The aim of the present study is to determine the relationship between emotional intelligence, academic engagement and academic achievement in Sirjan, Iran. The respondents comprised of 382 students (191 boys and 191 girls) in the age range of 15-18 years old that were randomly selected from nineteen high schools. A self administered questionnaire was used for data collection which includes a Schutte’s Emotional Intelligence, Short, Feleming, Guiling, and Ropper’s Academic Engagement, and Grade Point Average (GPA) score. Results of the study indicate that academic engagement mediates the relationship between emotional intelligence and academic achievement. It is recommended that academic achievement be improved in school settings with support strategies such as educational guidance, seminars, workshops, counseling.

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