Objective: To investigate the association of emotional intelligence with academic self-efficacy and gender difference among undergraduate students.
Methods: The survey-based study was conducted at the Institute of Clinical Psychology, University of Karachi, Karachi, from January 2016 to October 2017, and comprised undergraduate students of either gender aged 16-25 years from different academic institutions. Data was collected using a demographic form, Schutte Emotional Intelligence Scale and the Academic Self Efficacy Scale. Data scrutiny and scoring was done according to the relevant manuals, and analysis was done using SPSS 17.
Results: Of the 400 subjects, 206(51.5%) were females and 194(48.5%) were males. The overall mean age was 21.28±2.12 years. Emotion perception, emotion utilisation, manage emotion with self and with others were significant predictors of academic self-efficacy (p<0.05 each). Gender difference was significant on all variables (p<0.05).
Conclusions: Emotional intelligence was found to play a significant role in promoting academic selfefficacy among undergraduate students.
Keywords: Emotional intelligence, Academic self-efficacy, Gender, Undergraduates.