Influence of Emotional Intelligence and Locus of Control on Academic Achievement of Underachieving High Ability Students

Authors : Dada OLUSEYI AKINTUNDE, Fagbemi OLUSEGUN OLUJIDE

Pages : 14-22

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Publication Date : 2018-06-29

Article Type : Research Paper

Abstract :Underachievement among high ability or gifted students has remained a challenge to educators. Therefore, strategies to combat it have been evolving.  Meanwhile instructional strategies seem not effective because of some hidden damage in the personality of the students. This study is therefore motivated to investigate the influence of emotional intelligence insert ignore into journalissuearticles values(EI); and locus of control insert ignore into journalissuearticles values(LC); on academic achievement of underachieving high ability students in Ibadan, Nigeria. The sample for the study consists of 72 underachieving high ability students purposively selected from 12 schools in Ibadan, Nigeria. Cognitive Ability Test, modified Schutte’s insert ignore into journalissuearticles values(1998); Emotional Intelligence Scale insert ignore into journalissuearticles values(SEIS); and Rotter’s insert ignore into journalissuearticles values(2001); Locus of Control Scale insert ignore into journalissuearticles values(RLCS);, and the school academic record were used for the data collection. Data collected were analyzed using, t-test and multiple regression analysis. Results showed that the LC and EI of the respondents are significantly low. Again, there is a very strong influence of EI and LC on academic achievement of the participants. A significant difference also exist between male and female students in their locus of control insert ignore into journalissuearticles values(t=2.15, p<.05); with female participants showing better locus of internal control. The study also revealed that LC insert ignore into journalissuearticles values(β = .52); has more influence than emotional intelligence insert ignore into journalissuearticles values(β = .46); in predicting academic achievement and that the two variables have high positive correlation insert ignore into journalissuearticles values(R= .636); and very strong significant composite effect insert ignore into journalissuearticles values(Finsert ignore into journalissuearticles values(2,70); = 6.53 and p<.05); on academic achievement. Again LC and EI account for 40.4% insert ignore into journalissuearticles values(Multiple R2 = .404); of the total variance of the academic achievement. Therefore, it is recommended that educators and parents should develop the emotional intelligence and internal locus of control strongly and not only the cognition domain for optimum achievement of high ability students.
Keywords : locus of control, emotional intelligence, academic achievement, high ability students