Examining the Impact of Emotional Intelligence and Self Efficacy on Stress of Students Preparing for Competitive Examinations

Abstract

This study explores the relationship between emotional intelligence (EI), self- efficacy, and stress levels among students preparing for competitive examinations. Emotional intelligence, defined as the ability to recognize, understand, and manage emotions (Goleman, 1995), plays a significant role in regulating stress, especially in high-pressure academic environments. Self- efficacy, described by Bandura (1977) as an individual’s belief in their ability to succeed in specific situations, is hypothesized to affect how students cope with stress during exam preparation. This research investigates how emotional intelligence and self-efficacy predicts stress levels, with a particular focus on students preparing for competitive exams. A sample of university students was surveyed to assess their EI, self-efficacy, and perceived stress. Results suggest that higher emotional intelligence and stronger self-efficacy are negatively correlated with stress, meaning students with higher EI and self-efficacy experience lower stress levels. This research highlights the importance of emotional intelligence and self-efficacy in promoting better stress management among students and suggests that interventions targeting these factors could help reduce stress during exam preparations.