Structural equation modeling of the relationship self - regulation and emotional intelligence on academic achievement in mathematics with mediation of self-efficiency

The purpose of this study is to model the relationship between selfregulation, emotional intelligence and mathematics achievement as mediated by self-regulation. The population of the study included all high school students of grade three from the first and second districts of ministry of education in the city of Ardabil in the academic year of 2012-2013. The sample size was 400 (264 female and 136 male) students who were chosen by a relative stratified random method. The instruments of the study included assessment scale of emotional intelligence, self-assessment scale of self-, self -assessment scale of self-efficacy, and researcher-made mathematics achievement test. The data were analyzed using descriptive statistics and inferential statistics including stepwise and path analysis. The results of the study showed that: 1) there is a direct and positive relationship between the academic achievement and self-regulation. 2) there is a positive and direct relationship between the students’ emotional intelligence and their achievement. 3) there is a positive and direct relationship between students’ emotional intelligence and their self-regulation. 4) there is positive, direct and indirect relationship between emotional intelligence and self-efficacy. Overall, the independent variable of self-regulation predicted and justified 27% of variance of the dependent variable of achievement. Also, the independent variable of emotional intelligence predicted and justified 18.2% of variance of the dependent variable of achievement.