Self-Efficacy and Emotional Intelligence as Correlates of Academic Performance of Senior Secondary School Students (SS2) in Oredo Local Government Area

Gloria Esiekpe Osagie-Obazee, Florence Toyin Adeyemi

Abstract


The study examined the relationship between self-efficacy, emotional intelligence and academic performance of public secondary school students (SS 2) in Oredo Local Government Area of Edo State.  The population consisted of all Senior Secondary School (SS 2) students. Multi-stage sampling technique was used to select 6 public secondary schools and with purposive sampling, 2 mixed schools, 2 single sex schools (boys) and 2 single sex school (girls) A sample of 510 students was drawn from six public secondary school in Oredo Local Government Area of Edo State.  Three instruments were used in obtaining the data for the study.  They are:  adopted version of Guamer-Erickson and Noonan (2018) Self-Efficacy Scale (SES), adopted version of Kolo (2006) emotional intelligence questionnaire (EIQ) AND BECE results in English and Mathematics which measured academic performance of students.  Four hypotheses were tested and result obtained showed no significant relationship between self-efficacy and academic performance of students, a significant relationship between emotional intelligence and academic performance of students, and no significant differences in the relationship between self-efficacy, emotional intelligence and academic performance based on the sex of students.  Based on the findings, it was recommended that effort should be made to introduce emotional intelligence to the school curriculum right from the primary school up to the tertiary level.  Teachers, parents and counsellors should encourage and support students to develop and improve their self-efficacy.  Also, parents and teachers should provide conducive environment for learning in order to help students perform well in their academic pursuit. 


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