Introduction and Objective: The present study aimed to investigate the relationship between academic self-efficacy and cognitive creativity with emotional intelligence in junior high school students in Sib and Soran.

Research Methodology: The research method was descriptive and the research design was correlational. The statistical population of the present study was all junior high school students in Sib and Soran, numbering 2834 (1301 girls and 1533 boys). The sample size was calculated using the Morgan and Krejci table and was also determined using the stratified random sampling method. Therefore, referring to the Morgan table, the number of statistical samples was 338 (150 girls and 188 boys), and the questionnaire was distributed among these students. The data collection tools were three questionnaires: Jink and Morgan's(2017) academic self-efficacy, Abedi's creativity (2019), and Schott et al.'s emotional intelligence (2017). After collecting the research data, they were analyzed using SPSS version 22 statistical software and through Pearson correlation and regression.

Findings: The results showed: There is a significant relationship between academic self-efficacy and cognitive creativity with students' emotional intelligence. There is a significant relationship between academic self-efficacy and cognitive creativity and students' emotional intelligence. There is a significant relationship between cognitive creativity and students' emotional intelligence.