This study was designed to determine the extent to which emotional intelligence competencies predict academic adjustment of first year university undergraduates in Rivers State, Nigeria. Correlational design by multiple prediction was adopted for the study. Two research questions and two corresponding hypotheses guided the conduct of the study at 0.05 alpha levels. A sample of 382 first year university undergraduates of Ignatius Ajuru University of Education, Port Harcourt, 2015/2016 academic session was drawn from the population through simple and proportional stratified random sampling techniques. Two instruments namely; Mangal Emotional Intelligence Inventory and Student Adaptation to College Questionnaire – Academic subscale were used for data collection. Simple and multiple regression analyses were used for data analysis. All data were subjected to analysis using statistical package for social science (SPSS). Results showed that; emotional intelligence competencies (self-awareness, relationship management, social-awareness and self-management) taken together statistically significantly predicted academic adjustment of first year university undergraduates; on the basis of individual contributions, self-management and self-awareness were significant contributors while social-awareness and relationship management were not. Based on the findings, conclusion and recommendations were made.
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