Investigating How Teacher Motivation, Emotional Intelligence, and Academic Stress Influence Student Achievement

• amelia

  Jambi University

  Author

• Mayada Safitri

  Author

Globalization requires constant and strategic education, with the teacher–student connection as a foundation. Encouragement, feedback, and pedagogical insight boost students' cognitive, moral, and social development more than physical activity. Learner motivation and emotional intelligence—self-awareness, self-regulation, self-motivation, empathy, and interpersonal skills—drive academic performance in this dynamic. Higher emotional intelligence promotes adaptive emotional management, tenacity, and academic engagement. Academic stress—caused by perceived workload, time management limits, performance pressure, and skill mismatches—can harm physical, emotional, and mental health. Social networks, institutional climates, and academic writing conventions amplify stressors and impact students' coping resources and study habits. Motivation, emotional competence, and stress management affect student learning, mediated by the educational environment and classroom interactions. Educational reform should target evidence-based strategies that boost student motivation, emotional intelligence, and maladaptive stress to address globalization. Socio-emotional pedagogy teacher professional development, coherent assessment procedures that reward mastery and progress, structured time-management supports, and autonomous, relevant, and competent learning designs are examples of such changes. Critical thinking, reflective practice, and equitable engagement support equanimity and resilience and increase learning outcomes. Schools can improve students' academic performance and holistic development by aligning curricular goals, instructional methodologies, and well-being supports, preparing them to tackle difficult global issues with competence and character

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