---

Author(s): Chijioke E. Ohuakanwa (Ph.D.).

Volume/Issue: Volume 7 , Issue 2 (2024)

Abstract:

This study investigated the extent to which the possession of certain basic emotional intelligence elements or potentials, such as self-awareness, self-regulation and self-motivation, enhance fresh Nigerian university students’ academic adjustment with a case study of Imo State University, Owerri year one students. The study adopted a correlation design. Four research questions were posed and four hypotheses were tested at 0.05 level of significance. The study population was all 2021/2022 academic session students, males and females of the Imo State University. The study sample size was 400 students of 2021/2022 academic session, males and females, drawn from four faculties of Imo State University, using stratified and proportionate sampling techniques. The instrument for data collection was a researcher constructed 4-point rating scale titled, “Emotional Intelligence Variables of Fresh Nigerian Students’ Academic Adjustment Scale” (EIVFNUSAAS), with Cronbach r =0.78. Data were analysed using 2-tailed Pearson t-test to answer the research questions while multiple regression statistics was used to test the hypotheses. Findings revealed strong positive relationships among variables as all the null hypotheses were significant. The results revealed self-awareness, self-regulation and self-motivation as basic elements of emotional intelligence which together go a long way to enhance academic adjustment of first year undergraduates. The results further indicated that self-awareness and self-motivation enhance, to a larger extent, academic adjustment as well as self-regulation. On the basis of the results, certain recommendations were made.

Keywords:

Emotional Intelligence, Academic Adjustment, Self-Awareness, Self-Regulation, Self-Motivation.

No. of Downloads: 0