Emotional Intelligence in Relation to Gender, Family Functioning and Self-Esteem among Senior Secondary Students in Ibadan, Nigeria
This exploratory and cross-sectional study investigated emotional intelligence in relation to gender, family functioning and self-esteem among senior secondary students in Ibadan, Nigeria. Data were collected from 300 (129 male and 171 female) respondents recruited through the purposive sampling technique from three secondary schools within Ibadan. The sample consisted of students between 13 and 17 years of age. Data were presented in terms of percentages and means, independent samples t-test and multiple regressions. There were no significant differences in emotional intelligence of students as a result of gender and family functioning. Self-esteem had statistically significant influence on emotional intelligence among the students t (298) = 2.887; p < .05. As predicted, senior secondary school students with high self-esteem reported significantly higher emotional intelligence ( = 116.68) than students with low self-esteem ( = 106.67). Further, the result showed that all the psychosocial factors (gender, self-esteem and family functioning) jointly predicted emotional intelligence among the students (R= .210; R2= .044; F [3, 296] = 4.54; p < .050 with R² =.044. The analysis also showed that self-esteem (ß = .22; t= 3.53; p < .05) made the strongest unique contribution to explaining emotional intelligence. The study recommended that educators, parents, counsellors and even religious leaders should develop an emotional training programme where various psychosocial factors especially self-esteem, can be developed in students. These factors can be used to enhance the development of their emotional intelligence.
Copyright (c) 2019 ON Koleoso, E Uwadiae, JI Nnakife
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