Exploring the Impact of Emotional Intelligence and Self-Efficacy on Academic Achievementamong Adolescents in Injibara Sub-City, Northwest Ethiopia 

Exploring the Impact of Emotional Intelligence and Self-Efficacy on Academic Achievementamong Adolescents in Injibara Sub-City, Northwest Ethiopia | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Article Exploring the Impact of Emotional Intelligence and Self-Efficacy on Academic Achievementamong Adolescents in Injibara Sub-City, Northwest Ethiopia muluneh fetene This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5354347/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Emotional intelligence refers to the ability to recognize the importance of emotions, understand their connections, and use this understanding to analyze and solve problems. Selfefficacy beliefs, as defined by Bandura, are one’s internal convictions about their ability to perform tasks effectively. This study explores the relationship between emotional intelligence, academic self-efficacy beliefs, and academic success among high school students. Using a crosssectional design, data were collected from 200 students across two of three senior secondary schools. The sample was selected through purposive and random sampling, comprising students from four grade levels (Grades 9–12).Students’ stress management skills were evaluated using a stress management scale with a Cronbach's alpha of 0.77. Emotional intelligence was assessed using the Schutte Self-Report Emotional Intelligence (SSEI) Test, which consists of 33 items rated on a five-point Likert scale, achieving a reliability score of α = 0.88. One-way ANOVA and multiple regression analyses were employed to examine the association between emotional intelligence, self-efficacy, and academic achievement. The results indicated that late adolescents had a significantly higher mean score (M = 146.26) compared to middle (M = 132.94) and early adolescents (M = 119.79), with F = 98, df = 2, p<0.05. Findings revealed that emotional intelligence and self-efficacy beliefs together accounted for 63% of the variance in academic achievement. Thus, it can be concluded that students' self-efficacy beliefs and emotional intelligence significantly contribute to academic success. Social science/Education Social science/Psychology Social science/Sociology Emotional intelligence self-efficacy and academic achievement Full Text Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Selfefficacy beliefs, as defined by Bandura, are one’s internal convictions about their ability to perform tasks effectively. This study explores the relationship between emotional intelligence, academic self-efficacy beliefs, and academic success among high school students. Using a crosssectional design, data were collected from 200 students across two of three senior secondary schools. The sample was selected through purposive and random sampling, comprising students from four grade levels (Grades 9–12).Students’ stress management skills were evaluated using a stress management scale with a Cronbach's alpha of 0.77. Emotional intelligence was assessed using the Schutte Self-Report Emotional Intelligence (SSEI) Test, which consists of 33 items rated on a five-point Likert scale, achieving a reliability score of α = 0.88. One-way ANOVA and multiple regression analyses were employed to examine the association between emotional intelligence, self-efficacy, and academic achievement. 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