CHAPTER 1

BACKGROUND OF THE STUDY

Introduction

Students in higher educational institutions are viewed as leaders of tomorrow. They have

academic success as their major goal. For this goal to be achieved, it requires dedication, sacrifices,

self-discipline, motivation and cordial relationships between students and lecturers. Students at

this level are saddled with a lot of responsibilities and challenges (Imonikebe, 2009) which may

sometimes result in stress. They need good mental health to be able to succeed in their academic

pursuit. As academic demands increase and new social relations are established, students become

uncertain of their abilities to meet these demands (Dwyer & Cummings, 2001). Difficulties in

handling the ensuing stress often lead to decreased academic performance, increased

psychological, distress, and negative attitudes toward learning Dwyer & Cummings, 2001; Salami,

2006). All these invariably pose challenges to the much-sought quality of education. Emotional

intelligence, self-efficacy, and psychological well-being (happiness, life satisfaction, and

depression) are important resources for enhancing students’ learning, success, and quality of

education. Emotional intelligence (Adeyemo & Adeleye, 2008; Salami, 2004; Salami &

Ogundokun, 2009; Tagliavia, Tipton, Giannetti & Mattei, 2006; Wong, Wong & Chau, 2001),

self-efficacy (Adeyemo & Adeleye, 2008; Faulkner & Reeves, 2009; Hagger, Chatzisarantis &

Biddle, 2001; Salami 2004; Salami & Ogundokun, 2009; Schwarzer or Fuchs,2009;

Yalcinalp;2005), and psychological well-being (Khramtsova, Sarrnio, Gordeeva, & Williams,

2007; Salami, 2008) have been shown to predict students’ attitudes and academic performance in
higher educational institutions. Thus, the overall question of interest in this study was how changes

in emotional intelligence, self-efficacy and psychological well-being (happiness, life satisfaction

and depression) are related to students’ behaviors and attitudes.

Little attention has been paid to how emotional intelligence, self-efficacy, and

psychological well-being (happiness, life satisfaction & depression) differentially predict various

facets of students’ behaviors and attitudes. One way of filling the gap created in knowledge in this

area is to examine the predictors of students’ behaviors and attitudes and their implications for

enhancing the quality of education. In this study, I examined the extent to which emotional

intelligence, self-efficacy, and psychological well-being (happiness, life satisfaction & depression)

jointly and separately contribute to the prediction of students’ behaviours and attitudes.

In the academic life of students in tertiary institutions especially universities, colleges of

education and polytechnics students’ intrinsic motivation, self-discipline and attitudes toward their

lecturers or professors are perhaps the three most important domains to consider in students’

behaviors and attitudes. Intrinsic motivation is the desire to study based on personal interest and

satisfaction rather than for a grade. Self-discipline is having self-control over behaviors and

attitudes (e.g. studying, and getting to class on time). Attitude towards lecturers and professors

refers to thinking highly of lecturers’ professional level and showing them respect (Khramtsova,

Saarnio, Gordeeva &Williams, 2007).

Trait emotional intelligence (trait EI) refers to individual differences in the perception,

processing, regulation and utilisation of emotional information. It is a constellation of emotion-

related self-perceived abilities and dispositions located at the lower levels of personality

hierarchies (Petrides & Furnharm, 2001). Individuals with high trait EIscores believe that they are
in touch with their emotions and can regulate them in a way that promotes well-being (Bar-On,

2005). These individuals should enjoy higher levels of happiness (Furnham and Petride, 2003).

Emotional intelligence has been related to several factors such as life satisfaction,

psychological well-being, occupational success and job performance, (Adeyemi & Adeleye, 2008;

Bar-On, 1997 & 2005; Salovey & Mayer,1990). Emotional intelligence has also been found to be

related to student’s academic achievement, behaviours and attitudes (Salami, 2004; Salami &

Ogundokun, 2009; Tagliavia, Tipton, Giannetti & Mattei, 2006; Wong, Wong &Chau, 2001).

However, few studies have related trait EI to students’ behaviours and attitudes.

According to Salovey and Mayer (1990), emotional intelligence involves abilities that are

categorized into five domains,self-awareness, managing emotions, motivating oneself, empathy,

and handling relationships which have implications for students’ performance in tertiary

institutions. Emotional intelligence will likely assist students having low happiness low

satisfaction and high depression in developing appropriate behaviours and attitudes in respect of

their academic work. It is, therefore, expected that emotional intelligence will moderate the

relationship of psychological well-being with students’ behaviours and attitudes.

Self-efficacy refers to a person’s belief in his/her ability to organise and execute a required

course of action to achieve a desired result (Bandura, 1997). Self-efficacy is related to academic

achievement behaviours and attitudes (Faulkner & Reeves, 2009; Hagger, Chatzisarantis & Biddle,

2001; Yalcinalp, 2005;

Schwarzer & Fuchs, 2009; Salami, 2004; Salami & Ogundokun, 2009). It is, expected that

self-efficacy will be related to students’ behaviours and attitudes. However, there is a scarcity of

research that examined the self-efficacy of stressed students about their attitudes.
 Self-efficacy determines an individual’s resiliency to adversity and his/her vulnerability to

stress and depression (Bandura, Caprara, Barbaranelli, Gerbino & Pastorelli, 2003). General self-

efficacy aims at a broad and stable sense of personal competence to deal effectively with a variety

of stressful situations (Adeyemo, 2008; Schwarzer, 1994).

Perhaps for an individual who has low happiness and life satisfaction and high depression,

having high self-efficacy will help him/her in displaying appropriate behaviors and positive

attitudes as regards his/her academic work. Therefore, it is expected that self-efficacy will

moderate the relationship of psychology with students’ behaviors and attitudes.

Statement of the problem

It is necessary to fill in the knowledge gaps by looking at the previously mentioned

predictors of students' behaviors and attitudes because there is a lack of research on the

relationship between psychological well-being (happiness and life satisfaction), self-efficacy,

and emotional intelligence and students' behaviors and attitudes. The study investigated at how

students' behaviors and attitudes related to psychological well-being, self-efficacy, and emotional

intelligence. The moderating effects of self-efficacy and emotional intelligence on the connection

were also investigated in this study.

Objectives of the study

1. To Assess the Correlation between Emotional Intelligence and Student Well-being:

This objective involves examining the extent to which emotional intelligence skills, such as self-

awareness, self-regulation, and empathy, correlate with students' well-being, including mental

health, resilience, and overall life satisfaction.

2. To Analyze the Influence of Emotional Intelligence on Academic Success:

This objective focuses on understanding how emotional intelligence affects students' academic

performance, including their grades, learning engagement, and problem-solving skills. It aims to

determine how emotional intelligence can be a factor in academic achievements.

3. To Propose Strategies for Enhancing Emotional Intelligence in Educational Settings:

This objective involves synthesizing the findings to recommend practical strategies and

interventions that can be implemented in educational institutions to foster emotional intelligence

in students. This includes curriculum enhancements, teacher training, and support systems to

improve students' emotional well-being and academic outcomes.

Hypothesis

There is no significant relationship between emotional intelligence, self-efficacy, and

psychological well-being, and the attitude and behavior of a student in terms of quality learning.
Theoretical framework

Erez and Isen (2002) suggest that creating pleasant emotional states in individuals

promotes flexible and efficient problem-solving, decision-making, and event assessment.

Positive emotions may thus have an adaptive and interactive quality and may operate as a

moderator in the interaction between stress or depression and the successful behaviors and

attitudes of grade 10 students. good psychology holds that fostering good traits is more crucial

than trying to prevent or lessen undesirable traits like depression after they have already

happened.
 Conceptual paradigm

INPUT PROCESS OUTPUT

•Educational Environment: The •Emotional Intelligence: The capacity •Quality Learning: The

overall educational setting, of a student to identify, comprehend, overall educational outcomes

including classroom atmosphere, control, and feel understanding for and the effectiveness of the

teaching methodologies, and other people. learning process.

institutional support. •Self-Efficacy: The student's belief in •Student Performance:

their ability to achieve in certain Academic success as well as

• Individual Factors: The unique activities and obstacles within the proficiency with a range of

features of each student, such as learning environment. learning activities.

their emotional intelligence, self- •Psychological Well-Being: The •Positive Attitude: The

efficacy beliefs, and mental and emotional status of the student's positive perspective

psychological well-being. student, encompassing elements such on education and the process

as stress, anxiety, and general mood. of learning.

•Behavior and Attitude: The way a •Desired Behavior: Deeds

student approaches, thinks about, and and responses that provide a

approaches learning, as well as how supportive and productive

motivated and involved they are in learning environment

class activities.