Emotional Intelligence and Self-efficacy as Determining Factors for Perceived Social Support Among Adolescents
Chapter One
OBJECTIVES OF THE STUDY
The following are the objectives of this study:
To examine the influence of emotional intelligence on perceived social support among adolescent.
To examine the impact of perceived social support on emotional intelligence among adolescent.
To identify the factors that influences perceived social support among adolescent
CHAPTER TWO
LITERATURE REVIEW
INTRODUCTION
This chapter gives an insight into various studies conducted by outstanding researchers, as well as explained terminologies with regards to the impact of emotional intelligence on perceived social support of adolescent. The chapter also gives a resume of the history and present status of the problem delineated by a concise review of previous studies into closely related problems.
LITERATURE REVIEW
According to Mayer and Salovey (1995) emotional intelligence is the ability to perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions so as to promote emotional and intellectual growth. Emotional intelligence is emerging as a critical factor for sustaining high achievement, retention, and positive behavior as well as improving life success. Increasingly, schools and educational organizations are turning emotional intelligence seeking a systemic solution to improve outcomes, both academic and social. The studies pertaining to emotional intelligence and social support conducted abroad have been compiled and presented hereunder. Farooq (2003) examined the effect of emotional intelligence on perceived social support of 246 adolescent students and found that students with high emotional intelligence show better perceived social support than the students with low emotional intelligence. Drago (2004) examined the relationship between emotional intelligence and social support in non-traditional college students. Since students differed in cognitive ability, with some students being better prepared for the collegiate environment than others, the role of emotional intelligence in social support must be better understood. Non-cognitive factors such as emotional intelligence may supplement or enhance student cognitive ability. In this study, emotional intelligence, achievement motivation, anxiety, and cognitive ability were predictor variables. The criterion variable was social support as measured by student GPA. Results demonstrated that emotional intelligence to be significantly related to student GPA scores, student cognitive ability scores, and student age. Parker and others (2005) examined the impact of emotional intelligence on the successful transition from high school to university. Results revealed that academically successful students had significantly higher levels of several different emotional and social competencies. These findings suggest that emotional intelligence plays an important role in the successful transition from high school to university. Mestre and others (2006) investigated in a sample of 127 Spanish adolescents, the ability to understand and manage emotions, assessed by a performance measure of emotional intelligence (the MSCEIT), correlated positively with teacher ratings of social support and adaptation for both males and females. Among girls, these emotional abilities also correlated positively with peer friendship nominations. After controlling for IQ and the Big Five personality traits, the ability to understand and manage emotions remained significantly associated with teacher ratings of academic adaptation among boys and peer friendship nominations among girls. Self-perceived emotional intelligence was unrelated to these criteria. These findings provided partial support for hypotheses that emotional abilities are associated with indicators of social and academic adaptation to school.
THEORETICAL FRAMEWORK
The study was based on the Effective Schools Model by Lezotte (2010). According to this model, an effective school is a school that can, in measured student achievement terms, demonstrates the joint presence of quality and equity. According to Lezotte (2010), there are seven correlates of effective schools strong instructional leadership, clear and focused mission, safe and orderly schools, climate of high expectations for success, frequent monitoring of student progress, positive home-school relations, and opportunity to learn/time on task. According to Lezotte (2010), strong instructional leaders are proactive and seek help in building team leadership and a culture conducive to learning and professional growth. In the effective school, the principal and others act as instructional leaders and effectively and persistently communicate and model the mission of the school to staff, parents, and students.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
This chapter describes methods and procedures used in conducting this research work. The description of the procedure is done under the following headings:
Research design,
Area of study
Population of the study
Sample and sampling procedure
Instrumentation
Procedure for data collection
Procedure for data analysis
RESEARCH DESIGN
The surveys research method was used for this study. This was considered appropriate because survey design generally can be used to effectively investigate problems in realistic settings. The survey technique will also allow the researcher to examine several variables and use multi-variate statistics to analyze data.
AREA OF THE STUDY
The study was conducted in Akwa Ibom State, Nigeria. Akwaibom is the most beautiful cities in Nigeria. The population of AkwaIbom State, according to the AkwaIbom State Government is 9.5 million, a number disputed by the Nigerian Government and judged unreliable by the National Population Commission of Nigeria. The study was carried out Elite secondary school Uyo AkwaIbom State.
POPULATION OF THE STUDY
The population consists of the entire staff of Elite Secondary school Uyo Akwa Ibom State. With a staff strength of 100 employees.
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND INTERPRETATION
This chapter is devoted to the presentation, analysis and interpretation of the data gathered in the course of this study. The data are based on the number of copies of the questionnaire completed and returned by the respondents. The data are presented in tables and the analysis is done using t-Test. The Pearson’s Product Moment Correlation co-efficient was used in the validation of hypotheses.
CHAPTER FIVE
CONCLUSION AND RECOMMENDATION
Conclusion
Overall, the findings support our expectations in establishing a relationship between EI and perceived social support. As in prior research (Larose et al., 2009; Sarason et al., 1986), personality was also related to perceived social support. In the current study, moreover, both self-report and performance assessments of EI added to the explanation of social support beyond the effects of personality traits, adding to evidence that distinguishes EI from personality. Although the contributions of both assessments of EI were statistically significant, the contribution of the performance measure was relatively small. For performance assessment of EI, the contribution of all four dimensions when considered simultaneously was significant but no single dimension was significant. The seemingly more robust contribution of self-reported EI to perceived social support may be understood in several ways. Since both self-report measures assess perceptions, method variance, or the extent to which the general perception or mood state of the individual might impact responses to both measures, may be one explanation. It also makes sense that individuals’ confidence in their emotional skills would impact their expectation of support from others. So while actual skill in EI is relevant and related to perceived social support, self-perceptions of EI skills appear to matter as much and perhaps more than EI as assessed through performance measures
Recommendation
The results also suggest how specific aspects of EI may relate to perceived support. For example, with regard to self-report EI, individuals’ perceptions that they can accurately appraise the emotions of self and others and express their emotions appropriately contributed to perceived social support. That is, persons who perceive more available social support report that they are better able to recognize emotions in themselves and in others and to express their emotions. They also see themselves as being able to use their emotions in solving problems. Since social support involves an exchange of resources between persons (Shumaker & Brownell, 1984), often under conditions of psychological distress, and involves recognition of the need for and ability to appropriately ask for assistance, perceived skill in the appraisal and expression of emotions relates logically to social support. The use of emotions in problem solving also reasonably relates to one’s capacity to use emotional support in problem solving and coping.
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