Emotional Intelligence, Assertiveness and Interpersonal Attraction Among Students of the Nigerian Army University, Biu
Chapter One
Objectives of the Study
The specific objectives of this study include:
- To investigate the relationship between emotional intelligence and assertiveness among students at the Nigerian Army University, Biu.
- To examine the impact of emotional intelligence and assertiveness on interpersonal attraction among students in the university.
- To explore the moderating role of gender in the relationships between emotional intelligence, assertiveness, and interpersonal attraction among students.
CHAPTER TWO
LITERATURE REVIEW
Conceptual Review
Emotional Intelligence (EI)
Emotional Intelligence (EI) is a multifaceted construct that encompasses the ability to perceive, understand, manage, and express emotions effectively, both in oneself and in others (Schutte et al., 2020). It comprises several key components that contribute to emotional competence and adaptive behaviour in social contexts. These components include emotional awareness, which involves recognizing and identifying one’s own emotions and those of others, emotional regulation, which pertains to managing and controlling emotions constructively, and empathy, which involves understanding and considering others’ emotions and perspectives (Goleman, 2020).
The importance of emotional intelligence in interpersonal relationships cannot be overstated. Research has shown that individuals with higher levels of emotional intelligence tend to have more satisfying and fulfilling relationships due to their enhanced ability to communicate effectively, understand others’ emotions, and navigate conflicts constructively (Schneider, Voracek, & Tran, 2018). Emotional intelligence enables individuals to establish trust, show empathy, and foster positive interactions, which are fundamental for building strong and meaningful relationships both personally and professionally (Salim & Nasir, 2020).
Various measurement tools and models have been developed to assess emotional intelligence across different domains and populations. One widely used tool is the Emotional Quotient Inventory (EQ-i), developed by Bar-On (2020), which measures emotional and social intelligence across multiple subscales such as self-awareness, self-regulation, interpersonal relationships, and stress management. Another popular model is the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), which assesses emotional intelligence based on the ability model proposed by Mayer and Salovey (2020). These measurement tools and models provide valuable insights into individuals’ emotional strengths and areas for development, aiding in personal growth and relationship enhancement (Schutte et al., 2021).
Assertiveness
Assertiveness is a communication style characterized by the ability to express one’s thoughts, feelings, and beliefs in a direct, honest, and appropriate manner while respecting the rights and opinions of others (Carson & Carson, 1998). It involves standing up for oneself, asserting boundaries, and advocating for one’s needs and interests without being overly aggressive or passive (Pool & Sewell, 2023). Assertive individuals can communicate assertively, assert their opinions confidently, and handle interpersonal situations assertively and effectively (Smith, Heaven, & Ciarrochi, 2020).
The role of assertiveness in communication is pivotal for effective interpersonal interactions and relationship dynamics. Assertiveness enables individuals to express themselves clearly and assert their rights and needs while maintaining mutual respect and understanding (Hillage & Pollard, 2022). It fosters open and honest communication, reduces misunderstandings and conflicts, and promotes healthy boundaries and cooperation in social and professional settings (Fletcher, 2021).
CHAPTER THREE
RESEARCH METHODOLOGY
Research Philosophy
The research philosophy adopted for this study is grounded in a positivist approach, which seeks to investigate and measure the connections between emotional intelligence, assertiveness, and interpersonal attraction objectively (Saunders et al., 2019). Positivism aligns well with this research as it emphasizes systematic and structured data collection methods, rigorous analysis techniques, and the utilization of established theories and empirical evidence.
One of the key strengths of the positivist approach is its ability to facilitate systematic data collection. By employing structured questionnaires and standardized measurement tools, such as validated scales for emotional intelligence, assertiveness, and interpersonal attraction, this study ensures consistency in data gathering across participants (Saunders et al., 2019). This structured approach reduces potential biases and enhances the reliability of the collected data, providing a solid foundation for subsequent analysis.
Moreover, the positivist approach emphasizes rigorous data analysis and interpretation based on established theories and empirical evidence. Through statistical techniques such as correlation analysis and regression analysis, the researcher can quantitatively measure the relationships between emotional intelligence, assertiveness, and interpersonal attraction (Saunders et al., 2019). This analytical rigour enhances the validity of the study’s findings by objectively assessing the strength and direction of these relationships within the specific context of students at the Nigerian Army University, Biu.
Another advantage of the positivist approach is its focus on generating generalizable findings applicable to similar contexts. By adhering to standardized research methods and replicable procedures, the study aims to produce results that can be extrapolated beyond the immediate sample to broader populations or similar educational settings (Saunders et al., 2019). This generalizability contributes to the theoretical and practical implications of the research, providing insights that can inform interventions, policies, or further studies in the field of emotional intelligence, assertiveness, and interpersonal dynamics among students in military education environments.
Research Design
The chosen research design for this study is a quantitative survey research design, which is well-suited to gather numerical data through structured questionnaires aimed at measuring variables such as emotional intelligence, assertiveness, and interpersonal attraction (Saunders et al., 2019). This design was selected for several reasons, primarily due to its effectiveness in efficiently collecting large-scale data from a diverse sample of participants. By using structured questionnaires, the researcher can gather specific and standardized information related to the key variables of interest, ensuring consistency in data collection across respondents.
The justification for opting for a quantitative survey research design is rooted in its capability to facilitate statistical analysis effectively. This design allows for the application of various statistical techniques to analyze the gathered data, including measures of central tendency, correlation analysis, regression analysis, and other inferential statistical tests (Saunders et al., 2019). These statistical analyses are crucial for testing hypotheses and identifying patterns or relationships among the variables under investigation. For instance, the study aims to explore the relationships between emotional intelligence, assertiveness, and interpersonal attraction among students at the Nigerian Army University, Biu. Through quantitative analysis, the researcher can assess the strength and direction of these relationships, providing empirical evidence to support or refute the study’s hypotheses.
Moreover, the quantitative survey research design offers a structured and systematic approach to data collection and analysis, which enhances the study’s reliability and validity. Standardized questionnaires ensure that all participants respond to the same set of questions, reducing potential biases and inconsistencies in data collection (Saunders et al., 2019). Additionally, the large sample size achievable through this design allows for more robust statistical analyses, increasing the study’s statistical power and the generalizability of the findings to the target population.
Population of the Study
The target population for this study comprises students at the Nigerian Army University, Biu, totalling approximately 1200 individuals. The justification for selecting this population is rooted in the university’s unique context, where military education, discipline, and structured hierarchies may influence emotional intelligence, assertiveness, and interpersonal attraction among students (Charan & Biswas, 2019).
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION
Data Presentation
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary of Findings
The study conducted at the Nigerian Army University, Biu, aimed to explore the relationships between emotional intelligence, assertiveness, interpersonal attraction, and the moderating role of gender among students. The analysis and findings from various tables and statistical tests provide valuable insights into these psychological factors and their impact on social dynamics within the university setting.
Firstly, the analysis revealed a strong positive correlation between emotional intelligence and assertiveness among students. This correlation suggests that individuals with higher emotional intelligence tend to exhibit more assertive behaviours. These findings align with existing literature emphasizing the importance of emotional awareness and regulation in shaping assertive communication and behaviour.
Additionally, emotional intelligence and assertiveness were found to significantly predict interpersonal attraction among students. This implies that students with higher levels of emotional intelligence and assertiveness are often perceived more positively by their peers, leading to enhanced interpersonal relationships and social connections. These findings highlight the potential benefits of nurturing these skills among students to promote positive social interactions and well-being.
Moreover, the moderating role of gender in these relationships was evident. Gender-based differences were observed concerning emotional intelligence, assertiveness, and their impact on interpersonal attraction. These differences reflect societal norms and expectations that influence how individuals express and perceive these psychological attributes. Understanding these nuances is crucial for developing tailored interventions and support mechanisms that address the specific needs of male and female students in social and emotional development.
Overall, the study contributes to the growing body of knowledge on emotional intelligence, assertiveness, and interpersonal dynamics among students. The findings underscore the importance of fostering emotional intelligence skills and assertive communication within educational settings. Recognizing gender-specific differences and promoting inclusive practices can further enhance social interactions and create a conducive learning environment.
The study’s implications extend beyond academia, highlighting the relevance of these psychological factors in various aspects of life, including professional settings, interpersonal relationships, and personal development. Future research could explore longitudinal effects, cultural influences, and the effectiveness of interventions aimed at enhancing emotional intelligence and assertiveness across diverse populations. These insights can inform educational policies and practices aimed at promoting social-emotional well-being and academic success among students.
Conclusion
Based on the results from the hypotheses tested in this study, several key conclusions can be drawn regarding the relationships between emotional intelligence, assertiveness, interpersonal attraction, and the moderating role of gender among students at the Nigerian Army University, Biu.
Firstly, the strong positive correlation between emotional intelligence and assertiveness suggests that higher emotional awareness and regulation tend to align with more assertive behaviours among students. This correlation underscores the interconnectedness of these psychological attributes and their influence on interpersonal interactions.
Secondly, the significant predictive power of emotional intelligence and assertiveness on interpersonal attraction highlights their role in shaping students’ social dynamics and relationships within the university. Students with higher levels of emotional intelligence and assertiveness are likely to be perceived more positively by their peers, fostering stronger interpersonal connections.
Lastly, the moderating role of gender in these relationships emphasizes the importance of considering gender-specific differences in emotional intelligence, and assertiveness, and their impact on interpersonal attraction. Understanding and addressing these differences are vital for creating inclusive and supportive environments that cater to the diverse social and emotional needs of male and female students.
Overall, these conclusions underscore the significance of emotional intelligence and assertiveness in shaping social interactions and relationships among students, with implications for promoting positive social-emotional development and well-being within educational settings.
Recommendations
Based on the findings and conclusions drawn from the study on emotional intelligence, assertiveness, and interpersonal attraction among students at the Nigerian Army University, Biu, here are six recommendations:
- Implement Emotional Intelligence Training: Develop and implement programs or workshops that focus on enhancing emotional intelligence skills among students. These programs can include activities to improve self-awareness, self-regulation, empathy, and social skills. By enhancing emotional intelligence, students can better navigate social interactions and build healthier relationships.
- Promote Assertiveness Training: Offer assertiveness training workshops or seminars aimed at helping students develop assertive communication skills. These programs can teach students how to express their thoughts, feelings, and needs confidently and respectfully, which can contribute to more effective interpersonal communication and conflict resolution.
- Foster Inclusive Social Environments: Create and maintain inclusive social environments within the university that encourage diversity, respect, and understanding. Promote initiatives that celebrate differences, address stereotypes, and encourage mutual respect among students regardless of gender, background, or identity.
- Provide Gender-Sensitive Support: Recognize the moderating role of gender in emotional intelligence, assertiveness, and interpersonal attraction. Offer support services and resources that are sensitive to gender-specific needs and challenges, such as counselling services tailored to address gender-related stressors or social support groups.
- Encourage Positive Peer Relationships: Facilitate opportunities for positive peer interactions and collaborations. Encourage group projects, team-building activities, and social events that promote cooperation, communication, and the development of supportive peer networks. Positive peer relationships can enhance students’ sense of belonging and overall well-being.
- Continued Research and Evaluation: Encourage further research and evaluation on the dynamics of emotional intelligence, assertiveness, and interpersonal attraction within educational settings. Explore longitudinal studies to assess the long-term effects of emotional intelligence and assertiveness training on students’ social and academic outcomes. Use feedback and assessment tools to measure the effectiveness of interventions and adjust strategies accordingly.
Contribution to Knowledge
The study’s findings make significant contributions to the existing knowledge base in several key areas related to emotional intelligence, assertiveness, and interpersonal attraction among university students. Firstly, by investigating the relationship between emotional intelligence and assertiveness, the study sheds light on how these two constructs interplay in the context of student interactions. It provides insights into whether higher emotional intelligence correlates with increased assertiveness, which is crucial in understanding how students navigate social situations and express themselves effectively.
Secondly, the study’s exploration of the predictive role of emotional intelligence and assertiveness on interpersonal attraction contributes to understanding the factors that influence the formation and dynamics of social relationships among students. By identifying potential predictors of interpersonal attraction, such as emotional intelligence and assertiveness, the study offers valuable insights into the psychological mechanisms underlying social connections within educational environments.
Moreover, the examination of gender as a moderating factor in the relationships between emotional intelligence, assertiveness, and interpersonal attraction adds depth to the understanding of how these variables interact differently based on gender. This nuanced perspective acknowledges the complexities of social dynamics and highlights the importance of considering gender-specific influences when studying interpersonal behaviours and relationships among students.
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