Tag Archives: Achievement Motivation.

Emotional Intelligence, Achievement Motivation and Secondary School Students Social Adjustment in Calabar Municipality, Cross River State Nigeria (Published)

Over the years, Nigeria adolescents have been faced with various adjustment challenges. These issues have been judged to be responsible for the maladjustment issues being witnessed. Therefore, this study examines emotional intelligence, achievement motivation and adolescents in Calabar municipality.The study adopted descriptive survey research design. Two hundred and forty adolescents were randomly selected from Calabar municipality and Orlu senatorial Cross River State Four instruments used in the study were: Emotional Intelligence Scale ( = 0.70); Achievement Motivation Scale ( = 0.82); adjustment scale ( = 0.75) two research hypotheses were tested and Pearson product. Moment Correlation (PPMC) statistics was used for data analysis. The result reveals that all the independent variables used in the study significantly influenced adjustment of adolescents as thus; Emotional intelligence, r (238) = 0.928, P<.05. Achievement motivation, r (238) = 0.452. and adjustment, r (238) = 0.850. in this regard, Government should on regular bases organize workshops and seminars on leadership training for individuals particularly; political office holders while incorporating emotional intelligence and political education. This will motivate political office holders to achieve sustainable leadership development.

 

Keywords: Achievement Motivation., Emotional Intelligence, leadership development, political education

Selected Variables Influencing Undergraduate Students’ Attitude toward Educational Research Writing In University Of Port Hacourt, Rivers State, Nigeria (Published)

The study investigated selected variables influencing undergraduate students’ attitude toward educational research writing in Faculty of Education, University of Port Harcourt. Four research questions and three hypotheses tested at 0.05 alpha level guided the study. The study adopted an ex-post facto research design. A sample of 561 final year undergraduate students was drawn from the population through stratified random sampling technique based on the six departments of the Faculty. The four instruments used for data collection were Research self-concept Scale (RSS); Research Anxiety Scale (RAS), Research Achievement Motivation Scale (RAMS) and Research Attitude Questionnaire (RAQ). These were validated by experts in Educational Psychology, measurement and evaluation. The reliability coefficients of RSS, RAS, RAMS and RAQ were 0.72, 0.69, 0.81 and 0.76 respectively which were determined through Cronbach Alpha technique for internal consistency of the instruments. Data collected were analyzed using mean, standard deviation and t-test of independent sample means. The results revealed that self-concept, research anxiety and achievement motivation significantly influence attitude of undergraduate students toward educational research writing. Based on these results, recommendations were made including that school guidance counselors should endeavour to counsel students with low self-concept, low achievement motivation and high anxiety pertaining their academic progress especially in educational research writing.

Keywords: Achievement Motivation., Anxiety, Education, Research Writing, Self-Concept, attitude