Causal Modeling of the Relationship between Academic Self-Efficacy, Emotional Intelligence, and Academic Engagement among First-Year Students at the University of Jordan

This study aimed to test a causal model that clarifies the mediating role of academic self-efficacy in the relationship between emotional intelligence and academic engagement among first-year students at the University of Jordan. The study used the descriptive correlational methodology on a random sample of (1000) male and female students. Three scales were applied: The Emotional Intelligence Scale, the Academic Engagement Scale, and the Academic Self-Efficacy Scale after verifying their validity and reliability. The results showed that first-year students' estimates of emotional intelligence, academic self-efficacy, and academic engagement were all within the average level. Positive and statistically significant correlations were found between the total scores on emotional intelligence, academic engagement, and academic self-efficacy. It also revealed a statistically significant indirect effect of emotional intelligence on academic engagement via the academic self-efficacy variable as a mediating variable. In light of these findings, the study recommends developing programs to enhance emotional intelligence and academic self-efficacy among first-year students to support their academic engagement and adaptation to the university environment.