| Sumario: | This study examined ways to improve the sense of self-efficacy and its relationships to emotional intelligence and coping strategies among college students involved in a program focused on academic and emotional support. 274 students participated in an intensive pre-exam program focusing on introductory courses. Research instruments included four questionnaires: Academic self-efficacy questionnaire, Self-reporting emotional intelligence questionnaire, Stress appraisal and coping questionnaire, and Demographic questionnaire. Several analyses were conducted at two points in time correlation matrix, t-test, ANOVA analysis to test for differences in coping strategies between students in different stages, and a regression analysis. The results suggest a direct link between emotional intelligence and academic self-efficacy, which is variedly affected by the tendency to employ avoidance coping strategies.
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