during the 2023–2024 academic year, from whom 150 participants were selected using cluster random sampling. Data collection instruments included the Bar-On Emotional Intelligence Questionnaire, Nejati’s Cognitive Abilities Questionnaire, Harter’s Achievement Motivation Questionnaire, and the Oxford Happiness Questionnaire. Data were analyzed using Pearson correlation, multiple regression, and analysis of variance in SPSS software. The qualitative findings resulted in the extraction of 20 initial codes categorized into four major components: attention and information processing, memory and cognitive comprehension, thinking and reasoning, and cognitive executive functions, with cognitive executive functions showing the highest frequency. Quantitative findings indicated a positive and significant relationship between cognitive abilities and happiness (r = 0.469, p < 0.01). Regression analyses demonstrated that emotional intelligence significantly explained the variance in cognitive abilities (η² = 0.36) and achievement motivation (η² = 0.51). Furthermore, the effect of emotional intelligence on intrinsic achievement motivation (η² = 0.54) was stronger than its effect on extrinsic achievement motivation (η² = 0.41). Emotional intelligence also significantly predicted students’ happiness. The findings revealed that emotional intelligence plays a significant role in enhancing cognitive abilities, achievement motivation, and happiness among students and contributes to improving their academic performance and psychological well-being. Cognitive executive functions were identified as the most prominent dimension of cognitive abilities. Therefore, it is recommended that educational programs focus on strengthening cognitive skills, emotional intelligence training, and executive cognitive functions to foster students’ academic and psychological development.