Emotional Intelligence Dimensions as Correlates of Adjustment among First Year Students of University of Ibadan

  • Solomon Adekunle Odedokun University of Ibadan, Nigeria
  • Mumud Olabode Ojuolape University of Ibadan, Nigeria

Abstract

Adjustment of freshmen in the higher institution depends on a variety of factors which can have both positive and/or negative influence on their ability to stay focused, motivated and succeed in the school system. Parents, Counsellors Teachers, Curriculum experts and other significant stakeholders have also expressed considerable concern about the level of adjustment of the students especially among the first year students. Some freshmen easily adjust irrespective of the enormous challenges that they encounter while some find it difficult to cope and eventually dropped out of the school. This study, therefore, sought to investigate emotional intelligence dimensions as correlates of adjustment among first year students of University of Ibadan. The study adopted a descriptive survey research design of correlational type. A total of two hundred (200) first year students of University of Ibadan were selected using simple random sampling techniques. Three research questions were raised and answered for the study. Validated and standardized instruments were used to collect the data. Data collected were analysed using the Multiple Regression Analysis and Pearson Product Moment Correlation at 0.05 level of significance. The findings showed that there was significant relationship between self–awareness (r =.704, p<0.05), self-regulation (r =.143, p<0.05), motivation (r =.682, p<0.05), empathy (r =.472, p<0.05) and social skills (r =.700, p<0.05) in relation to adjustment of first year students of University of Ibadan. The independent variables jointly accounted for 52.4% variance in predicting adjustment of first year students of University of Ibadan. In term of contribution to adjustment; self–awareness (β = .428, p<0.05) and social skills (β = .740, p<0.05) had significant positive relative contribution to adjustment of first year students of University of Ibadan. Self-regulation (β = -.091, p>0.05) and motivation (β = -.249, p>.0.05) had no significant relative contribution to adjustment while empathy (β = -.237, p<.0.05) had negative significant relative contribution to the adjustment of first year students at University of Ibadan. Based on the findings, it was recommended that the school management should guide, inform, and advice students by giving good and fantastic orientation programs to the newly admitted students as this would foster excellent adjustment to their new environment.  Also, the service of an Emotional Intelligence coach can be employed by parents, school management and even the students, to learn assertive skills, setting boundaries and act of maintaining harmony. Students should also be encouraged to use the right emotional intelligence skills at different situations they find themselves for their proper adjustment in their newly found environment.


Keywords: Adjustment, Emotional Intelligence, Self–awareness, Emotional Intelligence, Motivation, Empathy, Social skills

Published
2023-12-31
How to Cite
ODEDOKUN, Solomon Adekunle; OJUOLAPE, Mumud Olabode. Emotional Intelligence Dimensions as Correlates of Adjustment among First Year Students of University of Ibadan. KIU Journal of Humanities, [S.l.], v. 8, n. 4, p. 189-195, dec. 2023. ISSN 2522-2821. Available at: <https://kampalajournals.ac.ug/ojs/index.php/kiuhums/article/view/1782>. Date accessed: 26 feb. 2024. doi: https://doi.org/10.58709/kiujhu.v8i4.1782.