The use of social-emotional learning (SEL) in education has seen a significant increase in elementary schools with numerous studies supporting its benefits (Kim, 2022). However, the same is not true for high schools and higher education. Research supports the notion that SEL not only improves academic achievement but also enhances self-efficacy, a critical factor in goal accomplishments and success (Kim, 2022). With the help of SEL, which targets core factors within self-efficacy, individuals can increase self-efficacy to improve their mentality and lifestyle. This study aims to determine if there is a relationship between self-efficacy and SEL among emerging adult students. The participants were randomly assigned to one of two groups: a control group (Group B) which completed the self-report measures, and an intervention group (Group A), which underwent a 5-week intervention to learn the core components of SEL and complete self-report measures. The research consisted of seventy participants, thirty-nine participants were assigned to Group B, and thirty-one participants were assigned to Group A. With the use of a quantitative study approach, the overall findings failed to establish a significant association between SEL interventions and improvements in self-efficacy or fundamental social-emotional competencies. However, it is important to note that a positive correlation between social-emotional competencies and self-efficacy persists, which underscores potential pathways for increasing emerging adult students' confidence in their capabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]