Abstract
Several concepts encountered commonly regarding the concept of emotional
intelligence and self-efficacy perception suggested the question of
whether there was a relationship between these two. As a result of the
literature review conducted, it was seen that the concept of emotional
intelligence was discussed within the framework of several variables.
However, it was also seen that studies revealing the relationship
between emotional intelligence and self-efficacy perception were not
adequate. The main purpose of this study was to investigate the
relationship between emotional intelligence and academic self-efficacy
levels of secondary education students. Relational screening model from
quantitative research methods was used in this study. Screening model is
a research model in which both qualitative and quantitative research
approaches can be used together. Literature was reviewed for the
conceptual basis of the study. The study group of this study included
216 secondary education students attending state schools in Adana
province in the first term of the 2018-2019 academic year. When the
students participating in this study were analyzed, it was seen that
there was 104 female (48.9%) and 112 male (51.1%) students. The data
collection tool for this study was a form consisting of three sections.
The first section consisted of questions related to the variables of
gender and age for determining the personal information of the
participants. The second section included Schutte Emotional Intelligence
Scale (developed by Malouff, Hall, Haggerty, Cooper, Golden, and
Dornheim and revised by Austin, Saklofese, Huang and McKenney, and
adapted into Turkish by Tatar, Tok, and Saltukoğlu in 2011) for
determining the emotional intelligence levels of the participants. The
third section of this form included Academic Self-Efficacy Scale
(developed by Jinks and Morgan in 2003 and adapted into Turkish by
Hüseyin Öncü) for collecting data regarding the self-efficacy beliefs of
the participants influencing their school success. The data collected
were analyzed using SPSS 16.0 for Windows statistical software on the
computer environment. Considering the variable of age, no statistically
significant difference was determined between emotional intelligence and
academic self-efficacy levels of secondary education students. Based on
the 95% reliability level, it was concluded that emotional intelligence
levels of the female students were significantly higher than the male
students. No statistically significant difference was found between
academic self-efficacy perceptions of female and male students. Finally,
it was also concluded that high emotional intelligence level had a
decreasing effect on the academic self-efficacy perception of students.
In line with the results of this study, some suggestions were offered.
In-class and out-of-class activities can be performed in order to
develop the academic self-efficacy of the students. The students can be
encouraged by their teachers and parents to learn how to manage their
feelings in a way that makes the utmost contribution to him/her. It may
be useful to cooperate in coordination with the Guidance departments in
schools if necessary. The awareness of others can be increased by
establishing cooperation and organizing seminars for teachers, school
administrators, and parents about the emotional development and academic
self-efficacy of students.