How Do Emotional Intelligence and Self-efficacy Predict the Mathematics Learning Achievement of Students during Pandemics? Chelsi Ariati (a*), Vera Anzani (a)
a) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia
*chelsiariati[at]gmail.com
Abstract
The achievement of pupils in both external and internal examinations is deterioration. Psychological variables such as emotional intelligence and self-efficacy have frequently been overlooked in research on factors impacting student progress in mathematics. The goal of this study was to see how students^ emotional intelligence and self-efficacy affect their mathematical achievement. A correlational survey study methodology was used with 140 senior high school students from one of Riau^s senior high schools. Data was gathered using emotional intelligence, self-efficacy questionnaires, and a report on students^ academic progress. The data was analyzed using simple linear regression analysis. This findings revealed that emotional competence and self-efficacy were important predictors of students^ mathematical success in the case of self-efficacy but not in the case of emotional intelligence. It was suggested that students be taught how to improve their emotional intelligence and self-efficacy through various techniques.
