Introduction and goal: The present study was conducted with the aim of the role of academic self-efficacy and academic values in predicting emotional independence.
Research methodology: The descriptive research method was correlation type. The statistical population of the research included all the female students of the second year of high school in Bukan city in the academic year of 2022-2023, and 100 people were evaluated as a sample using the available sampling method. Stenberg and Silverberg's emotional independence scale (1986), academic self-efficacy questionnaire by Morris (2001) and Pintrich et al.'s (2011) academic values were used to measure the studied variables. The research data was analyzed using Pearson's correlation coefficient and step-by-step regression analysis with SPSS version 23 software, and the significance level of the tests was considered to be 0.05.
Findings: The findings showed that academic self-efficacy and academic values are able to predict emotional independence. Also, 34.1% of the variance of academic values is explained by academic self-efficacy and 51.6% of the variance of academic values is explained by academic self-efficacy and academic values.
Conclusion: According to the results of the research, it can be stated that in order to promote the emotional independence of second year high school female students in schools, attention should be paid to the role of academic self-efficacy and academic values.