Abstract:
This research work was designed to study the emotional intelligence, self-esteem and academic self-efficacy of students as correlates of academic achievement in mathematics. Four research questions and four hypotheses were formulated to guide the study. The correlational survey research design was employed using a multistage sampling technique in choosing a total of 400 students from 16 secondary schools in Nnewi Education zone of Anambra State. The researcher used two standardized instruments. They are: a 30 item instrument titled – Emotional intelligence, Self-esteem and Academic Self-efficacy Questionnaire (ESAQ) and Students’ Academic Achievement Score Proforma (SAASP). Data generated from these instruments were analyzed using simple linear regression analysis. The coefficient of determination was used to analyze research questions and ANOVA was used to test the null hypotheses at 0.05 level of significance. The relationship between the emotional intelligence, self-esteem, and self-efficacy and student academic achievement in mathematics was established. Furthermore, result showed that students’ emotional intelligence, self-esteem and self-efficacy had high, direct and significant influence on student academic achievement in mathematics. It was recommended that students should be taught with methods and materials that will enhance their emotional intelligence, self-esteem and self-efficacy. Also the teachers should be equipped with emotional intelligence, self-esteem and self-efficacy skills to allow them to function effectively as educators. The role of parents in students’ academic achievement improvement should be emphasized; parents should be motivated to do more by the Government and teachers. Government should include curriculum in schools that helped promote and enhance students’ emotional intelligence, self-esteem and self-efficacy.
