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CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

Academic achievement has remained a central concern of higher education

institutions across the world. Universities are established to develop human capital

through teaching, research, and community service. In Nigeria, higher education plays a

vital role in national development by producing skilled manpower capable of contributing

to economic growth, organizational effectiveness, and social stability. One of the major

indicators used to assess the effectiveness of universities is the academic achievement of

students, which reflects how well institutional goals are being achieved. Academic

achievement refers to the extent to which students have attained educational goals set by

educational institutions. In Nigerian universities, academic achievement is commonly

measured using examination results and cumulative grade point average (CGPA). CGPA

serves as a quantitative index of students’ academic performance over a period of study

and is often used for academic progression, graduation classification, and employment

considerations. High academic achievement is associated with discipline, competence,

persistence, and readiness for professional responsibilities.

Historically, academic success was believed to be largely dependent on intellectual

ability, commonly measured as intelligence quotient (IQ). Educational practices focused

heavily on cognitive abilities such as memory, logical reasoning, comprehension, and

problem-solving. Students who performed well in intelligence tests were expected to

excel academically. Consequently, limited attention was given to emotional and

psychological factors influencing learning and performance. However, contemporary

research in education, psychology, and management has demonstrated that intellectual

ability alone is insufficient to explain variations in academic performance among

students. Many students with high cognitive ability struggle academically due to poor

emotional regulation, stress, anxiety, lack of motivation, and psychological distress.

These findings have led scholars to explore non-cognitive factors such as emotional

intelligence and psychological well-being as important determinants of academic

achievement.

Emotional intelligence refers to the ability to perceive, understand, regulate, and

utilize emotions effectively in oneself and others. Mayer and Salovey conceptualized

emotional intelligence as a set of abilities related to emotional perception, emotional

understanding, emotional regulation, and emotional utilization. Goleman later

emphasized the practical importance of emotional intelligence in leadership, work

performance, and academic success. In academic environments, emotional intelligence

enables students to manage examination anxiety, cope with academic stress, maintain

motivation, and establish productive interpersonal relationships. From a Business

Management perspective, emotional intelligence is particularly important because it

influences decision-making, leadership effectiveness, teamwork, and conflict

management. Business Management students are future managers, administrators, and

entrepreneurs who will be required to make rational decisions under pressure, manage

people, and adapt to dynamic organizational environments. Developing emotional

intelligence at the undergraduate level therefore contributes not only to academic success

but also to professional competence.

Psychological well-being is another critical construct that has gained attention in

explaining academic outcomes. Psychological well-being refers to a positive

psychological state characterized by effective functioning, life satisfaction, and personal

growth. Ryff’s multidimensional model of psychological well-being identifies six core

components: self-acceptance, positive relations with others, autonomy, environmental

mastery, purpose in life, and personal growth. Students with high psychological well-

being tend to be resilient, motivated, self-directed, and goal-oriented. Psychological well-

being is particularly relevant in academic settings where students face continuous

demands such as examinations, deadlines, workload pressure, and performance

expectations. Students who experience psychological distress, depression, or lack of

purpose may struggle to concentrate, maintain motivation, and perform academically.

Conversely, students with positive psychological well-being are more likely to remain

focused, engaged, and persistent in their studies.

Final-year undergraduate students face unique academic and psychological

challenges compared to students in lower levels. They are required to complete research

projects, attend seminars, defend academic work, and meet graduation requirements

within a limited time frame. These academic responsibilities often coincide with concerns

about post-graduation employment, financial responsibilities, family expectations, and

future career uncertainty. In Nigeria, the competitive labor market and high

unemployment rate further increase stress among final-year students. In recent years,

universities across the world have increasingly recognized the importance of students’
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emotional and psychological development as a complement to academic instruction.

Research has shown that students who are emotionally balanced and psychologically

healthy are more likely to demonstrate effective learning behaviors such as concentration,

persistence, time management, and active participation in academic activities. These

behaviors are essential for achieving good academic outcomes, particularly at the

university level where independent learning is emphasized.

Emotional intelligence enables students to understand their emotional reactions to

academic challenges and to respond in constructive ways. For example, students who can

regulate negative emotions such as anxiety and frustration are better able to cope with

examination pressure and academic setbacks. Similarly, psychological well-being

supports students’ ability to maintain a positive outlook toward their studies and to

remain motivated even in difficult academic situations. As a result, emotional intelligence

and psychological well-being are increasingly viewed as important contributors to

academic achievement in higher education institutions. At Plateau State University,

Bokkos, students come from diverse socio-economic, cultural, and educational

backgrounds. These differences influence how students perceive academic challenges,

manage emotions, and maintain psychological balance. Some students receive strong

family support, while others struggle with financial difficulties and limited resources.

These contextual factors may affect emotional intelligence, psychological well-being, and

ultimately academic achievement.

Despite the relevance of emotional intelligence and psychological well-being to

academic and managerial development, empirical studies examining their combined

influence on academic achievement among final-year undergraduate students remain

limited, particularly within the context of Plateau State University, Bokkos. Most existing

studies have been conducted outside Nigeria or focused on secondary school students and

general undergraduates without specific emphasis on management disciplines. Given the

importance of producing emotionally intelligent and psychologically stable graduates

who can contribute effectively to organizations and society, there is a need to empirically

investigate how emotional intelligence and psychological well-being influence academic

achievement among final-year students of Plateau State University, Bokkos.

Understanding this relationship will provide valuable insights for students, educators,

administrators, and policy makers in improving academic outcomes and student support

systems.

The university environment requires students to function independently, manage

academic workload, and make important life decisions. These demands make emotional

intelligence and psychological well-being essential for effective academic functioning.

Students who lack emotional regulation skills may experience academic burnout, poor

concentration, and reduced engagement with learning activities. Similarly, students with

low psychological well-being may struggle with motivation, purpose, and persistence in

their studies. Understanding how these factors influence academic achievement among

final-year students of Plateau State University, Bokkos is therefore important for

improving academic outcomes and promoting holistic student development.

In the field of Business Management, academic excellence is not only about passing

examinations but also about developing leadership competence, strategic thinking,

emotional regulation, and interpersonal effectiveness. Managers are expected to work

with diverse individuals, make decisions under pressure, resolve workplace conflicts, and
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maintain productivity in challenging environments. Emotional intelligence equips future

managers with the ability to manage stress, understand employee behavior, and build

effective teams. Likewise, psychological well-being supports resilience, motivation, and

goal commitment, which are essential for managerial productivity. Therefore, examining

emotional intelligence and psychological well-being among Business Management

students is not only academically relevant but also professionally important for preparing

competent future organizational leaders.

1.2 STATEMENT OF THE PROBLEM

In recent years, Nigerian universities have witnessed increasing concerns regarding

students’ academic performance. Despite access to instructional resources and qualified

lecturers, many students struggle to maintain satisfactory academic performance as

reflected in declining CGPA and increased cases of academic probation. This situation

raises questions about factors influencing academic achievement beyond intellectual

ability. Observations within universities indicate that some students who demonstrate

intellectual competence experience examination anxiety, emotional instability, lack of

concentration, and reduced motivation, which negatively affect their academic outcomes.

These challenges are particularly pronounced among final-year students who face

increased academic workload and psychological pressure.

The increasing rate of academic stress among university students has become a

major concern for educational stakeholders. Many students struggle to balance academic

responsibilities with personal and social demands, which can negatively affect their

emotional stability and mental health. When these emotional and psychological
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challenges are not properly managed, students may experience reduced academic focus,

loss of interest in learning, and poor academic outcomes. Despite these concerns, limited

attention has been given to identifying emotional and psychological factors that may

enhance academic achievement, particularly among final-year undergraduate students of

Plateau State University Bokkos who are approaching graduation. Without adequate

understanding of these factors, universities may find it difficult to design effective

interventions that support students’ academic success.

Final-year undergraduate students of Plateau State University, Bokkos are expected

to complete academic projects, participate in seminars, and prepare for transition into the

labor market. These responsibilities, combined with uncertainties surrounding

employment opportunities and financial constraints, may negatively impact students’

emotional and psychological states. Inadequate emotional regulation and poor

psychological well-being may result in stress, burnout, and poor academic performance.

Although emotional intelligence and psychological well-being have been identified as

important predictors of performance in educational and organizational settings, most

studies in Nigeria have examined these constructs independently or in contexts outside

Plateau State University. There is limited empirical evidence addressing their combined

influence on academic achievement among final-year undergraduate students in Plateau

State University Bokkos university. The absence of such localized empirical evidence

limits the effectiveness of academic counseling services, student support programs, and

policy interventions aimed at improving academic performance. Consequently, there is a

need for a systematic investigation into the influence of emotional intelligence and
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psychological well-being on academic achievement among final-year students of Plateau

State University, Bokkos. This study seeks to fill this gap.

Although several international studies have examined emotional intelligence and

psychological well-being in relation to academic performance, there is limited empirical

evidence focusing specifically on final-year undergraduate students of Plateau State

University, Bokkos. Most existing studies were conducted in different socio-economic

and educational contexts, making it difficult to generalize their findings directly. The

absence of localized research limits the development of targeted academic and

psychological support strategies within the department. Therefore, there is a need for an

empirical investigation to determine how emotional intelligence and psychological well-

being influence academic achievement among these students.

1.3 RESEARCH QUESTIONS

The following research questions guide the study:

1. What influence does emotional intelligence have on the academic achievement

of final-year students of Plateau State University, Bokkos?

2. What influence does psychological well-being have on the academic

achievement of final-year students of Plateau State University, Bokkos?

3. What is the combined influence of emotional intelligence and psychological

well-being on the academic achievement of final-year students of Plateau State

University, Bokkos?

1.4 AIM AND OBJECTIVES OF THE STUDY

The main aim of this study is to examine the influence of emotional intelligence and

psychological well-being on academic achievement among final-year undergraduate

students of Plateau State University, Bokkos.

The specific objectives of the study are to:

1. Examine the influence of emotional intelligence on academic achievement

among final-year students.

2. Determine the influence of psychological well-being on academic achievement

among final-year students.

3. Assess the combined influence of emotional intelligence and psychological well-

being on academic achievement among final-year students of Plateau State

University, Bokkos.

These objectives are designed to provide empirical evidence on how emotional

intelligence and psychological well-being contribute to academic achievement among

final-year students. Achieving these objectives will help clarify the extent to which

emotional and psychological factors influence students’ academic performance within the

university environment.

1.5 SCOPE OF THE STUDY

This study is limited to final-year undergraduate students across different faculties

of Plateau State University, Bokkos during the 2024/2025 academic session. Emotional

intelligence and psychological well-being constitute the independent variables, while

academic achievement measured using cumulative grade point average (CGPA) serves as
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the dependent variable. The geographical scope of the study is limited to Plateau State

University, Bokkos, Plateau State, Nigeria.

The study focuses on emotional intelligence and psychological well-being as

predictors of academic achievement. Other factors that may influence academic

performance, such as teaching methods, learning facilities, family background, and

economic status, are not covered in this study. This delimitation is necessary in order to

maintain focus and ensure effective management of the research.

1.6 SIGNIFICANCE OF THE STUDY

The findings of this study will be beneficial to several stakeholders. Students will

benefit by gaining awareness of the importance of emotional intelligence and

psychological well-being in achieving academic success. This awareness may encourage

students to develop emotional regulation skills and adopt strategies that promote

psychological health.

University administrators and counselors will benefit from the findings by gaining

empirical evidence that can inform the design of effective counseling services, emotional

intelligence training programs, and psychological support interventions. Lecturers may

also use the findings to adopt teaching strategies that support students’ emotional and

psychological needs..The study will contribute to existing academic literature in

education, psychology, and management by providing empirical evidence from a

Nigerian university context. Researchers may use the findings as reference material for

future studies, while policy makers may find the results useful in formulating policies

aimed at improving student well-being and academic performance in higher education

institutions.

Parents and guardians may also benefit from the findings of this study by gaining a

better understanding of the emotional and psychological challenges faced by university

students. Awareness of these factors may encourage parents to provide appropriate

emotional support to their children, thereby contributing to improved academic outcomes.

At the societal level, the study may contribute to discussions on student mental health and

academic success. By highlighting the importance of emotional intelligence and

psychological well-being, the findings may support efforts aimed at promoting holistic

education and human capital development in Nigeria. AdditionallyAdditionally, the

findings of this study may serve as a basis for incorporating emotional intelligence and

psychological well-being programs into student development initiatives within the

university. Such programs may help students develop coping strategies that enhance both

academic success and personal growth.

1.7 DEFINITION OF TERMS

1.7.1 Emotional Intelligence

Emotional intelligence simply means a person’s ability to understand their own

feelings, control their emotions, and relate well with other people, especially during

difficult situations. SaloveySalovey and Mayer (1990) defined emotional intelligence as

the ability to perceive, understand, manage, and use emotions effectively in oneself and
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others. Similarly, Goleman (1995) described emotional intelligence as the capacity to

recognize one’s own emotions and those of others, motivate oneself, and manage

emotions well in relationships.

In this study, emotional intelligence refers to the ability of final-year students of

Plateau State University, Bokkos, to recognize their emotions, regulate them, motivate

themselves, and maintain positive relationships with others. It is measured using a

standardized emotional intelligence questionnaire.

1.7.2 Psychological Well-Being

Psychological well-being means feeling mentally healthy, happy, confident, and

satisfied with one’s life, even when facing challenges. RyffRyff (1989) defined

psychological well-being as positive psychological functioning, which includes self-

acceptance, positive relations with others, autonomy, environmental mastery, purpose in

life, and personal growth. According to Ryff and Keyes (1995), psychological well-being

goes beyond the absence of mental illness and focuses on how well individuals function

in life.

In this study, psychological well-being refers to the overall mental and emotional

functioning of final-year students of Plateau State University, Bokkos, including how

they view themselves, manage their environment, maintain relationships, and pursue life

goals. It is measured using Ryff’s Psychological Well-Being Scale.

1.7.3 Academic Achievement

Academic achievement simply means how well a student performs in their studies,

such as passing exams and getting good grades. AccordingAccording to York, Gibson,

and Rankin (2015), academic achievement refers to the extent to which a student has

achieved their educational goals, usually measured through grades, test scores, or

academic records. Similarly, Steinmayr et al. (2017) described academic achievement as

the level of success students attain in academic tasks and assessments.

In this study, academic achievement refers to the academic performance of final-

year students of Plateau State University, Bokkos, as measured by their reported Grade

Point Average (GPA) or academic performance scale used in the study.

1.8 THEORETICAL REVIEW

This study is guided by four major theories that explain how emotional and

psychological factors influence human behavior, learning, and performance. These

theories provide a strong theoretical foundation for understanding the effect of emotional

intelligence and psychological well-being on academic achievement among final-year

students of Plateau State University, Bokkos. The theories reviewed include Emotional

Intelligence Theory, Psychological Well-Being Theory, Self-Determination Theory, and

Social Cognitive Theory.

1.8.1 Emotional Intelligence Theory

The Emotional Intelligence Theory, proposed by Salovey and Mayer (1990),

explains that individuals differ in their ability to perceive, understand, manage, and use

emotions effectively in themselves and others. According to this theory, emotions play an

important role in how people think, make decisions, and behave in different situations.
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Individuals with high emotional intelligence are able to recognize their emotional states,

control negative emotions such as anger and anxiety, and use positive emotions to

motivate themselves and others. In the academic environment, students are often exposed

to emotional challenges such as examination pressure, fear of failure, academic

competition, and interpersonal conflicts. Students who possess high emotional

intelligence are better able to handle these challenges because they can regulate their

emotions and remain calm under pressure. Such students are more likely to stay focused

during lectures, manage their time effectively, and maintain positive relationships with

classmates and lecturers. As a result, emotional intelligence plays an important role in

supporting effective learning and improving academic achievement.

1.8.2 Psychological Well-Being Theory

The Psychological Well-Being Theory, developed by Ryff (1989), focuses on

positive psychological functioning rather than simply the absence of psychological

problems. The theory identifies six key dimensions of psychological well-being: self-

acceptance, positive relations with others, autonomy, environmental mastery, purpose in

life, and personal growth. These dimensions reflect how well individuals function

psychologically and how satisfied they are with their lives. Students with high

psychological well-being tend to have a positive self-image, feel confident in their

abilities, and have a clear sense of direction in life. They are also more capable of

managing their academic environment and coping with stress. In contrast, students with

poor psychological well-being may experience feelings of hopelessness, lack of

motivation, and difficulty coping with academic demands. Therefore, psychological well-
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being is an important factor that influences students’ ability to engage in learning

activities and achieve good academic outcomes.

1.8.3 Self-Determination Theory

The Self-Determination Theory, proposed by Deci and Ryan (1985), explains human

motivation based on the satisfaction of three basic psychological needs: autonomy,

competence, and relatedness. According to the theory, individuals are more motivated

and perform better when they feel that they have control over their actions (autonomy),

believe in their ability to succeed (competence), and experience positive relationships

with others (relatedness). In the university setting, students who feel motivated and

supported are more likely to participate actively in academic activities, complete

assignments on time, and persist in the face of challenges. Emotional intelligence helps

students regulate emotions and maintain healthy relationships, while psychological well-

being supports feelings of competence and purpose. When these needs are satisfied,

students are more likely to develop intrinsic motivation toward their studies, which leads

to improved academic achievement.

1.8.4 Social Cognitive Theory

The Social Cognitive Theory, developed by Bandura (1986), emphasizes the

interaction between personal factors, behavior, and the environment. A central concept of

this theory is self-efficacy, which refers to an individual’s belief in their ability to

perform tasks successfully. According to the theory, people who believe in their abilities

are more likely to take on challenges, persist when difficulties arise, and achieve better

outcomes. In the academic context, students with high emotional intelligence and good
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psychological well-being often have stronger self-efficacy. They believe that they can

succeed academically, even when faced with difficult courses or academic setbacks. This

belief influences their study habits, effort, and persistence. Students with high self-

efficacy are more likely to engage in effective learning strategies, seek help when needed,

and remain committed to their academic goals, which ultimately leads to higher academic

achievement.

The four theories reviewed provide a comprehensive explanation of how emotional

intelligence and psychological well-being influence academic achievement. Emotional

Intelligence Theory explains how students manage emotions, Psychological Well-Being

Theory highlights the importance of positive psychological functioning, Self-

Determination Theory explains motivation and engagement, and Social Cognitive Theory

emphasizes self-belief and persistence. Together, these theories support the assumption

that emotional intelligence and psychological well-being play significant roles in

determining academic achievement among final-year students of Plateau State

University, Bokkos.

Collectively, these theories emphasize that academic achievement is not determined

by intellectual ability alone but is also shaped by emotional and psychological factors.

Students who are emotionally intelligent and psychologically healthy are better equipped

to cope with academic stress, remain motivated, and persist in the face of challenges.

These theoretical perspectives provide strong justification for examining emotional

intelligence and psychological well-being as key predictors of academic achievement in

this study.
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The integration of these theories provides a comprehensive understanding of

students’ academic behavior. While Emotional Intelligence Theory explains how students

manage emotions, Psychological Well-Being Theory emphasizes positive functioning

and life satisfaction. Self-Determination Theory highlights motivation, and Social

Cognitive Theory explains persistence and self-belief. Together, these perspectives

reinforce the view that emotional and psychological factors are critical to academic

achievement, especially among final-year students facing increased academic and life

pressures.
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