How Do Emotional Intelligence and Self-efficacy Predict the Mathematics Learning Achievement of Students during Pandemic?

Abstract

The achievement of pupils in both external and internal examinations is deteriorating. Psychological variables such as emotional intelligence and self-efficacy have frequently been overlooked in research on factors impacting student progress in mathematics. The goal of this study was to see how students' emotional intelligence and self-efficacy affect their mathematical achievement. A correlational survey study methodology was used with 140 senior high school students from one of Riau's senior high schools. Data was gathered using emotional intelligence, self-efficacy questionnaires, and a report on students' academic progress. Simple linear regression analysis was used to analyze the data. The regression analysis of significance between emotional intelligence and mathematics learning accomplishment revealed a value of 0,084 (0,084 > 0,05) and a value of 0,003 (0,003 < 0,05) for self-efficacy in mathematics learning achievement. These findings revealed that emotional intelligence was not an important predictor of students' mathematical success but not in the case of self-efficacy. Self-efficacy affects the learning achievement of mathematics. Students with high and moderate self-efficacy have a substantial impact on their academic performance. Thus, One of the most important elements that predict mathematics learning success is self-efficacy. It was suggested that students be taught how to improve their emotional intelligence and self-efficacy through various techniques.