Impact of intrapersonal and interpersonal emotional intelligence and self-directed learning on academic performance among pre-university science students
Provision of equitable access to university education is the primary goal of pre-university education. Academically weak students stand to benefit more from pre-university program. However, available literature on effectiveness of the program revealed that high percentage of students still fail pre-...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Elsevier
2021-03-01
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| Series: | Heliyon |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2405844021007143 |
| _version_ | 1818871243477090304 |
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| author | Emmanuel Nkemakolam Okwuduba Kingsley Chinaza Nwosu Ebele Chinelo Okigbo Naomi Nkiru Samuel Chinwe Achugbu |
| author_facet | Emmanuel Nkemakolam Okwuduba Kingsley Chinaza Nwosu Ebele Chinelo Okigbo Naomi Nkiru Samuel Chinwe Achugbu |
| author_sort | Emmanuel Nkemakolam Okwuduba |
| collection | DOAJ |
| description | Provision of equitable access to university education is the primary goal of pre-university education. Academically weak students stand to benefit more from pre-university program. However, available literature on effectiveness of the program revealed that high percentage of students still fail pre-university courses. Although the role of psycho-emotional factors on student academic performance has been highlighted, mechanism through which psycho-emotional factors impact on academic performance of pre-university science students is still not clear to offer adequate insights for proper intervention program. Therefore, we examined the pre-university students' academic performance in sciences in relation to Emotional Intelligence (EI) (Interpersonal EI and Intrapersonal EI) and Self-directed Learning (SDL). Specifically, a correlational study design was conducted to measure and gauge the level of relationships amongst Interpersonal EI, Intrapersonal EI, SDL and academic performance of pre-university students. The participants were 443 Nigerian students enrolled in pre-university science program. Students' self-report on EI and SDL were gathered and analyzed using SPSS 26 and AMOS 24. Exploratory and confirmatory factor analysis were performed to determine cross-cultural validity of the instruments in the Nigerian context. After controlling for gender and age, the hierarchical regression analysis reveals that student academic performance was positively predicted by perceived Interpersonal and Intrapersonal EI, whereas self-directed learning has an inconsistent predictive impact at different steps in the model. Overall, the predictor variables were able to explain substantial proportion of students’ academic performance in pre-university program. Insightful suggestions were made. |
| first_indexed | 2024-12-19T12:19:49Z |
| format | Article |
| id | doaj.art-6d956b8ca6c045d383485d6085d836b4 |
| institution | Directory Open Access Journal |
| issn | 2405-8440 |
| language | English |
| last_indexed | 2024-12-19T12:19:49Z |
| publishDate | 2021-03-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Heliyon |
| spelling | doaj.art-6d956b8ca6c045d383485d6085d836b42022-12-21T20:21:49ZengElsevierHeliyon2405-84402021-03-0173e06611Impact of intrapersonal and interpersonal emotional intelligence and self-directed learning on academic performance among pre-university science studentsEmmanuel Nkemakolam Okwuduba0Kingsley Chinaza Nwosu1Ebele Chinelo Okigbo2Naomi Nkiru Samuel3Chinwe Achugbu4Department of Mathematics and Science Education, University of Malaya, Malaysia; Corresponding author.Division of Student Affairs, University of the Free State, South AfricaScience Education Department, Nnamdi Azikiwe University, Awka, NigeriaScience Education Department, Nnamdi Azikiwe University, Awka, NigeriaScience Education Department, Nnamdi Azikiwe University, Awka, NigeriaProvision of equitable access to university education is the primary goal of pre-university education. Academically weak students stand to benefit more from pre-university program. However, available literature on effectiveness of the program revealed that high percentage of students still fail pre-university courses. Although the role of psycho-emotional factors on student academic performance has been highlighted, mechanism through which psycho-emotional factors impact on academic performance of pre-university science students is still not clear to offer adequate insights for proper intervention program. Therefore, we examined the pre-university students' academic performance in sciences in relation to Emotional Intelligence (EI) (Interpersonal EI and Intrapersonal EI) and Self-directed Learning (SDL). Specifically, a correlational study design was conducted to measure and gauge the level of relationships amongst Interpersonal EI, Intrapersonal EI, SDL and academic performance of pre-university students. The participants were 443 Nigerian students enrolled in pre-university science program. Students' self-report on EI and SDL were gathered and analyzed using SPSS 26 and AMOS 24. Exploratory and confirmatory factor analysis were performed to determine cross-cultural validity of the instruments in the Nigerian context. After controlling for gender and age, the hierarchical regression analysis reveals that student academic performance was positively predicted by perceived Interpersonal and Intrapersonal EI, whereas self-directed learning has an inconsistent predictive impact at different steps in the model. Overall, the predictor variables were able to explain substantial proportion of students’ academic performance in pre-university program. Insightful suggestions were made.http://www.sciencedirect.com/science/article/pii/S2405844021007143Interpersonal emotional intelligenceIntrapersonal emotional intelligenceSelf-directed learningPre-university science program |
| spellingShingle | Emmanuel Nkemakolam Okwuduba Kingsley Chinaza Nwosu Ebele Chinelo Okigbo Naomi Nkiru Samuel Chinwe Achugbu Impact of intrapersonal and interpersonal emotional intelligence and self-directed learning on academic performance among pre-university science students Heliyon Interpersonal emotional intelligence Intrapersonal emotional intelligence Self-directed learning Pre-university science program |
| title | Impact of intrapersonal and interpersonal emotional intelligence and self-directed learning on academic performance among pre-university science students |
| title_full | Impact of intrapersonal and interpersonal emotional intelligence and self-directed learning on academic performance among pre-university science students |
| title_fullStr | Impact of intrapersonal and interpersonal emotional intelligence and self-directed learning on academic performance among pre-university science students |
| title_full_unstemmed | Impact of intrapersonal and interpersonal emotional intelligence and self-directed learning on academic performance among pre-university science students |
| title_short | Impact of intrapersonal and interpersonal emotional intelligence and self-directed learning on academic performance among pre-university science students |
| title_sort | impact of intrapersonal and interpersonal emotional intelligence and self directed learning on academic performance among pre university science students |
| topic | Interpersonal emotional intelligence Intrapersonal emotional intelligence Self-directed learning Pre-university science program |
| url | http://www.sciencedirect.com/science/article/pii/S2405844021007143 |
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