How do emotional intelligence and self-efficacy predict the mathematics learning achievement of students during pandemic?

The achievement of pupils in both external and internal examinations is deteriorating. Psychological variables such as emotional intelligence and self-efficacy have frequently been overlooked in research on factors impacting student progress in mathematics. The goal of this study was to see how students’ emotional intelligence and self-efficacy affect their mathematical achievement. A correlational survey study methodology was used with 140 senior high school students from one of Riau's senior high schools. Data was gathered using emotional intelligence, self-efficacy questionnaires, and a report on students’ academic progress. Simple linear regression analysis was used to analyze the data. The regression analysis of significance between emotional intelligence and mathematics learning accomplishment revealed a value of 0,084 (0,084 > 0,05) and a value of 0,003 (0,003 < 0,05) for self-efficacy in mathematics learning achievement. These findings revealed that emotional intelligence was not an important predictor of students’ mathematical success but not in the case of self-efficacy. Self-efficacy affects the learning achievement of mathematics. Students with high and moderate self-efficacy have a substantial impact on their academic performance. Thus, One of the most important elements that predict mathematics learning success is self-efficacy. It was suggested that students be taught how to improve their emotional intelligence and self-efficacy through various techniques.