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.