The aim of this paper was to examine the relationship between emotional intelligence and psychological resilience and to examine the contribution of emotional intelligence and psychological resilience to the explanation of students' academic success. In this paper, emotional intelligence is seen as a set of abilities to perceive, use and manage one's own and other people's emotions, and psychological resilience as the process and outcome of successful adaptation to difficult or challenging life experiences. The research was conducted via the Internet in such a way that the link to the questionnaire was forwarded to student unions, groups of students and posted on social networks. A total of N = 196 participants (81.6% female), with an average age of 22.5 years, took part in the research. Participants completed a sociodemographic questionnaire, Emotion Analysis Test, Emotion Management Test, Emotional Skills Competence Questionnaire, Big Five Inventory, and Brief Resilience Scale. The results indicate that emotional intelligence significantly correlates with psychological resilience, but after controlling for gender and personality traits, it does not contribute to explaining its variance. Personality traits - specific neuroticism, extraversion and conscientiousness - explained most of the psychological resilience variance. Participants who score higher on the extraversion and conscientiousness scales and lower on the neuroticism subscale score higher on the measure of psychological resilience. Gender differences were also found; male participants are more resilient than female participants. Furthermore, emotional intelligence was found to be a predictor of academic success, while controlling for conscientiousness. The role of conscientiousness as a predictor of academic success is also significant, as expected. On the other hand, psychological resilience was not found to be significantly related to academic success.