The Impact of Alexithymia on Emotional Self‐Efficacy Among High School Students in Konya Province

Aim This study investigates the impact of alexithymia on emotional self‐efficacy levels among senior high school students in Konya Province, Türkiye. Methods A cross‐sectional analytical research design was employed, involving 207 senior high school students who were actively enrolled in formal education and consented to participate. Data collection utilized the Introductory Information Form, the Toronto Alexithymia Scale, and the Emotional Self‐Efficacy Scale. Statistical analyses included descriptive statistics, independent t‐tests, ANOVA, Kruskal‐Wallis tests, Tukey tests, Dunnett's C Test, Spearman's correlation, and multiple regression analyses, with a 95% confidence interval. Results The mean total score for the Toronto Alexithymia Scale was 55.65 ± 10.82, while the mean total score for the Emotional Self‐Efficacy Scale was 107.28 ± 18.39. A significant negative correlation was found between alexithymia levels and emotional self‐efficacy. Additionally, perceived academic status of students and their reasons for using technological devices were significantly associated with their emotional self‐efficacy scores ( p < 0.05). Conclusion This study shows that alexithymia has a negative impact on students' emotional self‐efficacy, highlighting the need to strengthen emotional skills during adolescence. Enhancing students' emotional awareness and coping strategies through educational, family, and community‐based initiatives may contribute to their psychological well‐being and academic success. Interventions that reduce alexithymic characteristics and promote emotional competencies could play a key role in supporting healthier developmental outcomes among high school students.