emotional intelligence, self-efficacy, psychological well-being and ...

More documents

Recommendations

Info

European Journal of Educational Studies 2(3), 2010 Participants The participants were 242 students (male =140 (57.85%), female = 102 (42.15%)) randomly selected from a college of education in Kwara State, Nigeria. The mean of age the sample was 27.30 years (S.D. = 6.35). Measures Trait Emotional Intelligence Scale by Law, Wong and Song (2004) known as Wong and Law EI Scale (WLEIS).The WLEIS is a 16-item scale consisting of 4 sections: Self emotions appraisal, others emotions appraisal, Use of emotions and regulations of emotions. It adopted a 5-point Likert scale ranging from strongly disagree= 1, to strongly agree= 5. The Cronbach’s alpha coefficient of the sections range from .72 to .89 for this study. Generalized Self-Efficacy Scale (GSES) developed by Schwarzer and Jerusalem (1995). The GSES is a 10-item scale that assessed self-efficacy based on personality disposition. It is measured on a 4-item Likert scale ranging from 1= Not at all true to 4= Exactly true. The Cronbach’s alpha coefficient of GSES range from 75 to 90 for this study. Life satisfaction: Life satisfaction was measured by means of life satisfaction scale by Khramtsova et al. (2007). It consists of 24 items that asked participants to rate their satisfaction with various aspects of their life (e.g. material well-being, family, having a purpose in life etc). On a 5-pointa Likert scale ranging from 0= not satisfied to 4= completely satisfied. The items formed a composite measure of life satisfaction with a Cronbach’s alpha of .92. For this study, the Cronbach’s alpha coefficient was .90. Depression: Depressive symptoms were assessed with a 20-item Centre for Epidemiologic Studies Depression scale (CES-D; Radloff, 1977). The items of the CES-D scale asked about the ways the respondents have felt or behaved during the past week (e.g. I felt bothered by things that usually don’t bother me). CES-D adopted a four –point Likert-type scale that ranged between 0= None of the time to 3= All of the time. Higher scores indicate greater reported symptoms of depression. For this study, the Cronbach’s alpha coefficient was .87. Happiness: The Lyubomirsky’s Subjective Happiness Scale (SHS, Lymbomirsky & Lepper, 1999) is a 4-item scale of global or enduring happiness. It measures global Oren during happiness using a seven-point scale ranging from 1 = not at all to 7= a great deal. For this study, the Cronbach’s alpha coefficient was 0.82. Student Behaviours and Attitudes: Student Behaviours and Attitudes Scale consist of 15 items that measure basic classroom behaviours and attitudes. It uses a seven-point scale that ranged from 1= absolutely disagree to 7= absolutely agree. The scale was based on Illiina’s Motivation for Learning Instrument published by Illiin (2000). Students were asked how much they agreed or disagreed with the statements about their attitudes toward classes and about common behaviours. The scale consists of three variables named intrinsic motivation (6 items) with factor loading ranging from .43 to .74; self-discipline (4 items), with factor loadings ranging from .65 to .74; and respect for college professors (2 items) with factor loading ranging from .81 to .82. For this study, the Cronbach’s alpha coefficient for the whole scale was 0.83. Procedure The participants were administered the questionnaires which consisted of the measures described above in their college. Informed consents of the students and the college authorities were obtained. Of the 300 questionnaires, 250 were returned and 242 were properly filled and were used for data analysis. 250
European Journal of Educational Studies 2(3), 2010 Data Analysis Data collected were analyzed using hierarchical multiple regression analysis in order to establish the relationship of the independent variables (Happiness, life satisfaction, depression, self-efficacy and emotional intelligence) with the dependent variables (students’ behaviour and attitudes). RESULTS Correlation analyses Table 1 presents the descriptive statistics for the variable studied and the bivariate correlations emotional between intelligence, self-efficacy, happiness, life satisfaction, depression and students’ behaviours and attitudes (intrinsic motivation, self-discipline and respect for lecturers). The correlations on Table 1 showed that emotional intelligence, depression, self-efficacy and life satisfaction significantly correlated with intrinsic motivation, self discipline and respect foe lecturers (correlations ranged from r= -.19 to r= .24, p< .05). Happiness significantly correlated with intrinsic motivation and respect for lecturers but not with self discipline. (See Table 1). Regression analyses A series of hierarchical regression analyses were conducted to examine the relative contributions of the predictor (independent) variables-emotional intelligence, self-efficacy, depression and life satisfaction to the prediction of students’ behaviours and attitudes- intrinsic motivation, self-discipline and respect for lecturers. Results are shown on Tables 2 and 3 in 3 models in accordance with the hypotheses. (See Table 2 and 3). It was hypothesised in H 1 that depression will predict students’ behaviours and attitudes. Results on Table 2 model1 showed that depression predicted intrinsic motivation (F (1,240) =9.70, R 2 =.23, Beta= -.12, p
Page 1 and 2: European Journal of Educational Stu
Page 3: European Journal of Educational Stu
Page 11: European Journal of Educational Stu

emotional intelligence, self-efficacy, psychological well-being and ...

Create successful ePaper yourself

Delete template?

Save as template?