Relationship among Social Media Usage, Emotional Intelligence. Academic Self Efficacy and Academic Achievement In Wachamo University, Durame Campus Students

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.