Arina Hadirah Binte SuhardiDurratun Nafeesa Binte OsmanAliyah Maghfirah Binte Saifullah2025-11-192025-11-192025Arina Hadirah Suhardi, Durratun Nafeesa Osman², Aliyah Maghfirah Saifullah. (2025). Under Pressure: Exploring Emotional Intelligence Levels in High-Achieving Students. Insan Junior Researcher International Conference & Innovation (IJURECON) 2025, 358–368. https://raudahusim.sharepoint.com/:b:/s/USIM-eDocs/EfVkn9zP4m9HniZRvI2XhQMBlU12RcfdxRZHlzdrKyiznQ?e=syZY7bhttps://raudahusim.sharepoint.com/:b:/s/USIM-eDocs/EfVkn9zP4m9HniZRvI2XhQMBlU12RcfdxRZHlzdrKyiznQ?e=syZY7bhttps://oarep.usim.edu.my/handle/123456789/27993Insan Junior Researcher International Conference & Innovation (iJURECON) 2025 : “STREAM for a Better Future/ editor : Ahmad Fuad Mohamad Amin, Nurul Shazwani Binti Mohamed, Rossidi Bin Usop, Abdel Rahman Ibrahim Suleiman Islieh Organised by Kolej PERMATA Insan 10-11 October 2025High-achieving students are often seen as emotionally resilient due to their academic success, yet the pressure they face may have hidden emotional consequences. This study investigates the emotional intelligence (EQ) of preuniversity students and examines how academic stress affects their emotional regulation, self-awareness, and wellbeing. An online survey, primarily quantitative with a small qualitative component, was distributed to students across various tertiary pathways in Singapore, including Polytechnic, Junior College (JC), ITE, pre-university madrasah program, International Baccalaureate (IB), and DPI diploma program. The survey featured items adapted from the Schutte Self-Report Emotional Intelligence Test (SSEIT) and the Educational Stress Scale for Adolescents (ESSA) to measure EQ and stress levels. Data were collected from both high-achieving and average-performing students for comparison. Quantitative results will be analyzed using average scoring and basic correlations to explore the relationship between EQ and academic pressure. Qualitative responses to open-ended questions will be thematically coded to identify recurring emotional experiences and coping strategies. It is expected that students reporting higher academic stress will demonstrate lower emotional regulation and increased emotional fatigue. Findings from this study may underscore the importance of integrating emotional literacy into curricula and strengthening emotional support systems for students in high-pressure environments. By understanding how academic demands influence emotional well-being, educators and policymakers can create interventions that foster healthier learning experiences and equip students with strategies to manage stress effectively.en-USEmotional intelligenceHigh-achieving studentsAcademic pressureStudent well-being.text::conference output::conference proceedings::conference paper358368