The relationship between emotional intelligence, locus of control, self-esteem, test anxiety and academic achievement of Bahir Dar university students

Thèse de Master , 2014 , 83 Pages , Note: good or B+

Psychologie - Psychologie cognitive

The purpose of this study was to investigate the relationship between Emotional intelligence, locus of control, self-esteem, test anxiety and academic achievement among Bahir Dar university students. A total of 89 3rd year Educational and Behavioral science students were selected using convenience sampling method. To collect data four questionnaires (EI, LC, SE and TA) and document analysis for AA were employed. One sample t-test, Pearson correlation, independent t-test and multiple regressions were used to analyze the data. The result of one sample t-test shows that students have better level of EI. The level of students LC is slightly internal as a group. Students had significantly high level of self-esteem and students have low test anxiety level.

The study revealed that positive and significant relationship between EI and AA, EI and SE, EI and ILC, in contrast EI and ELC, EI and TA shows negative relationship. All EI dimensions show a positive significant relationship with AA. The independent sample t-test revealed that there was significance difference between male and female students in EI. Meaning males have higher score than females. There was statistically significant mean difference between male and female students. Female students have high level test anxiety than male students. Females are more external in locus of control than males. There is no mean difference between male students in AA and SE. regression analysis shows that LC, SE and TA predict academic achievement. On the other hand, the effects of emotional intelligence on academic achievement were found not statistically significant. Furthermore, the effect of LC and TA on AA found to be negative.

Inhaltsverzeichnis (Table of Contents)

• CHAPTER ONE: INTRODUCTION
• 1.1 Background of Study.
• 1.2 Statement of the problem.......
• 1.3 Objectives of the study.
• 1.3.1. General objective.
• 1.3.2. Specific objectives.
• 1.4 Significance of the study
• 1.5. Delimitation of the study..
• 1.6. Definition of terms
• CHAPTER TWO: REVIEW OF RELATED LITERATURE.
• 2.1 Emotional intelligence Definition.
• 2.2. Theoretical and Historical Background of Emotional Intelligence..
• 2.2.1 Emotions and the Brain.......
• 2.2.2 Concepts of Emotional Intelligence.........
• 2.2.3 Approaches of emotional intelligence
• 2.2.4 Specific ability approaches to emotional intelligence...
• 2.2.5. Integrative Model approaches to Emotional Intelligence........
• 2.2.6. Mixed model Approaches to Emotional Intelligence.
• 2.2.7 Gender Differences in Emotional Intelligence
• 2.2.8 Age Differences in Emotional Intelligence
• 2.2.9 The role of Emotional Intelligence in School achievement..
• 2.2.10 Emotional Intelligence and its components.
• 2.2.11 Benefits of emotional intelligence
• 2.3 Locus of Control........
• 2.3.1 Definition of locus of control..
• 2.3.2 Dimensions and approaches of locus of control.
• 2.3.3 Locus of Control and Emotional Intelligence.....
• 2.3.4 Locus of control and academic achievement....
• 22.4 Self-esteem..
• 2.4.1 Definition of self-esteem........
• 2.4.2 Explaining the concept of self-esteem.
• 2.4.3 The relationship between emotional intelligence and self-esteem.....
• 2.4.4 The relationship between self-esteem and academic achievement
• 2.5 Test Anxiety.
• 2.5.1 The concept and Definition of Test Anxiety.
• 2.5.2 Causes of test anxiety.......
• 2.5.3 The relationship between test anxiety, emotional intelligence, self esteem and academic\nachievement.....
• 2.5.4 Sex difference in test anxiety.
• 2.6 Summary of literature review
• CHAPTER THREE: METHODOLOGY.
• 3.1. Research design of the study
• 3.2. Population, sample and sampling technique.
• 3.3. Instruments
• 3.3.1 Demographic questionnaire.
• 3.3.2. Emotional intelligence scale.
• 3.3.3. Locus of control scale
• 3.3.4. Self-esteem scale........
• 3.3.5. Test Anxiety Scale.
• 3.3.6. Academic achievement
• 3.4. Variables included in the study
• 3.5. Procedures of data collection..
• 3.6 pilot test
• 3.6.1 Validity of the instruments..
• 3.6.2. Reliability of the instrument..
• 3.7. Scoring.....
• 3.8. Data analysis techniques.
• CHAPTR FOUR: RESULTS AND DISCUSSION..
• 4.1 Results
• 4.1.1 The level of students' emotional intelligence, locus of control, self esteem and test anxiety..
• 34.1.2 The relationship between emotional intelligence, locus of control, self esteem, test anxiety\nand academic achievement......
• 4.1.3 The relationship between El dimensions and AA..
• 4.1.4 Comparison of emotional intelligence, locus of control, self esteem, test anxiety and academic\nachievement between male and female students..
• 4.1.4 The result of multiple regressions on EI, LC, SE, TA and AA.
• 4.2 DISCUSSION
• 4.2.1 The level of students' emotional intelligence, locus of control, self esteem and test anxiety..
• 4.2.2 The relationship between emotional intelligence, locus of control, self esteem, test anxiety\nand academic achievement......
• 4.2.3 The relationship between El dimensions and AA..
• 4.2.4 Comparison of emotional intelligence, locus of control, self esteem, test anxiety and academic\nachievement between male and female students.....
• 4.2.5 The result of multiple regressions on EI, LC, SE, TA and AA.
• CHAPTER FIVE: SUMMERY CONCULUSION AND RECOMENDATION...
• 5.1 SUMMERY.
• 5.2 CONCULUSION..
• 5.3 RECOMENDATION

Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)

This study aims to explore the intricate relationship between emotional intelligence, locus of control, self-esteem, test anxiety, and academic achievement among students at Bahir Dar University. The research delves into the extent to which these psychological variables influence academic performance.

• The role of emotional intelligence in academic success.
• The impact of locus of control on academic achievement.
• The connection between self-esteem and academic performance.
• The influence of test anxiety on students' academic outcomes.
• The interplay between these psychological factors in shaping academic achievement.

Zusammenfassung der Kapitel (Chapter Summaries)

The first chapter introduces the study's background, outlining the problem statement and objectives. It clarifies the study's significance, limitations, and the definition of key terms. Chapter Two delves into a comprehensive review of relevant literature, exploring the concepts, theories, and research findings related to emotional intelligence, locus of control, self-esteem, and test anxiety. The chapter also examines the relationship of these variables to academic achievement. Chapter Three outlines the study's methodology, detailing the research design, population, sampling technique, instruments used, and data analysis methods employed. Chapter Four presents the findings of the study, analyzing the data collected to uncover the relationship between the investigated variables and academic achievement. The chapter also discusses the significance of the results.

Schlüsselwörter (Keywords)

The key concepts explored in this research include emotional intelligence, locus of control, self-esteem, test anxiety, academic achievement, Bahir Dar University students, psychological variables, and their interconnectedness. The study utilizes quantitative research methods to investigate these relationships and draw conclusions about their impact on academic performance.

• Université: Bahir Dar University (Faculty of education and behavioral science)
• Cours: Educational psychology
• Note: good or B+
• Auteur: Moges Gebresellassie (Auteur)
• Année de publication: 2014
• Pages: 83
• N° de catalogue: V513535
• ISBN (ebook): 9783346101617
• ISBN (Livre): 9783346101624
• Langue: anglais
• Sécurité des produits: GRIN Publishing GmbH