Effect of Instruction in Emotional Intelligence Skills on Locus of Control and Academic Self –Efficacy among Junior Secondary School Students in Niger State, Nigeria

Abstract

This study investigated the effect of instruction in emotional intelligence Skills on locus of control and academic self-efficacy among junior secondary school students in Niger state, Nigeria.  This study employed a quasi-experimental, non-equivalent control group, pre-test – post-test design. The population of this study was 105,034 secondary school students out of which 40 students were purposively sampled and used for the study. The instrument used for data collection were locus of control scale(LOCS) and Academic Self Efficacy Scales (ASES).Data were analysed using mean, standard deviation and t-test. The findings reveals that, Emotional intelligence skills was effective in moderating locus of control (t=23.98, p=.000) and improve academic self-efficacy (t=22.88, p=.000) of secondary school students.  And there was no gender difference in the effect of emotional intelligence skills on locus of control (t=1.02, p=.064) and academic self-efficacy (t=3.41, p=.003) of respondents. It was recommended that School Principals, counsellors, Psychologist and Subject teachers should be exposed to training in Emotional intelligence skills such as emotional self-awareness, self-management, social- awareness and relationship management in re-addressing students with academic problems.