Vol. 12, Special Issue 10 (2023)

Author(s):
Simran Rani and Nisha Yadav

Abstract:
The study looked at how emotional intelligence affects academic self-efficacy and achievement. The study included 180 undergraduate students from CCS HAU Hisar (Haryana). Their ages varied from 18 to 20 years, with a mean of 19 years. Two valid and reliable measures were utilized to assess participants' emotional intelligence and academic self-efficacy, while their 12^th Annual marks were used to gauge academic accomplishment. The data was analyzed using descriptive statistics, Pearsons product moment correlation, and hierarchical regression analysis. The findings revealed that emotional intelligence and academic self-efficacy were substantially associated to academic accomplishment. Based on the findings, it is advised that emotional intelligence be incorporated into the undergraduate curriculum.