Introduction: The aim of this study is to analyze the role that Perceived Emotional Intelligence and social competences have on academic performance. Furthermore, we analyze the role of teacher's expectancies on performance in secondary school students. Method: One hundred ninety three students (50.7% male and 49.3 % female) from the first and second cycle of secondary school ("M" = 14.1 years; "DT" = 1.39; range from 11 to 16 years old), completed a self-report evaluating Perceived Emotional Intelligence (TMMS-24), and Social Attitudes (AECS). Academic performance was assessed by individual marks and an ad hoc Likert scale that comprised different behaviour indices assessed teachers' expectancies about performance. Results: Our results show that prosocial attitudes predicted positively and significantly, not only students' academic performance but Perceived Emotional Intelligence (PEI) as well. Teachers' expectancies also play an important role in this prediction. Discussion: Our study reflects that social behavior impacts academic performance. Furthermore, other variables as perceived emotional intelligence and teacher's expectancies have an important role. The implications of these results on education are discussed. (Contains 7 tables and 1 figure.)