A Moderated Moderation Modelling of Gender and Age on Subjective Well-Being in the Relationship Between Emotional Intelligence and Academic Self-Efficacy of Students

This studyexamined whether gender and age interacted with subjective well-being to influence the relationship between emotional intelligence and academic self-efficacy of students in the colleges of education in the Ashanti and Brong Ahafo zones of Ghana. The study collected data from 682 participants using a cross-sectional design. Purposive sampling, proportionate technique, and a table of random numbers were utilised to select the colleges and respondents for this study. The study revealed that emotional intelligence had a positive influence on the academic self-efficacy of students. The study also found that subjective well-being (i.e., health status and happiness) moderated the association between emotional intelligence and the academic self-efficacy of students. When gender and age interacted with subjective well-being, the relationship between emotional intelligence and academic self-efficacy was not moderated. However, gender and age independently moderated the relationship between emotional intelligence and the academic self-efficacy of students. The study strongly recommends that the Ministry of Education, in collaboration with college principals, should establish comprehensive student well-being programs as a core part of the educational system. Since subjective well-being enhances the impact of emotional intelligence on academic self-efficacy, college principals must embed structured well-being curricula, mental health services, and emotional intelligence training at all levels of education. This will boost students’ academic confidence and equip them for enduring accomplishment.