A Correlational Study Between Emotional Intelligence and Self-Efficacy among Higher Secondary School Students in Aizawl

Emotional intelligence (EI) and self-efficacy are two significant psychological constructs that influence adolescent adjustment, academic performance, and resilience. Emotional intelligence pertains to the capacity to perceive, comprehend, regulate, and utilise emotions effectively, whereas self-efficacy denotes an individual’s confidence in their ability to successfully complete tasks and attain goals. The present study examined the correlation between emotional intelligence and self-efficacy among higher secondary school students in Aizawl, Mizoram, and also investigated gender differences within these constructs. A sample of 265 students (124 males and 141 females) was selected via convenience sampling from three higher secondary educational institutions. Data collection was conducted through the Wong and Law Emotional Intelligence Scale (WLEIS) and the General Self-Efficacy Scale (GSE). Reliability assessments demonstrated satisfactory internal consistency for both scales (α = .79 and α = .76, respectively). Independent samples t-tests and Pearson’s product–moment correlation analysis were employed. The results indicated a moderate positive correlation between emotional intelligence and self-efficacy (r = .41, p < .01). Notably, significant gender differences emerged, with male students scoring higher on both emotional intelligence and self-efficacy. These findings underscore the importance of emotional competence in enhancing adolescents’ efficacy beliefs and imply potential applications for educational interventions.

Emotional Intelligence, Self-Efficacy, Higher Secondary School Students

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