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

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.