Investigating the relationship between academic self-efficacy and emotional creativity with academic performance

Moghadam, Safoura

doi:10.22034/necsbm.2024.431738.1037

Investigating the relationship between academic self-efficacy and emotional creativity with academic performance

Document Type : Original Article

Author

Safoura Moghadam

M.A in psychology, Mashhad branch, Islamic Azad university, Mashhad, Iran

10.22034/necsbm.2024.431738.1037

Abstract

The aim of the present research is to investigate the relationship between academic self-efficacy and emotional creativity with academic performance among high school students in Region 4 of Mashhad. The sample size used in this research is 100 students from this group (51 female students and 49 male students). The participants in this study were evaluated and assessed using the performance questionnaires of Pham and Taylor, academic self-efficacy of McIlroy and Bunting's, and emotional creativity of Averill and Knowles. The data and information obtained were analyzed using SPSS software version 26. The results of this research indicate a direct and significant relationship between academic self-efficacy variables and academic performance, as well as a direct and significant relationship between emotional creativity variables and academic performance. In light of the results obtained, the possession by students of academic self-efficacy and its indicators which lead to improved learning, as well as the utilization of emotional creativity components that create constructive and effective interactions, provide a basis for increased learning and also enhance the students' productivity, thereby improving their academic performance. Therefore, it can be concluded that there is a significant relationship between academic self-efficacy and emotional creativity with the level of academic performance of students at the high school level.

Keywords

Academic performance

Academic self-efficacy

Emotional creativity

Subjects