INFLUENCE OF EMOTIONAL INTELLIGENCE AND SOCIAL SUPPORT ON SOCIAL

ANXIETY AMONGST UNDERGRADUATES OF OOU

CHAPTER ONE:

1.1 BACKGROUND OF THE STUDY

Social Anxiety Disorder (SAD) is a pervasive psychological condition characterized by an

overwhelming fear of being judged or embarrassed in social interactions, which significantly
impairs an individual’s ability to function effectively in various aspects of life. It is one of the most
common anxiety disorders globally, with a notable prevalence among university students.
Estimates indicate that the prevalence of social anxiety among university students ranges from
20% to as high as 60.8%, depending on the region and study design (Beesdo-Baum et al.,
2012; Kessler et al., 2012). For instance, research conducted at the University of Toronto
Scarborough found a rise in social anxiety rates both during and after the COVID-19 pandemic
(Liu et al., 2020). A similar study conducted among medical students in Saudi Arabia revealed a
prevalence rate of 51%, indicating the widespread impact of social anxiety on academic
populations (Alzahem et al., 2015). The variations in these findings underscore the need for
comprehensive studies exploring the specific factors contributing to the prevalence of social
anxiety and its impact on academic performance, mental health, and well-being among
undergraduates.

Emotional intelligence (EI), defined as the ability to recognize, understand, and manage one’s
own and others’ emotions, has been linked to better mental health outcomes, including lower
levels of anxiety and depression. Individuals with higher EI tend to experience less social
anxiety. A study by Oke (2015) found significant positive correlations between emotional
intelligence and social relations among undergraduates, suggesting that higher EI is associated
with improved social interactions and reduced anxiety.

Social support (SS), encompassing emotional, informational, and instrumental assistance from
one’s social network, has also been identified as a protective factor against social anxiety.
Individuals with robust social support systems often report lower levels of social anxiety. A study
by Ogunsanwo and Bukki (2023) found that emotional intelligence and resilience were
significantly and positively related to academic engagement among undergraduates,
highlighting the importance of social connections in mitigating anxiety during academic pursuits.
A research has also shown that social support can mediate the relationship between EI and
academic stress, with students who have high emotional intelligence being more likely to seek
and receive effective social support, thereby reducing their stress and anxiety levels (Kumari &
Singh, 2020). This suggests that social support may enhance the positive effects of emotional
intelligence in reducing social anxiety, making it an important factor to consider in interventions
aimed at alleviating anxiety among undergraduates.

The interplay between Emotional Intelligence, Social support, and social anxiety is complex.
While higher Emotional intelligence can lead to better management of social situations, thereby
reducing social anxiety, the presence of strong social support can provide additional coping
mechanisms. For example, research has shown that social support mediates the negative
association between EI and academic stress among tertiary-level students, suggesting that
individuals with high EI are better equipped to seek and utilize social support, which in turn
reduces stress and anxiety.

In the context of undergraduates at Olabisi Onabanjo University (OOU), understanding the

influence of Emotional Intelligence and Social support on social anxiety is particularly pertinent.
University life presents numerous social challenges, and students’ ability to navigate these can
significantly impact their mental health and academic performance. While specific studies on
OOU students may be limited, research from other institutions provides valuable insights. For
instance, a comparative study between Ekiti State University and OOU found significant
correlations between alcohol dependence, social anxiety, and psychological well-being among
students, highlighting the relevance of these factors in the Nigerian university context.

Furthermore, the COVID-19 pandemic has introduced unique challenges, with remote academic
activities potentially influencing students’ emotional intelligence, social support networks, and
experiences of social anxiety. A study examining tertiary-level students during the pandemic
found that social support mediates the relationship between emotional intelligence and
academic stress, underscoring the importance of social connections in mitigating anxiety during
uncertain times.

1.2. Statement of the problem

Social Anxiety Disorder (SAD) is characterized by an intense fear of social interactions due to
concerns about being judged or embarrassed, leading to significant distress and impairment in
daily functioning. This condition is notably prevalent among university students, affecting their
academic performance and overall well-being.

In Nigeria, studies have reported varying prevalence rates of social phobia among
undergraduates. For instance, a study indicated a 12-month prevalence rate of 8.5% among
Nigerian university students, with significant associations between social phobia, depression,
psychological distress, and perceived poor health. Another study found that social anxiety
disorder affected 61.3% of medical students, with varying degrees of severity.

Factors such as emotional intelligence and social support have been identified as influential in
the psychological well-being of students. Research suggests that higher emotional intelligence
and perceived social support are positively correlated with better psychological well-being
among undergraduates. Conversely, perceived stress has been found to predict higher levels of
social anxiety among students .

However, there is a scarcity of research focusing on the combined influence of emotional

intelligence and social support on social anxiety specifically among undergraduates of Olabisi
Onabanjo University (OOU), Nigeria. Understanding these dynamics is crucial for developing
targeted interventions to mitigate social anxiety and enhance students’ academic and social
experiences.
1.3. Research questions

1. What is the relationship between emotional intelligence and social anxiety amongst Olabisi
onabanjo university undergraduates ?

2. How does social support affect social anxiety among Olabisi onabanjo university
undergraduates?

3. To what extent do emotional intelligence and social support jointly influence social anxiety?

1.4. Objectives of the study

The primary objective of this study is to examine the influence of emotional intelligence and
social support on social anxiety among Olabisi onabanjo university undergraduates. Specifically,
the study aims to ;

1. To determine the prevalence rate of social anxiety disorder among undergraduates of

Olabisi Onabanjo University.
2. To assess the impact of emotional intelligence and social support on social anxiety
levels among these students.
3. To examine the effect of perceived stress on the relationship between emotional
intelligence, social support, and social anxiety.

1.5. Hypothesis of the study

The study will test the following hypothesis;

1. There is a significant relationship between emotional intelligence and social anxiety

2. Social support significantly influences social anxiety
3. Emotional intelligence and social support jointly predicts social anxiety

1.6. Significance of the study

This study is significant for several reasons, particularly in understanding how emotional
intelligence and social support influence social anxiety among undergraduates. First, social
anxiety can negatively impact academic performance, affecting students’ classroom
participation and interactions with peers. Given that emotional intelligence has been linked to
better academic outcomes and that social support can reduce stress, fostering both could help
mitigate social anxiety and improve students’ academic experiences.

Additionally, the findings from this research can help inform university support services.
Identifying the factors that influence social anxiety can guide the development of targeted
interventions to address students’ mental health needs. By promoting emotional intelligence and
creating robust social support networks, universities could improve the psychological well-being
of their students and reduce the prevalence of social anxiety.
Moreover, addressing social anxiety is crucial for broader mental health initiatives on campuses.
Studies suggest that emotional intelligence and social support are directly correlated with
reduced anxiety, which highlights the importance of integrating these factors into university
mental health programs. Understanding these relationships can provide valuable insights into
creating effective interventions aimed at improving students’ mental health and well-being.

Lastly, this study could serve as a foundation for future research exploring the complex
dynamics between emotional intelligence, social support, and social anxiety. It also paves the
way for investigating related constructs, such as self-efficacy and resilience, thus contributing to
a more comprehensive understanding of student mental health. In summary, the findings from
this study are expected to offer significant contributions to improving academic success, mental
health support services, and guiding future research initiatives at the university level.

1.7. Scope of the study

Scope of the Study

This study focuses on examining the influence of emotional intelligence and social support on
social anxiety among undergraduates at Olabisi Onabanjo University (OOU), Nigeria. The
primary scope includes exploring how varying levels of emotional intelligence and the availability
of social support systems affect the prevalence and intensity of social anxiety among students.

The research will specifically target undergraduate students from various faculties/levels within
the university, providing a comprehensive representation of the student population measuring
emotional intelligence using established psychological scales, assess social support through
self-reported questionnaires, and evaluate social anxiety levels through validated diagnostic
tools. Students will then be sampled from different demographic backgrounds including age,
gender, academic levels and socioeconomic status to determine their potential influence on the
primary variables being studied and to also capture diverse experiences.

Furthermore, this research is confined to the university environment and will not extend to other
academic institutions or broader populations outside OOU. The time frame for data collection is
limited to the academic session, ensuring the study reflects the current academic and social
climate within the university as it aims to provide valuable insights specifically into how
emotional intelligence and social support interact to influence social anxiety levels among
undergraduates at Olabisi Onabanjo University,

1.8. Operational Definition of Terms

1. Emotional Intelligence (EI)

In the context of this research, emotional intelligence refers to an individual’s capacity to

recognize, understand, manage, and effectively apply emotions in themselves and their
interactions with others. Emotional intelligence is critical in managing stress and social
interactions, and it plays a significant role in mitigating social anxiety. For this study, emotional
intelligence will be measured using the Schutte Self Report Emotional Intelligence Test (SSEIT),
which evaluates factors such as self-awareness, emotional regulation, empathy, and social
skills, all of which can influence how students interact socially and manage anxiety in social
situations.

2. Social Support

Social support refers to the perceived availability and quality of emotional, informational, and
instrumental assistance provided by an individual’s network, including family, friends, and peers.
In the context of this study, social support is a potential protective factor against social anxiety. It
may buffer the negative effects of stress and anxiety by providing reassurance and resources to
students. Social support will be assessed using the Multidimensional Scale of Perceived Social
Support (MSPSS), which measures support from family, friends, and significant others, and
helps determine whether students with stronger social support systems experience lower levels
of social anxiety.

3. Social Anxiety

Social anxiety, within the scope of this study, is defined as the fear and discomfort one feels
when exposed to social situations where they may be judged or negatively evaluated by others.
Social anxiety can hinder social and academic engagement, negatively impacting students’
mental health and academic performance. This research specifically examines how emotional
intelligence and social support might reduce the severity of social anxiety. The level of social
anxiety will be assessed using the Social Phobia Inventory (SPIN), which quantifies the intensity
of symptoms such as fear of scrutiny, avoidance behaviors, and physiological responses during
social interactions.

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