(N:216)*. The correlation is statistically significant
with a 0.05 significance level.
When Table 7 is examined, as the p-value was .021 < .05, it is
seen that there was a statistically significant and positive
relationship between the emotional intelligence levels and academic
self-efficacy perception levels of secondary education students. Pearson
correlation coefficient was found to be .157. In line with these
analysis results, it can be said that the academic self-efficacy
perception of the secondary education students increased as their
emotional intelligence levels increased.
Discussion and Conclusion
This study was conducted with a study group of 216 secondary education
students attending state schools in Adana province in the first term of
the 2018-2019 academic year. In this study, it was aimed to investigate
the relationship between emotional intelligence and academic
self-efficacy levels of secondary education students. The five
sub-problems were investigated by using the data obtained from this
study. SPSS 18.0 for Windows software was used when analyzing the data.
According to the results of this specific study, no significant
difference was determined between the emotional intelligence levels of
secondary education students in terms of age variable because the
p-value was above 0,05. In a study conducted by Gürbüz and Yüksel
(2008), a statistically significant difference was determined in the
emotional intelligence of participants according to the age variable.
However, this might have been caused by the fact that the age range of
the participants in that study was too wide (18-41). In this study, it
was predictable that there was no statistically significant difference
as the age levels of secondary school students were close to each other.
According to the results of this specific study, no significant
difference was determined between the academic self-efficacy perceptions
of secondary education students in terms of age variable because the
p-value was above 0,05. Again, it was possible to predict that there was
no statistically significant difference as the age levels of secondary
school students were close to each other.
According to the results of this specific study, there was a .1255
difference favor of female students in terms of the averages of male and
female students obtained from the emotional intelligence scale. In order
to determine whether this difference was statistically significant, a
t-test was conducted by using SPSS 18.0 software and it was found to be
2.174. As the p-value was .031 < .05 when calculated with a
95% confidence interval, it can be said that the difference between the
emotional intelligence levels of female and male students was
statistically significant. In line with this result, with a 95%
confidence interval, it can be said that the emotional intelligence
levels of female students were higher than male students. In a study
conducted by İşmen (2001), it was determined that females obtained
higher scores in total in the emotional intelligence scale than males.
Similarly, in the studies conducted by Katyal, Awasthi (2005); Sevindik,
Uncu and Güneş Dağ (2012), it was concluded that female participants had
higher emotional intelligence scores. In an emotional intelligence scale
used in a study conducted by Gürbüz and Yüksel (2008), it was determined
that female workers had higher scores in interpersonal relationships,
adapting to the conditions and environment, and stress management
sub-dimensions among other workers. In a study conducted by Babaoğlan
(2010), it was determined intelligence was associated with males,
leaders, and commanders while emotion was associated with females,
mothers, artists, and poets. Therefore, females were more likely to act
with their emotions than males with the effects of the roles in their
life. This characteristic of females was reflected in the research
results, and they had higher scores in terms of emotional intelligence
than males.
According to the research results, the academic self-efficacy
perceptions of female and male participants were 2.4286 and 2.4048
respectively. In order to determine whether this difference was
statistically significant, a t-test was conducted by using SPSS 18.0
software and it was calculated to be .467. As the p-value was .641
< .05 when calculated with a 95% confidence interval, it can
be said that no statistically significant difference between the
academic self-efficacy perceptions of female and male students was
found. When the studies related to this subject were examined, it was
seen that there was no statistically significant difference between the
academic self-efficacy perceptions of the participants in terms of
gender variable (Yalmancı and Aydın, 2014; Gerçek, Yılmaz, Köseoğlu and
Soran, 2006; Akbaş and Çelikkaleli, 2006; Üstüner, Demirtaş, Cömert and
Özer, 2009). The finding of those studies is in parallel with the
findings of this specific study. Academic self-efficacy increases with
individuals’ successful experiences while it decreases because of the
individual experiences with failure. In other words, whether female or
male, each individual shapes his/her own academic self-efficacy. The
important thing here is not the gender, it is the experiences they get.
When the related literature was reviewed, it was seen that the
relationship of emotional intelligence with different variables was
investigated. In a study investigating the relationship between
occupational burnout and emotional intelligence (Güllüce and İşcan,
2010), it was determined that these two variables were inversely
correlated. In a study conducted by Deniz and Yılmaz (2016) to
investigate the relationship between coping with stress techniques and
emotional intelligence levels of undergraduate students, it was
determined that there was a negative correlation between the personal
skills sub-dimension and avoiding the problems sub-scale. According to
the results of this specific study, as the p-value was .0 <
.05, it is seen that there was a statistically significant and positive
relationship between the emotional intelligence levels and academic
self-efficacy perception levels of secondary education students. The
conclusion of these studies suggests that emotional intelligence is a
factor affecting human life. In this study, the Pearson correlation
coefficient was found to be .157 and the p-value was found to be
.021<.05. In other words, it was determined that there was a
statistically significant relationship between the emotional
intelligence levels and academic self-efficacy perceptions of
participants. Nowadays, emotional properties such as being able to
express emotions, empathy, independence, adaptation, being admired,
solving interpersonal problems, persistence, compassion, kindness and
respecting are the basic properties that individuals should have on
their way to success, and it can only be achieved with a high emotional
intelligence level (Doğan and Demiral; 2007). When these qualities are
examined, it can be said that they can affect the academic success and
academic self-efficacy perceptions of the individuals. According to
Dağlı (2006) and Kavcar (2011), there is a relationship between academic
success and emotional intelligence. On the other hand, one of the
factors affecting the success of students in their lessons is
self-efficacy level. Considering self-efficacy levels when developing
curricula and organizing educational activities for helping students
experience a successful learning process has significant benefits (Öncü;
2012). In a study conducted by Yalnız (2014), it was determined that
there was a positive relationship between the academic self-efficacy
levels and positive affection of undergraduate students. In other words,
the academic self-efficacy levels of individuals with positive thinking
skill have a tendency towards being high. However, the academic
self-efficacy perceptions of individuals with high emotional
intelligence are lower. This is closely related to critical thinking.
The individuals who can think critically can use their control
mechanisms more efficiently because they can make more objective
evaluations. The concept of emotional intelligence does not mean being
under the control of feelings, but it means managing the feelings
reasonably and logically, and establishing the relationships more
successfully (Somuncuoğlu; 2005). Thus, it can be said that the
self-efficacy perceptions of individuals who can control their emotions
are also controlled. In other words, they perceive their academic
success more reasonably even it is very high.