Aims: The most important task of the educational system is to prepare students to acquire knowledge and career and cognitive skills to enter the community. Therefore, identifying the factors leading to the students’ academic achievement is very important. This study aimed to investigate the relationship between emotional intelligence and self-concept with students’ academic achievement.

Methods: This descriptive-analytical study was done on 99 students of Qaen Nursing and Midwifery School in 2012-13 through census sampling. Two standardized Bar-On emotional intelligence and Rogers self-concept questionnaires were used to collect data. Data were analyzed using descriptive and inferential (independent T test and Pearson's correlation coefficient) statistics using SPSS 14 software.

Findings: There was no significant difference between emotional intelligence, real self-concept and ideal self-concept in male and female students scores, the mean grade was significantly higher in girls than boys (p<0.001). There was a positive and significant relationship between academic achievement and ideal self-concept and also emotional intelligence and ideal self-concept and real self-concept. No relationship was observed between emotional intelligence and academic achievement (mean).

Conclusion: The high students’ self-concept is associated to their academic achievements and who they have better self-concept have a good impression of themselves and their abilities and they also have more academic achievement.