The Effect of Emotional Intelligence Components on Self-Regulated Learning Strategies and Academic Efficacy in Graduate Students

This study aimed to investigate the effect of emotional intelligence components on self-regulated learning strategies and academic efficacy among graduate students. The research employed a correlational design with a sample of 150 graduate students selected through one-stage cluster sampling. Data were gathered using the Siberia Schering Emotional Intelligence Questionnaire (1996), the Pintrich and De Groot Self-Regulated Learning Strategies Questionnaire (1990), and the Jinks and Morgan Academic Self-Efficacy Questionnaire (1999). Descriptive and inferential statistics, including Pearson correlation and stepwise multiple regression, were used for analysis. Descriptive results indicated moderate to high mean scores for emotional intelligence (M = 96.83, SD = 26.17), self-regulated learning strategies (M = 209.65, SD = 63.27), and academic self-efficacy (M = 16.86, SD = 1.96). A significant positive correlation was found between emotional intelligence and self-regulated learning strategies (r = 0.68, p < 0.001), with the strongest subcomponent correlation being social awareness (r = 0.71, p < 0.001). Self-regulated learning strategies also had a significant positive correlation with academic self-efficacy (r = 0.53, p < 0.001). Regression analysis showed that social awareness (β = 0.712, p < 0.001) and social skills (β = 0.28, p < 0.001) together explained 55% of the variance in academic self-efficacy (R² = 0.55). Additionally, self-regulated learning strategies significantly predicted academic efficacy (β = 0.53, p < 0.001), accounting for 29% of the variance (R² = 0.29). The results highlight the critical role of emotional intelligence—especially social awareness and social skills—and self-regulated learning strategies in enhancing academic self-efficacy among graduate students.