Data Collection Tools
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 scale was a Likert-type scale and consisted of 41 articles. In this scale, 21 items (3, 4, 6, 8, 10, 12, 13, 14, 17, 20, 22, 23, 24, 25, 26, 28, 34, 35, 39, 40, and 41) were scored reversely. The participants were requested to read the items correctly and mark the one that was the most suitable for them. The internal consistency coefficient of the scale was determined to be 0.82 by Tatar, Tok, and Saltukoğlu (2011).
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. This scale was a Likert-type scale and consisted of 21 articles. In this scale, 7 items (12, 13, 14, 15, 16, 17, and 18) were scored reversely. The highest score was determined as 84 and the lowest score was determined as 21 for this specific scale. The high scores obtained from this scale indicated a high belief towards academic self-efficacy perceptions of the students. The reliability coefficient of the scale was determined to be 0.80 by Öncü (2012), and the measurement performed for the equivalence of both languages (English and Turkish) was calculated to be 0.95.