Final-year students' worry about the workfield is impacted by several elements, such as emotional intelligence and self-efficacy. This study aims to ascertain the function of emotional intelligence and self-efficacy. The main conjecture of this study is that emotional intelligence and self-efficacy play a crucial impact in anxiety related to entering the workfield. A small hypothesis suggests that anxiety related to confronting the work environment is negatively correlated with both self-efficacy and emotional intelligence. The research was carried out using quantitative methods with a population of final students in UMS, which applied cluster random sampling techniques with subjects of 240 people from the 2017-2020 class aged 18-27 years. The data collection method used was a self-efficacy scale, emotional intelligence scale, and anxiety about facing the workfield scale. The results were analyzed using multiple linear regression. The multiple regression analysis results show a significant role between self-efficacy and emotional intelligence on anxiety about facing the workfield with F = 1007.080 and a significance value of 0.000 (p < 0.05). There is a very significant negative role between self-efficacy and anxiety about facing the workfield with β = - 0.636, t = -14.699, and p = 0.000 (p <0.05). There is a very significant negative role between emotional intelligence and anxiety about facing the workfield with values ​​β = -0.314, t = -6532, and p = 0.000 (p<0.05). This research implies that self-efficacy and emotional intelligence together influence anxiety with a contribution of 89.5%; final students need to pay more attention to self-efficacy with a contribution of 62.8%, compared to emotional intelligence with a contribution of 26.7% to reduce anxiety about dealing with anxiety about facing the workfield.