137 International Journal of Education and Psychological Research (IJEPR) Volume 6, Issue 2, June 2017 I. INTRODUCTION One of the most significant outcomes of an educational set up is the Academic achievement of students. It is considered as a decisive factor to judge one’s total potentialities and capacities. Administrators, teachers and parents worldwide give paramount importance to enhance the Academic achievement of students. Stagner (1962) defined Academic achievement as “a degree of proficiency or progress made by pupils in the mastery of school subjects”. The idea was strengthened by Chaplin (1965) by concluding that “educational or academic achievement is the specified level of attainment or proficiency in academic work as evaluated by the teachers, standardized tests or by a combination of both”. Many attempts have been made by educationists, psychologists and researchers to study various factors that affect Academic achievement of students. Singh (1976) pointed out that, Academic achievement is a complex variable, a resultant of diverse factors of different kinds intellectual and non-intellectual, interacting in a variety of ways. . There are numerous factors that affects Academic achievement of students such as Intelligence, Self concept, study habits, Resilience, self efficacy, Academic anxiety, stress, school and home environment, peer influence, teacher’s pedagogy and so on. The increasing demand of quality education demands due importance to the predictors of Academic achievement .This is the fact that at present time researchers are focusing their studies to find out predictive value of different variables on Academic achievement. Goleman (1995) concluded that Emotional intelligence can predict academic success better than traditional measures of intelligence. Emotional Quotient (EQ) is twice as important as Intelligent Quotient (IQ) and is four times as important in terms of overall success. Emotional intelligence is defined as “A form of intelligence that involves the ability to monitor one’s own and other’s feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions” (Salovey and Mayer, 1990). Individuals with high level of Emotional intelligence manage their emotions in a better way during stressful situations and are good decision makers. People with high EQ know the art of expressing emotions as much as controlling them (Barsade, 1998). Research studies indicate that male and female students do not differ significantly on Emotional intelligence (EI) as observed by Sobha (2006); Subramanyam and Rao (2008) and Agnihotri and Donde (2014) contrary to the above findings Devi and Rayal (2004);Chu (2002); found that boys scored higher on Emotional intelligence as compared to their female counterparts. It was also observed by Sutarso (1999) and Nara (2014) that female students were significantly better in EI than their male counterparts. Sanchez-Nunez, Fernandez-Berrocal, Montanes and Latorre (2008) asserted that socialization process and emotional teachings of girls and boys in childhood play an important role in developing Emotional intelligence and that brings gender differences. They were of the view that girls receive wider spectrum of emotions from parents than do boys which make the former more adept at recognizing and expressing emotions. Marquez, Martin and Brackett (2006); Jatinder (2014) found significant correlation between Emotional intelligence and Achievement scores while Nelson and Emotional Intelligence and Socio-economic Status as the determinants of Academic achievement among Adolescents [1] B. Razia [2] Nabi Ahmad Abstract: Academic achievement is one of the important goals of education and affected by number of correlated factors including Emotional intelligence and Socio-economic status of adolescents. Researchers concluded that Emotional intelligence can predict academic success better than traditional measures of intelligence .The study aims to predict Academic achievement of adolescents with the help of independent variables Emotional intelligence and Socio-economic status. The research was carried out on a sample of 292 adolescents studying in class XI of Aligarh district. Standardized scales were used to collect the data which was analyzed by applying Mean (M), Standard Deviation (SD), t-test, Product Moment Correlation and Multiple Regression Analysis. Results indicate that significant gender differences exist in adolescents on the measure of Emotional intelligence however no significant differences were found between male and female adolescents on the measure of Socio- economic status and Academic achievement. Significant correlation was found among all the three variables under study. Socio- economic status and Emotional intelligence together brought 18.4% variance in Academic achievement indicating the importance of Emotional intelligence and Socio-economic status in predicting Academic achievement of adolescents. Keywords: Academic achievement; Emotional intelligence; Socio-economic status; Adolescents; Correlation; Prediction [1] Research Scholar, Dept. of Education, Aligarh Muslim University, Aligarh, U.P, India, Email: razianaushad.amu@gmail.com [2] Professor, Dept. of Education, Aligarh Muslim University, Aligarh, U.P, India