Emotional Intelligence Competencies as Predictors of Academic Adjustment of First Year University Undergraduates in Rivers State, Nigeria (Published)
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.
The aim of the current study was to investigative the relationship that exists among emotional, social, cognitive intelligence and social support network among youths. Correlational research design was adopted for this study. Three hypotheses were formulated to guide this study. The population consisted of all youths in Rivers State. A sample of 856 respondents was drawn from the population using cluster sampling technique. Four instruments were used for data collection. They included Emotional Intelligence Behavior Inventory (EQBI) by Akinboye, Multidimensional Scale for Perceived Social Support (MSPSS) by Gregory, et al., Tomso Social Intelligence Scale (TSQS), and Wechsler Adult Intelligence Scale (WAIS). Pearson Product Moment Correlation coefficient was used to test the hypotheses at .05 level of significance. Results indicated that emotional, social and cognitive intelligence demonstrated significant positive relationship with social support network among youths. Based on the findings, conclusion and recommendations were made.
The present study has tried to explore the teaching effectiveness of school teachers with different levels of emotional maturity. A representative sample of 300 (150 male and 150 female) teachers from urban and rural secondary schools of two districts in Haryana was randomly selected. Teaching effectiveness Scale by Kumar & Mutha (1974) and Emotional Maturity Scale by Singh & Bhargava (2012) was used to access teaching effectiveness and emotional maturity of secondary school teachers. The study revealed that significant difference found in teaching effectiveness of secondary school male teachers with extreme emotional maturity and extreme emotional immaturity. Similar results were found out for female teachers, urban teachers and rural teachers. Significant difference was found in teaching effectiveness of secondary school female teachers with extreme emotional maturity and moderate emotional maturity. However results were reversed for male teachers, urban teachers and rural teachers with same levels of maturity. Significant difference was found in teaching effectiveness of secondary school male teachers with moderate emotional maturity and emotional immaturity. Results were reversed for female teachers, urban teachers and rural teachers with same levels of maturity.
The Effectiveness Of Life Skills Programmes In Three Teachers Colleges Within Masvingo Province Zimbabwe (Review Completed - Accepted)
This study sought to determine the effectiveness of Life Skills programmes in three teachers’ colleges in Masvingo province namely: Masvingo, Bondolfi and Morgenster. In this study eight-five (85) student teachers, four (4) lecturers and three (3) nurses from the three colleges participated in the research project. Student teachers filled in questionnaires, lecturers and nurses were interviewed. The study showed that life skills programmes are quite effective in equipping student teachers with stress management skills, cognitive skills, social skills and emotional skills. The study also revealed that student teachers are equipped with information on HIV, AIDS, STIs and other health related information which play a major role in behaviour change.Though Life Skills programmes can be quite effective, the research study revealed that proper methodologies, technical support and lecturer motivation are of paramount importance in the implementation of these programmes. The study recommends that there is need for staff development programmes for lecturers so that they are equipped with relevant methodologies for life skills programmes. It is also necessary that these programmes be well funded so that they do not suddenly grind to a halt. Finally, it is also recommended that further research be undertaken in order to establish how best these life skills programmes can be implemented considering the large enrolments of teachers’ colleges