Academic journal article Gender & Behaviour

Emotional Intelligence, Academic Procrastination and Academic Achievement in Two Tertiary Institutions in South-Western Nigeria

Academic journal article Gender & Behaviour

Emotional Intelligence, Academic Procrastination and Academic Achievement in Two Tertiary Institutions in South-Western Nigeria

Article excerpt

Nations of the world today invest heavily on human capital development through quantitative and well planned educational system. In today's world, education plays a very key role in the success and prosperity of individuals (Amusan, 2006). Academic achievement refers to the outcome or goals which teachers expected their students to reach or achieve at the end of a study. Academic achievement has been seen as a fundamental aspect of everyday life affecting people's work, interpersonal relationships, sense of being and leisure (Ghaji, 2010). Research has shown that academic achievement of students in schools especially higher institutions of learning has fallen, and also that academic achievement of students in Nigerian schools generally has been and is still a source of concern and area of research interest to Educators, Government and parents (Adebule 2004).

Academic achievement is the main measure of the level of education attained, which is meant to achieve the curriculum objective of success and priority as defined by the society (Ademóla, Aldntun de and Yakasai, 2010). This means, academic achievement distinguish between students and predicts their success at work. Educators have therefore been interested in those factors, which are associated with academic achievement (Bakare 1979, Hassan 2001, Onabamiro, Owoyele, Toyobo & Majekodunmi 2007). For this, poor performance in education generally has resulted in various blames among the stakeholders; it was observed that, Government shift the blame on the teachers, the teachers blame both the parents and the Government. The parents on the other hand blame their wards, the teachers, and the Government for their inability to be properly guided in the educational processes. This shows the vicious circle of blame over the inadequate educational system operative in the Nigeria social environment (Ijanaku, 2009).

The issue of academic achievement among students in schools, especially in Universities is nothing to write home about, and achievement is declining every end of session. Many researchers have focused on other factors that contributed to poor academic achievement among students in University, factors such as teaching method , school adjustment (Eva, 2003) etc. Goc (2010) also stated the factor affecting students' achievement as; effective ness of teacher, friends, the individual's attitude towards school, students' perception about their own abilities, past experiences (positive or negative), the importance given to the students' success, parents approaches towards their children and school. Conducting research on emotional intelligence and academic procrastination on academic achievement of students in higher institution remains only a recent enterprise. The researchers therefore feel that low emotional intelligence and academic procrastination on the part of students may combine to account for poor academic performance among students in higher institution.

Emotional intelligence refers to an ability to recognize the meaning of emotion and their relationships in problem-solving on the basis of them (Mayer, Caniso 8s Salovey, 1999). Emotional intelligence is involved in the capacity to perceive emotions, assimilate emotion related feelings, understand the information of those emotions, and manage them. Emotional intelligence is a set of non-cognitive abilities that influence human ability to succeed in life and at work place (Aldnboye, 2003). Akinboye(2003) stressed further that for human beings to be successful in life and workplace, they need the skills of emotional intelligence which manifest attributes such as honesty, synergy, trust, integrity, imagination, resistance, purpose, commitment, influence, motivation, sensitivity, courage, conscience and humility. Carrochi, Chan and Capito (2000) also found that emotional intelligence is positively correlated with such variable as empathy, verbal intelligence, and extroversion, openness to feelings, selfesteem and life satisfaction. …

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.