Moderating Influence of Emotional Intelligence on the Link Between Academic Self-efficacy and Achievement of University Students

Abstract

The study examined the moderating influence of emotional intelligence on the link between academic self-efficacy and achievement among university students. The participants in the study were 300 undergraduate students at the University of Ibadan, Ibadan, Nigeria. Their age ranged between 16.5 years and 30 years with mean age of 19.4 years. Two valid and reliable instruments were used to assess emotional intelligence and academic self-efficacy while participants’ first semester result was used as a measure of academic achievement. Descriptive statistics, Pearson Product Moment Correlation and hierarchical regression analysis were used to analyse the data. The result demonstrated that emotional intelligence and academic self-efficacy significantly correlated with academic achievement. The moderating effect of emotional intelligence on the relationship between academic self-efficacy and achievement was also established. On the basis of the findings, it is suggested that emotional intelligence should be integrated into undergraduate curriculum. The study further advocated for the promulgation of educational policy on emotional intelligence and academic self-efficacy.