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n IFE PsychologIA : An International Journal - The relationship between emotional intelligence, test anxiety, stress, academic success and attitudes of high school students towards electrochemistry

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Abstract

The study investigated relationship between emotional intelligence, test anxiety, stress, academic success and attitudes towards electrochemistry of chemistry students in high schools. This study employed correlational research design. Stratified sampling technique was used to select six hundred Senior secondary school three chemistry students from 24 secondary school in Lagos state. Two instruments were used to collect data from the participants. One was Students' Emotional Intelligence, Stress and Test Anxiety Questionnaire (SEISTAQ) with reliability coefficients of 0.76, 0.83 and 0.71 respectively using Cronbach Alpha. Electrochemistry Achievement test contained multiple choice items with options A to D and the reliability coefficient was 0.79 using Kuder-Richardson-20 formula. The data collected were analysed using descriptive statistics to answer the research questions while Pearson product moment correlation was utilised to test hypotheses at o.05 level of significance. The results revealed that moderate emotional intelligent, low stressed and test anxious chemistry students had highest academic success in electrochemistry. Low emotional intelligent, highly stressed and high test anxious chemistry students had most favourable attitudes to electrochemistry. It was also discovered that low significant positive relationship existed between emotional intelligent and academic success and also for stress and academic success but the low insignificant relationship between test anxiety and academic success in electrochemistry. Low significant negative relationship existed between emotional intelligent and chemistry students' to electrochemistry and also between stress and attitude to electrochemistry meanwhile low positive and insignificant positive relationship existed between test anxiety and attitude to electrochemistry. It is therefore recommended that chemistry students in high schools should be intimated on how emotional intelligent, test anxiety and levels students' stress could affect their academic success and attitude towards electrochemistry. Teachers should also discover the emotional intelligent, test anxiety and stress levels so as to reduce these psychological effects on chemistry students' academic performance and learning attitudes towards electrochemistry.

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/content/ifepsyc/22/1/EJC150772
2014-03-01
2016-12-08
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