Academic Achievement of Visually Impaired Students as Correlated With their Emotional Intelligence and Self-Efficacy

Abstract

This study investigates the intricate relationship between academic achievement, emotional intelligence, and self-efficacy among visually impaired students. The research aims to explore how emotional intelligence and self-efficacy contribute to the academic success of visually impaired individuals. Recognizing the unique challenges faced by this demographic, the study employs a comprehensive methodology, including quantitative assessments and qualitative interviews. Through a diverse sample of visually impaired students, the research analyzes the correlation between emotional intelligence, self-efficacy beliefs, and academic performance. By utilizing established frameworks for emotional intelligence and self-efficacy measurement, the study seeks to identify patterns and trends that may illuminate the nuanced interplay between these psychological factors and educational outcomes. The findings of this research carry implications for educators, policymakers, and support services catering to visually impaired students. Understanding the role of emotional intelligence and self-efficacy in academic achievement can inform the development of targeted interventions and support systems, fostering a more inclusive and effective educational environment for visually impaired individuals. Ultimately, this study contributes to the growing body of knowledge aimed at enhancing the educational experiences and outcomes of visually impaired students.