Relationship between Emotional Intelligence Psychological Adjustment, and Academic Achievement of Public Junior Secondary School Students in Gombe Metropolis, Gombe State

Abstract

This paper investigated relationship between emotional intelligence, psychological adjustment, and academic achievement of public junior secondary school students in Gombe metropolis of Gombe state. The population consisted of 4,768 students spread across 20 public junior secondary schools in the metropolis. Random sampling was used in sampling four schools out of 20.  A total of 236 students were randomly selected from the four schools. A structured research instrument named emotional intelligence, psychological adjustment and academic achievement questionnaire (EIPAA) was used in collecting data. A split half method was used in establishing the reliability of the instrument and a reliability coefficient of 0.720 was obtained. Frequencies, percentages, Pearson product moment correlation and t test were used in analysing the data collected. The study finds out that 70% percent of public junior secondary school students in Gombe metropolis are emotionally intelligent while 30% are not. 73% of the students are found to be psychologically adjusted while 27% are not. The study also finds out that there is strong relationship between emotional intelligence and psychological adjustment of junior secondary school students. There is no insignificant relationship between emotional intelligence, psychological adjustment and academic achievement of junior secondary school students in Gombe metropolis. The study recommended that students should be help to develop 
the ability to understand feelings in the right manner both in oneself and others. They should also be thought methods to employ for keeping and restoring harmony between themselves and their environment for proper adjustment. Focus should be on other non-cognitive factors that affects academic achievement of students.