Abstract:
The aim of this study was to examine the relationship between social media usage,
emotional intelligence, academic self-efficacy, and academic achievement in Wachamo
University Durame campus students. This study employed a correlational research design. Data
were collected from 219 students via multistage and simple random sampling. The social media
usage, emotional intelligence, academic self-efficacy questionnaire scale, and the first-year
CGPAs were used to collect the data. Preliminary descriptive statistics like mean, standard
deviation, percentage, and inferential statistics specifically, Pearson correlation coefficient,
independent t-test, and multiple regression were used to analyze the data. The results indicated
that there was a weak positive significant relationship between social media usage and academic
achievement (r = .17, p< .01). In addition, there was a weak positive significant relationship
between emotional intelligence and academic achievement (r= 267, p<0.05). Moreover, there
was a positive significant relationship between academic self-efficacy and academic achievement
(r = .412, p< .01). On other hand, there was a positive significant relationship between
emotional intelligence and social media usage (r= .51, p< .01); emotional intelligence and
academic self-efficacy (r=.274, p=000); and social media usage and emotional intelligence
(r=.344, p=000). Further, analysis reviled that overall model explained that 19% of the variance
in academic achievement was predicted from the social media usage, emotional intelligence, and
academic self-efficacy and a significantly useful in explaining CGPA, F (3, 211) = 16.248 p <
.05. The result also indicated that there was no significant difference between males and females
on social media usage, emotional intelligence, academic self-efficacy, and academic
achievement.Based on the major findings of the study recommendation were forwarded to
educators should come up with training programs for the students to improve students’ academic
achievement.
