Introduction: Student academic achievement in higher education is shaped not only by cognitive capabilities but also by affective attributes. Despite the recognized role of spatial thinking and emotional intelligence in academic performance, the interplay between these variables, particularly through the mediating function of self-efficacy, has not been sufficiently explored Objective: This study aims to examine the direct and indirect effects of spatial thinking ability and emotional intelligence on academic achievement, with self-efficacy as a mediator. Methodology: Employing a quantitative ex post facto design, data were collected from 387 university students enrolled in Sports Education Programs using standardized instruments measuring spatial thinking, emotional intelligence, self-efficacy, and academic outcomes. Data were analyzed using path analysis to evaluate both direct and mediated relationships among variables. Results: The findings indicate that spatial thinking exerts a significant direct influence on self-efficacy (β = 0.194) and academic achievement (β = 0.398), whereas emotional intelligence significantly predicts self-efficacy (β = 0.269) but not academic achievement directly (β = 0.052). Self-efficacy itself shows a strong direct effect on academic achievement (β = 0.360) and serves as a significant mediator in the relationships involving both predictors.. Discussion: These results highlight the importance of integrating cognitive and emotional skills development to enhance learners' academic resilience. Conclusions: Educational programs should incorporate spatial reasoning tasks and emotional self-regulation strategies to strengthen students’ belief in their academic abilities and improve performance outcomes.
Kamaruddin et al. (Fri,) studied this question.
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