EMOTIONAL INTELLIGENCE AS CORRELATE OF CHEMISTRY EDUCATION UNDERGRADUATES’ ACADEMIC ENGAGEMENT IN UNIVERSITIES IN SOUTH EAST NIGERIA
DOI:
https://doi.org/10.48047/2xnmsx39Keywords:
Academic engagement, Chemistry education, Emotional intelligence, Self-awareness, Self-motivation.Abstract
Emotions managed well prevents emotional outbursts. The skills of emotional intelligence are valuable in managing students’ education and mental health. The study investigated the relationship between self-awareness, self-motivation, emotional intelligence and undergraduates’ academic engagement in Chemistry education in south-east Nigeria. Correlation survey research design was adopted for the study. The population consists of 180 students. 60 students were sampled using purposive sampling technique. Chemistry Education Undergraduate Emotional Intelligence Scale (CEUEIS) and Chemistry Education Undergraduate Engagement Rating Scale (CEUERS) were used to collect data. The reliability coefficients of CEUEIS and CEUERS were 0.98 and 0.92, respectively, using Cronbach's alpha method. Regression analysis, analysis of variance, and t-value derived from Haye's process macro were utilized to analyze the data. Results showed that there is a moderate positive relationship between self-awareness, self-motivation, emotional intelligence and undergraduates’ academic engagement in chemistry education. The amount of variation in Chemistry education undergraduates’ academic engagement that is attributed to emotional intelligence, self-awareness and self-motivation is statistically significant. Chemistry education undergraduates’ emotional intelligence, self-awareness and self-motivation determines their academic engagement. Thus, teachers need to relate to their students on an emotional level, support them to build high emotional stability, develop coping mechanisms to enable them manage stress, anxiety and other emotions that can affect their academic engagement and achievement.
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