Influence of Emotional Intelligence, Digital Literacy, and Student Self- Efficacy on Job Readiness of the Mechanical Engineering Skills Program at Vocational Schools in Yogyakarta City

Abstract

This study aims to analyze (1) the relationship of emotional factors to student work readiness in the Mechanical Engineering Expertise program at the Yogyakarta City Vocational High School. (2) digital skills on the student's work readiness in the Machining Engineering Expertise program at the Yogyakarta City Vocational School (3) self-efficacy towards student work readiness in the Mechanical Engineering Expertise program at the Yogyakarta City Vocational School (4) the effect of self-efficacy on student work readiness in the Mechanical Engineering Expertise program at the Yogyakarta City Vocational School. The method used was quantitative research. This research was conducted in five vocational high schools (VHS) of the Mechanical Engineering program in Yogyakarta. The subjects in this study were students in class XI. The population in this study amounted to 296 respondents. Sampling was determined using the purposive sampling technique with a total sample size of 184 respondents. The data collection technique uses a questionnaire on a Likert scale with four answer choices. Data analysis techniques using descriptive statistical analysis and multiple linear regression analysis showed that (1) emotional intelligence has an average value of 31.9 in the good category and affects work readiness by 10.11% with t count > t table (4,500 > 1,653). (2) Digital literacy has an average value of 31.15 in the good category, and digital literacy affects work readiness by 2.99% with t count > t table (2.355 > 1.653). (3) Self- efficacy has an average value of 38.51 in the good category and affects work readiness by 30.25% with t count > t table (8.843 > 1.653). (4) Emotional intelligence, digital literacy, and self-efficacy simultaneously contribute 61.6% with F count > F table (98.798 > 2.65). Based on the study's results, emotional intelligence, digital literacy, and self-efficacy positively and significantly influence job readiness

The Mediating Effect of Digital Literacy and Self-Regulation on the Relationship between Emotional Intelligence and Academic Stress among University Students: A Cross-Sectional Study.

“…Moreover, digital literacy has a signi cant impact on academic stress levels, as students experience a decline in stress when they have con dence in their digital skills and abilities [20] [21] [22]. It is crucial to combine emotional intelligence and digital competence in the realm of technology [23] [17].…”