Self-Confidence and Emotional Intelligence in Women’s Soccer: A Descriptive–Correlational Study

Abstract

Aim. The present study aimed to examine the relationship between self-confidence and emotional intelligence in female soccer players, with particular emphasis on their associations with performance across different playing positions. Methods. A descriptive–correlational design was employed. The sample consisted of 16 female soccer players (mean age = 15 years) representing four playing positions (goalkeepers, defenders, midfielders, and strikers). Self-confidence was assessed using the self-confidence subscale of the Competitive State Anxiety Inventory-2 (CSAI- 2). Emotional intelligence was measured using the Emotional Intelligence Questionnaire (INEM), which evaluates intrapersonal and interpersonal dimensions. Results. Pearson correlation analysis revealed a strong positive association between self-confidence and intrapersonal intelligence (r = 0.66, p = .005). In contrast, the relationship between self- confidence and interpersonal intelligence was weak and negative (r = −0.17, p = .524) and not statistically significant. Position-specific differences in self-confidence were also observed. Defenders and midfielders demonstrated the highest levels, likely reflecting their key roles in maintaining team structure and tactical balance. Goalkeepers exhibited moderate levels of self-confidence, which may be associated with the high responsibility and decision-making demands of the position. Strikers reported the lowest levels of self-confidence, possibly due to the psychological pressure associated with scoring expectations. Conclusions. The findings highlight the importance of position-specific psychological training in women’s soccer, targeting both intrapersonal and interpersonal domains. Given the positive association between self-confidence and intrapersonal intelligence, interventions aimed at enhancing self-confidence may contribute to improved self-regulation, attentional control, and emotional resilience. However, the absence of a significant relationship with interpersonal intelligence suggests that team-related skills (e.g., communication, empathy, and collaboration) require targeted development. Therefore, coaches and sport psychologists should implement integrated training programs that simultaneously foster individual psychological resources and interpersonal competencies to optimize both individual and team performance.