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Kaharuddin Arafah
Physics Education Study Program, Universitas Negeri Makassar
Education

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Interrelationships Between Emotional Intelligence, Academic Self-Efficacy, and Physics Performance: Evidence from Indonesian Secondary School Students Andi Hikma Wardani; Kaharuddin Arafah; Khaeruddin Khaeruddin
Jurnal Pendidikan MIPA Vol 27, No 3 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i3.pp1602-1616

Abstract

This study aims to analyze the relationship between emotional intelligence, self-efficacy, and physics learning outcomes of tenth-grade students at public high schools in Wajo Regency. This research used a quantitative correlational design. The study population was tenth-grade students at public high schools in Wajo Regency, with a sample of 472 students from five public high schools. Data were collected using questionnaires on emotional intelligence and self-efficacy, as well as physics learning test results. Data were analyzed using Spearman's rank correlation and multiple linear regression in Jamovi. The results show that there is a positive and significant relationship between emotional intelligence and physics learning outcomes (ρ = 0.193; p < 0.001), a positive and significant relationship between self-efficacy and physics learning outcomes (ρ = 0.203; p < 0.001), and a positive, significant, and strong relationship between emotional intelligence and self-efficacy (ρ = 0.769; p < 0.001). The regression results indicate that emotional intelligence and self-efficacy contribute significantly to physics learning outcomes, with an R² value of 0.0528 (5.28%). These findings suggest that emotional intelligence and self-efficacy are psychological factors that support students' learning outcomes. Keywords: emotional intelligence, self-efficacy, physics learning outcomes, correlation, students.
Co-Authors Andi Hikma Wardani Khaeruddin Khaeruddin