The contribution of emotional intelligence to academic engagement of undergraduate students in Thailand: the mediating role of self–efficacy

Main Article Content

Jenette Villegas–Puyod
Tipnuch Phungsoonthorn
Phichitphol Sitthipo
Wissawa Aunyawong


This paper explores the personal qualities of university students that influence their academic engagement in class. Class participation is evidently crucial, through which students’ abilities can be assessed. This examined the roles of emotional intelligence (EQ) and self–efficacy on the academic engagement of undergraduate students in Thailand. The university students’ self–efficacy is proposed to act as the mediator of the direct linkage concerning EQ and academic engagement. A self–administered survey questionnaire was utilized and the respondents were college students from a private university in Thailand (N= 395). Data were analyzed by the Partial Least Squares Structural Equation Modeling. The study findings supported that EQ has a positive influence on self–efficacy and academic engagement. Furthermore, the study showed that university students’
self–efficacy is contributed to academic engagement. Self–efficacy of undergraduate students in the university mediated the positive association between EQ and academic engagement. Given that there were mixed findings on the influence of EQ on academic engagement, this research provides evidence that EQ is a significant factor contributing to the academic engagement of undergraduate students.

Article Details

How to Cite
Villegas–Puyod, J. ., Phungsoonthorn, T. ., Sitthipo, P., & Aunyawong, W. . (2021). The contribution of emotional intelligence to academic engagement of undergraduate students in Thailand: the mediating role of self–efficacy. Interdisciplinary Research Review, 16(6), 30–37. Retrieved from
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