This study investigated psychological variables and emotional intelligence as predictors of students’ academic achievement in mathematics in Rivers State Nigeria. Four research questions and four hypotheses guided the study. The study adopted a correlational design. A sample of 500 senior secondary two (SS2) students was drawn from the population of 4412 SS2 students through stratified proportionate sampling technique. The three instruments used for data collection are: Psychological Variable Questionnaire (PVQ), Emotional Intelligence Questionnaire (EIQ), and Mathematics Achievement Test (MAT). The three instrument were developed by the researchers. The instrument PVQ had three sections of self-concept, study habit and attitude while EIQ had three sections of self-awareness, self-regulation and motivation. Each section of PVQ and EIQ has ten (10) items while MAT has forty (40) items. The three instrument were validated by experts in measurement and evaluation and subject specialists. Reliability of the instruments (PVQ and EIQ) were determined through Cronbach alpha technique. The reliability coefficients of PVQ subsections were 0.68, 0.72 and 0.79 for self-concept, study habit and attitude respectively. The reliability coefficients of EIQ subsections were 0.81, 0.78 and 0.72 for self-awareness, self-regulation and motivation respectively. The reliability of MAT was determined using Kuder Richardson (KR20) and the reliability coefficient was 0.89. Multiple regression analysis was used to answer the research questions while analysis of variance and (ANOVA) and t-test analysis associated with the regression were used to test the hypotheses. Based on the results, the psychological variables of self-concept, study habit and attitude jointly significantly relate to students’ academic achievement in mathematics, whereas independently only self-concept and study habit significantly relate to students’ mathematics achievement while attitude did not. Again emotional intelligence of self-awareness, self-regulation and motivation jointly significantly relate to students’ academic achievement in mathematic whereas independently only self-regulation and motivation relate to students’ academic achievement in mathematics while self-awareness did not. On the basis of these findings it was recommended among others that students’ should be encouraged to have a positive attitude towards mathematics including any other subject.
Opara Ijeoma Margaret, Nwaukwu Chukwuemeka, Magnus-Arewa Eseose Anthonia. Psychological variables and emotional intelligence as predictors of students’ academic achievement in mathematics in Rivers State, Nigeria. International Journal of Multidisciplinary Research and Development, Volume 5, Issue 4, 2018, Pages 13-20