THE INTERACTIVE INFLUENCE OF CLASS ON SELF-EFFICACY,EMOTIONAL INTELLIGENCE AND ACHIEVEMENT MOTIVATIONAS PREDICTORS OF IMPULSIVE BEHAVIOUR AMONGSECONDARY SCHOOL STUDENTS’ IN NIGERIA

THE INTERACTIVE INFLUENCE OF CLASS ON SELF-EFFICACY,EMOTIONAL INTELLIGENCE AND ACHIEVEMENT MOTIVATIONAS PREDICTORS OF IMPULSIVE BEHAVIOUR AMONGSECONDARY SCHOOL STUDENTS’ IN NIGERIA

Author by Mrs. Titilayo Olaoye

Journal/Publisher: European Journal Of Psychological Research

Volume/Edition: 4

Language: English

Pages: 1 - 10

Abstract

This study investigated the interactive influence of class on self-efficacy, emotional
intelligence and achievement motivation as predictors of impulsive behaviour among
secondary school students in Nigeria. This study employed the descriptive research design of
ex-post facto type. Three hundred participants selected through the multi-stage stratified
random sampling technique, were used for the study. Four main instruments were used in
collecting data, they are: General Self-efficacy Scale (GSES), Emotional Intelligence Scale
(EIS), Academic Achievement Motivation Scale (AAMS), and Impulsive Behaviour Scale
(IBS). The data collected were analyzed using Pearson Product Moment Correlation
Coefficient and Multiple Regression Analysis. The results indicated that all the predictor
variables (self-efficacy, emotional intelligence and achievement motivation) significantly
combined to predict students’ impulsive behaviour based on class (Senior and Junior Classes).
Also, results revealed that all the predictor variables were good predictors of students’
impulsive behaviour. Also, all the predictor variables accounted for 10.8% variability of the
senior students’ impulsive behaviour (R = .223; R2 = .171; Adj. R2 = .108; F (5,401) = 9.524; p
<.05). The results revealed the strength of causation of the predictor variables on the criterion
variable. The most potent predictor of students’ impulsive behaviour based on class among
the predictor variables of the study is emotional intelligence (JSS: ? = .301; t = 4.071; p < .05;
SSS: ? = .174; t = 3.019; p < .05). Self-efficacy was the next potent factor (JSS: ?= .209; t =
2.888; p <.05; SSS: ?= .131; t = 2.371; p <.05), lastly by achievement motivation (JSS:
?= .155; t = 1.972; p <.05; SSS: ?= .112; t = 2.017; p <.05). Based on the findings, it was
recommended among others that the psychologist, social workers and those who are
interested in the wellbeing of the students should take into consideration the class of a
student’s before using the independent variables before assisting the impulsive students.
 


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