purpose of this study is to investigate the Emotional Intelligence and
Adolescents’ Behaviour Problems in Kosofe Local Government of Lagos State .The
study covered a total of Ojota /Ogudu Zone of Education District II,
encompassing five Senior Secondary Schools. A total of 150 students were
selected for the study .In addition, the research questionnaire titled
Emotional Intelligence and Adolescents’ Behaviour Problems Questionnaire(
EIABPQ) was constructed by the researcher were administered for data collection.
The data collected were analyzed in tables and percentages. Results from the
study revealed that there was no significant influence of self-awareness on
adolescents’ behavior problems among secondary school students. Self-management
has significant influence on adolescents’ behaviour problems among secondary
school students. Social awareness has no significant influence on adolescents’
behaviour problems among secondary school students. Lastly, there is no
significant influence of relationship management on adolescents’ behaviour
problems among secondary school students. However, based on these findings, it was recommended that adolescents
in secondary schools should be taught
emotional intelligence skills and competencies that will help in reducing
aggression, hostility and personal distress which will equip them in building
healthy social relationships .Also, that adequate attention should be given to
the social and emotional development of adolescents at home and the schools so
that they can properly nurture their emotional intelligence capabilities which
will eventually make them an adjusted and productive adult to self and the
society at large in future.
TABLE OF CONTENTS
Title Page i
Table of Contents vii
List of Tables ix
List of Figures x
CHAPTER ONE: INTRODUCTION
to the Study 1
and Conceptual Framework 8
of the Problem 13
of the Study 14
of the Study 15
the Study 16
Definition of Terms 16
CHAPTER TWO: LITERATURE REVIEW
Empirical Studies of Emotional Intelligence. 17
Behavior Problems 26
Emotional Intelligence And Aggression 28
Emotional intelligence Cyber bullying 29
Self-Awareness and Behaviour Problems 31
Self-Management and Behaviour Problems 35
Social Awareness and Behaviour Problems 40
Relationship Management and Behaviour Problems 42
THREE: RESEARCH METHODOLOGY
Research Design 52
Area of Study 52
Population of the Study 53
Sample and Sampling Techniques 53
Research Instrument 53
Validity of Instrument 54
Reliability of Instrument 54
Administration of the Instrument 55
Scoring of Instruments 55
Procedure for Data Analysis 55
CHAPTER FOUR: RESULT AND DISCUSSION
Analysis of Demographic Data 56
of Findings. 65
CHAPTER FIVE: SUMMARY, CONCLUSION AND
LIST OF TABLES
Table 3.1: Cronbach Alpha Reliabilty Coefficient of
4.1: Summary of Respondents’ Gender 56
4.2: Summary of Respondents’ Age
4.3: Summary of Respondents’
Table 4.4: Descriptive Data for Self Awareness and
Behaviour Problem 58
Table 4.5: Model Summary for Self Awareness and
Behaviour Problem 58
Table 4.6: Analysis of Variance for Self Awareness
and Behaviour Problem 59
Table 4.7: Coefficients of Variables for Self
Awareness and Behaviour Problem 59
Table 4.8: Descriptive Data for Behaviour Problem
and Self-Management 60
Table 4.9: Model Summary for Self-Management and
Behaviour Problem 60
Table 4.10: Analysis of Variance for Self-Management
and Behaviour Problem 60
Table 4.11: Coefficients of Variables for
Self-Management and Behaviour Problem 61
Table 4.12: Descriptive Statistics for Social Awareness
and Behaviour Problems 61
Table 4.13: Model Summary for Social Awareness and
Behaviour Problems 62
Table 4.13: Analysis of Variance for Social Awareness
and Behaviour Problems 62
Table 4.14: Coefficients of Variables for
Self-Management and Behaviour Problem 63
Table 4.15: Descriptive Statistics for Relationship
Management and Behaviour Problems 63
Table 4.16: Model Summary for Relationship Management
and Behaviour Problems 63
Table 4.17: Analysis of Variance for Relationship
Management and Behaviour 64 Problems
Table 4.18: Coefficients of Variables for Relationship
Management and Behaviour 64 Problem
LIST OF FIGURES
Figure 4.1: Graph showing Gender of
Figure 4.2: Graph showing Age Range
of Participants 57
4.3: Graph showing Religion of Participants 58
to the Study
In recent times, emphasis
has been placed on the attitude and behavior of children and young people which
to a large extent determined how successful they will cope with life’s issues
and challenges. Unfortunately, the care taker of these children, who include
parents, teachers, care-givers and other significant others are becoming too
engaged in other activities, leaving these young ones to get little or no attention
to the development and nurturing of their personalities and potentials. Since
adequate and proper grooming can help them to become a more successful and
responsible human beings. It is worth noting that the ability to develop and
maintain interpersonal relationship during childhood and adolescence is an
important predictor of present and future adjustment (.Nasir and Seena,2011).
Psychologist refers to
this ability as emotional intelligence while others considered it to be more
important than intelligent quotient. It is one of such characteristics that can
help an individual to be productive and successful in life. Emotional
intelligence is when an individual is able to recognize his or her emotions,
understand what these emotions are saying and realize how those emotions affect
people around him or her.( Salovey and Mayer 1996). It also involves one’s
perception of others because when one understands how people feel, it will
allow one to manage relationship more effectively.
With the prevalence of
disruptive and maladaptive behaviours among young people and which has been
attributed to their inability to understand their emotions and of others
resulting to these disturbing behaviours. It is important to understand that an
individual behaviour is based on the learning processes he or she is exposed to
and is rooted and expressed through emotions. The ability to express and
control emotions is essential but more importantly is the ability to understand
, interprete and respond to the emotions of others.
Emotion intelligence is
an area of cognitive ability trait and social skills that facilitate
interpersonal behaviour. ( Goleman ,1995). Intelligence can be broadly defined
as the capacity for goal oriented adaptive behaviour which Emotional 1ntelligence
focuses on the aspect of intelligence that govern self-knowledge and social
adaptation. It is the ability of an individuals to recognize their own emotions
and that of others, to discriminate between different feelings and label them
appropriately and use these emotional information to guide thinking and behavior.(Colman,
2008). It also reflects abilities to connect intelligence, empathy and emotions
in order to enhance thought and understanding of inter-personal dynamics.(
The formation and
development of Emotional 1ntelligence among children and adolescence is an
important component in establishing qualitatively adaptive personality in
living conditions of modern life. The importance of actuality of existence of
Emotional Intelligence in adolescence is the ability to control one’s own
emotions and emotions of others. Due to the fact that the age of adolescence is
characterized by process of rapid psychological development and formation of
the personality the resulting emotional and behavioural instability may
contribute to the formation of certain behavioural strategies for the future
adult life. The system of value which is formed based on the available experiences
of the adolescents can also influence the intellectual, psycho-physiological
and emotional components of his personality during the processes of life
Studies have shown that
children’s abilities to recognize other’s emotions and to produce recognizable
emotions are related to important variations in their social competence
(Lemerise and Arsenio, 2000, Saarni, 1999).
Halberstadt, Denhoim and Dunsmere (2001) argued that a third less study
ability, emotion experience, that include “awareness and recognition of one’s
own emotions” may also play a significant role in the children’s interaction
with peers in certain situations.
The understanding of
emotional experience by children stem from the way they conceived and link the
effect of the situation or event with each other. For example (Harris, 1985)
stressed that many of our behavioural decisions are influenced by “an
anticipation of the way we feel in some future situation. A child’s readiness
to go to school, to face the dentist, to seek out a new friend or to run away
from punishment is based on an appraisal of how he or she will feel when facing
these situations”. This is to show that the claim that we often remember
emotional antecedents and consequences of various events and that, in turn,
these emotion expectancies are especially useful for anticipations over likely
responses to different situations and planning potential behaviours.
intelligence provides the capacity to carry out reasoning in regards to
emotions and to use them to enhance reasoning. More, specifically Emotional
Intelligence is said to involve the ability to perceive and accurately express
emotion, to use emotion to facilitate thought to understand emotions and to
manage emotions for emotional growth (Mayer and Salovey, 1997).
Some researchers suggest
that Emotional Intelligence can be learned and strengthened while others
claimed it is an inborn characteristics . It is based on how to recognize emotions, find
their meanings relationships in order to reason out a way of solving problems
in day to day life.
It is obvious that
emotions are actually the basis for any reaction or behaviour that is been
display at any given situation.
However, emotion seems to
rule our daily lives, decisions are made based on whether we are happy, angry,
sad, bored or frustrated. We get involved in different activities due to what
our emotions incite.
An emotion is a complex
psychological state that involves three distinct components, that is a
subjective experience, a psychological response and a behavioural or expressive
response. (Hockenbury and Hockenbury (2007).
In addition to understand
emotions, researchers have tried to identify and classify the different types
of emotions. Eckman (1972) suggested six basic emotions that are universal
throughout human cultures. They include: Fear, disgust, anger, suspense,
happiness and sadness. In 1999, he explained that the list included other basic
emotions like embarrassment, excitement, contempt, shame, pride, satisfaction
In 1980, Phutchuck
introduced another emotional classification system known as the “wheel of
emotion”. This model demonstrated how different emotions can be combined or
mixed together; He suggested that there are Eight (8) primary emotional
dimensions; Happiness, Versus Sadness, Anger Versus Fear, Trust Versus Disgust
and Surprise Versus Anticipation. These emotions can then be combined in
variety of ways. For example happiness and anticipation might be combined to
However, emotions can be
best understood by focusing on these three key elements.
Researchers believed that
experience of emotions can be highly subjective. While there might be broad
labels for certain emotions such as “anger” “sadness” or happiness” the unique
experience of these emotions is probably much more multi-dimensional as
individual’s experiences emotions in different forms. People do not always
experience “pure” forms of each emotions, but mixed emotions are different
events of situation in our lives are common. For example, when faced with
starting a new job, one might feel both excitement or nervousness. These
emotions might occur simultaneously or one might feel them one after another.
Emotions also cause
stronger psychological reactions. Many of the physical reactions one experience
during an emotion such as sweaty palms, racing heartbeat, or rapid breathing
are controlled by the systematic nervous system; a branch of the autonomic
nervous system. The autonomic nervous system control involuntary body response
such as blood flow and digestion. The sympathetic nervous system is charged
with controlling the body’s fight or flight reactions when faced with a threat;
these reactions automatically prepare the body to flee from danger or face the
threat head on.
Meanwhile, early studies
of psychology of emotions tended to focus on these autonomic response, but more
recent research have targeted the brain’s role in emotions. The Brain Scan had
shown that the Amygdala, which is a part of the limbic system, plays on
important role in emotion and fear in particular. Amygdala which is a tiny, almond
shaped structure that has been linked to motivational states such as hunger and
thirst as well as memory and emotions.
Researchers have used
brain imaging to show that when people are shown threatening images, the
Amygdala becomes activated. It has been noted that damage to the Amygdala has
shown to impair the fear response.
This component is the one
people are most familiar with because it is the actual expression of emotions.
This is because a significant amount of time is spent on interpreting the
emotional expressions of the people around us. Our ability to accurately
understand these expression is tied to
what psychologist called emotional intelligence and they played major part in
our overall body language.
Researchers believed that
many expressions are universal, such as a smile indicating happiness or
pleasure or a frown showing sadness or displeasure. Cultural rules also play an
important role on how individual express and interpret emotions. For example in
Japan, people tend to mask display of fear or disgust when they are in the
presence of an authority figure.
intelligence consists of interaction between emotion and cognition that leads
to adaptive functioning (Salovey and Grenal, 2005). It increases mental and
psychological flourishing; moreover it also decides mental and physical
According to Edward
Thorndike (1930) he described the concept of “social intelligence” as the
ability to get along with other people, while Wechler suggested that effective
components of intelligence may be essential to successful life.
Also Payne (1985)
introduced the term emotional intelligence in his doctoral dissertation title”
A study of emotion; developing emotional intelligence; self-integration;
relating to fear; pain and desire (theory, structure or reality,
problem-solving, contraction or expansion, turning in or coming or letting go).
Caruso said “it is very important to
understand that Emotional Intelligence is not the opposite of intelligence,
that it is not the triumph of heart overhead, but it is the unique intersection
of both”. While Mayer and Cobb, described it as the ability to process
emotional information particularly as it involves the perception, assimilation,
understanding and management of emotions.
In conclusions, Freedman
et al defined Emotional Intelligence as a way of recognizing, understanding and
choosing how we think, feel and act; it shapes our interactions with others and
our understanding of ourselves. It defines how and what we learn , allows us to
set priorities and determines the majority of our daily actions.
Adolescence is marked by
immerse turmoil in emotional and behavioural spheres. World Health Organization
defined adolescence as the period of life between the ages of 10-19 years.The
adolescent struggle to develop the indivisibility while still conforming to
Rapid urbanization and
modernization have exposed them to changes in society. The resultant break down
in family structure, excessive or minimal control confuses the adolescent and
makes him or her especially vulnerable to maladaptive patterns of thinking and
behavior. Healthy adulthood depends upon successful resolution of these emotional
and behavioural problems and treading on this high rope, most adolescents go
through to adulthood normally.
However, it is not all
adolescent that may be fortunate to get the ideal societal support for this
Some develop maladaptive
pattern in emotional and behavioural spheres. This anger ills for the
individual’s future resulting in depression, delinquency and suicidal among other
Recently, there has been
a rise in the prevalence of mental illness and maladaptive behaviours among
adolescents. World Health Organization (WHO) estimate shows that up to 20%
adolescents have one or more mental or behavioural problems. Studies conducted
in different parts of the world show prevalence of behavioural and emotional
problems in adolescence ranges from 16.5% to 40.8%.
More than 50% of school attending
adolescents engage in problem behaviours such as skipping school, using
alcohol, fighting, shoplifting and stealing. A smaller but significant number
of adolescents were reported to have engaged in risky sexual behaviours.
Adolescents are usually
in high risk for the development of problem behaviours that are distressing and
socially disruptive (Bartlelt, Holditch-Davis and Belyea, 2005; Brooks, 1997).
Some problem behaviour like having multiple sex partners can result to problem
for the individual and others as well as the adolescents. Thus, these
behavioural problems in these young people can have serious consequences for
them, their family and friends, their schools and society.
The use of alcohol put
adolescents at the risk for school problems, risky sexual behavious like
failing to use condoms, victimization and criminal behaviours. Those that use
alcohol also increase their risk of being involved in motor vehicle and other
accidents which is the most common cause of death amongst adolescents in 2001
(Aderson and Smith, 2003).
childhood and adolescence has been associated to higher risk of developing
several problems such as depressive disorder during the adulthood, suicidal
behaviour, functional deterioration, antisocial behavior and academic related
According to the World
Health Organization (WHO) more than 1-6 million people around the world die as
a result of violent behaviour. Infact, violent behaviour is one of the major
causes of death for young people.
Human aggressive is
defined as any behaviour directed towards another individual that is carried out
with the immediate intent to cause harm. In addition, the perpetrator must
behave that the behaviour will harm the target and the target is motivated to
avoid the behaviour (Anderson and Bushman, 2002).
produces negative effect not only in the victims but also in the aggressors.
More aggressive adolescents show clear psychosocial maladjustment, low academic
performance, absenteeism from schools, involvement in delinquent act, substance
abuse and various mental health problems, which include high level of
Major depressive disorder
(MDD) is a prevalent and recurrent condition in children and group people and
it is associated with substantial impairment as seen in difficulties in school,
interpersonal relationship, tobacco and substance, suicide attempt and a
30-fold increased risk of completed suicide Lewinsohn (1998).
There is a strong
evidence that MDD is associated with impaired emotions regulation of which
voluntary and involuntary (automatic) cognitive processes are key components
Bullying is the most
prevalent form of violence in schools and it has lasting consequences into
adulthood. There had been an increased concern regarding school bullying has it
has been raised in part of the world due to publicized suicide of childhood
victims. Around 40% of middle school children are directly involved in bullying
at least once a week according to the National Center of Education Statistics.
This act had continued to
be a serious threat to the physical and emotional health of children and the
youth. Incidence of violence and aggression in schools is common and expanding
phenomenon, which has attracted the interest of scientist, educator and policy
maker for over three decades in major part of Europe, North America and
Bullying is defined as a
negative physical , verbal or relationship action that have hostile intent,
cause distress to the victim and are repeated and involve a power imbalance
between the perpetrators and victims. Also, it may take multiple forms varying
from physical confrontation, such as spread of rumors or exclusion from the
peer group and social marginalization of victims.
(EI) involves the ideas that cognition and emotion are interrelated. This
implies that emotion influence decision-making, relationships building and
In light of the
relationship between emotional intelligence and variables that are related to
social function, several authors have begins to investigate whether the
inability to manage emotions is associated not only with conflict behaviour in
relationship but also with more serious behavioural problems such as aggressive
conducts (Loman, Stough, Hansen and Downey, 2012).
Evidence in research has
been in favour of Emotional Intelligence as a key concept in the study of
adolescence mental health, since it is considered to be a protective factor
against negative moods and therefore against mental illness. (Mayer and Salovey
illustrate a significance relationship between bullying and emotional
intelligence. Emotional Intelligence is a set of abilities related to the
understanding, use and management of emotion as it relates to one’s self and
others. Mayer et al (2008) defines the dimension of overall Emotional Intelligence
as “accurately perceiving emotions, using emotions to facilitate thought,
understanding emotion, and managing emotion”. The concept combines emotional
and intellectual processes.
However, lower emotional
intelligence appears to be related to involvement in bullying, as the bully and
or the victim of bullying. Emotional Intelligence education could greatly
improve bullying prevention and intervention initiatives. This is because the
ability to understand and manage one’s own emotions may play an important role
in preventing children from engaging in bullying behaviours.
theory, emotional intelligence refers to a collection of such self-control,
determination, self-motivation and sensitivity to the feelings of other.
Emotions are complex and dynamics as so it is no surprise is that many models
that attempts to unravel them.
theory underline these theories are:
Conceptualization of Behaviour Problem
Emotional Intelligence Defined
Ability Model Theory of Emotional
Theory of Behaviour
is a behaviour that is socially defined as a problem and it is seen as source
of concern or as undesirable by the social or legal norms of conventional
society and its institution of authority. It is a behaviour that usually
elicits some form of social control response, whether minimal, such as
statement of disapproval, or extreme, such as incarceration Jesser (1960).
is symptomatic expression of emotional or interpersonal maladjustment
especially in children. For example nail biting, enuresis , negativism or by
overt hostility of antisocial acts. This is when an individual is showing
maladjustment by indulging in behaviour problems.
intelligence is an area of cognitive ability trait and social skills that
facilitate interpersonal behaviour (Goleman, 1995). Intelligence can be broadly
defined as the capacity for goal oriented adaptive behaviour which Emotional
intelligence focuses on the aspect of intelligence that govern self-knowledge
and social adaptation. It is the ability of
individuals to recognize their own emotions and that of others, to
discriminate between different feelings and label them appropriately and use
emotional information to guide thinking and behaviour (Colman 2008). It also
reflects abilities to coined intelligence, empathy and emotions in order to
enhance thought and understanding of inter-personal dynamics. (Mayer, 2008).
formation and development of Emotional Intelligence among children and
adolescence is an important component in establishing qualitatively adaptive
personality in living conditions of modern life. The importance of actuality of
existence of Emotional Intelligence in adolescence is the ability to control
one’s own emotions and emotions of others. Due to the fact that the age of adolescence
is characterized by process of rapid psychological development and formation of
the personality, the resulting emotional and behavioural instability may contribute
to the formation of certain behavioural strategies for the future adult’s life.
The system of value which is formed based on the available experiences of the adolescent
can also influence the intellectual, psycho-physiological and emotional
components of his personality during the processes of life activity.
Theories of Emotional
researchers agreed that Emotional Intelligence theory will only be as
successful as its forms of measurement. They have defined and explained the
concept of emotional intelligence in terms of models consisting of various
emotional skills. However, these models share common core concepts (Goleman, 2000a),Caruso,
Mayer and Salovey (2002)
Model Theory of Emotional Intelligence
model (Mayer and Salovey’s Model) .
Models approach Emotional Intelligence as a standard intelligence that utilized
a distinct set of mental abilities that are:
1, Inter-correlated. 2. Relate to
other extent intelligence, and 3. Develop with age experience (Mayer, Caruso
and Salovey, 1999; Mayer, Salovey, Caruso and Sitarenios, 2003).
and Salovey four Branch Model of Emotional Intelligence (1997).
model proposes that four fundamental emotion-related abilities comprise Emotional
Intelligence. They include:
Perception of Emotion: This refers to
people’s capacity to identify emotions in themselves and others using facial
expression, tone of voice and body language (Braket et al, 2013). Those skilled
in the perception of emotion also are able to express emotion accordingly and
communicate emotional needs.
Use of Emotion to Facilitate Thinking: The
use of emotions to enhance cognitive activities and adapt to various situations
is component of Emotional Intelligence. People who are skilled in this area
understand that some emotional states are more optimal for targeted outcomes
who have developed and practice this area of Emotional Intelligence actively
generate emotions that support certain tasks or objectives. For example a
skilled teacher in this area, may decide to re-schedule a class after recess in
order to get the students cheerful and happy after playing because he want them
to experience positive emotions in order to succeed in a creative class like
brain storming or art project.
decisions based on the impact that emotional experiences may have on actions
and behaviours in an essential component of emotional intelligence.
Some Scholars view Emotional intelligence,
or Emotional Quotient as equal to or even more important than intellectual
intelligence or intelligent quotient in facilitating interpersonal functioning
also includes the ability to differentiate between emotional states as well as
their specific causes and trajectories.
People skilled in this
area are aware of this emotional trajectory and also have a strong sense of how
multiple emotions can work together to produce another.
discriminating between negative emotions is an important skill that is related
to understanding emotion and it may lead to more effective emotion management.
(Barret, Gress, Christensen, and Benvenuto, 2001).
includes the ability to remain open to a wide range of emotions, recognize the
value of feeling certain emotions in specific situations, and understand which short
and long-term strategies are most efficient for emotion regulation (Gross, 1998).
Behavioural theory is a
branch of psychology that is primarily concerned with observable behavior, as
opposed to internal event like thinking and emotion. It is the study of
stimulus-response relationships. Behaviour is a response to a stimulus. The
American School of Behaviourism was initially developed by John Watson.
According to Watson, thinking and intentions were internal processes that could
not be observed and therefore should not be studied. Only observable behaviours
are of interest to scientific study. Through experiments with animals, B , F,
Skinner developed the theory of operant conditioning, It is a learning in which
voluntary behaviour is strengthened or weakened by consequences or antecedents
(Walford, p. 205), This research showed that behaviour could be changed by
events taking place before (antecedent) or after (consequences) the behaviour.
Theory of Behaviour
Psycho-Analytic Theory of Behavior
Psycho-analytic theory is the theory of
personality organization and the dynamics personality development that guides
psychoanalysis, a clinical method for treating psychopathology. This theory was
first laid out by Sigmund Freud in the late 19th century , the psychoanalytic theory has under gone
many refirements since his work.
Psychoanalytic theory came into full
prominence in the last third of the twentieth century as part of the flow of
the critical discourse regarding psychological treatment after the 1960s, long
after Freud’s death in 1939(Basingstoke
2008) and its validity is now widely disputed and rejected(Straus Giroux,1984).
has ceased his analysis of the brain and his psychological studies and shifted
his focus to the study of the
mind and the related psychological attributes making up the mind and on the
treatment of using free association and the phenomena of transference. His
study emphasized the recognition of childhood events that could potentially
influence the mental functioning of adults. His examination of the genetic and
then the developmental aspect gave the psychoanalytic theory its
With the publication of the interpretation of
dreams in 1899, his theory begins to gain prominence. Psychoanalytic simply
meant relating to the analysis of human psyche while Psychoanalysis is a therapeutic
method originated by Sigmund Freud, for treating mental disorders by
investigating the interaction of conscious and unconscious elements in the
patient’s mind and bringing repressed fear and conflicts into the conscious
mind, using techniques such as dream interpretation and free association. Also
it is a system of psychological theory that is associated with this method
(O.ED Online, 2015).
Through the scope of the psychoanalytic lens,
humans are described as having sexual and aggressive drives. Psychoanalytic
theorists believe that human behavior is deterministic. It is governed by
irrational forces and unconscious, as well as instinctual and biological
drives. Due to this deterministic nature, psychoanalytic theorist does not
believes in free will
(Fried man and Schustack, (2011).
Freud theorized that problems faced by
hysterical patient could be traced to painful childhood experience that could
not be recalled. The influence of last memories shaped the feeling thought and
behavior of patient. These studies contributed to the development of the
psycho-analytic theory. (Schacter, Gilbert and Wegner 2009/2011).
Statement of the Problem
is marked by immerse turmoil in emotional and behavioural sphere. They exhibit
maladaptive and social disruptive behaviours that have become prevalent in this
contemporary society which runs contrary to the norms and values of this
society. This has led to all manners of bizarre behaviours, for example terrorism,
school violence, cultism, rape, prostitution, homosexualism , trans-genderism e.t.c.
This has also resulted to high rate of drop outs among secondary school
students which had lowered the educational capacity of this young generation.
stakeholders of Secondary School education had engaged in many approaches such
as Workshops and seminars, group counseling, provision of mentor-mentee
relationship in order to curb the behavioural problems among secondary students
, but to no avail. This had been a source of concern to parents, school
administrators, government, ministry of education, students themselves and the
society at large.
the prevalent of disruptive and maladaptive behavior, among young people and
which have been attributed to their inability to understand their emotions and
of others resulting into these disturbing behaviour.
study , therefore seek to investigate
the emotional intelligence and adolescent behaviour problems.
Purpose of the Study
purpose of this study is to determine the relationship between Emotional
Intelligence and Adolescents’ behaviour problems among Secondary School
Students of Kosofe Local Government in Lagos State.
Specifically, this study is aimed at finding out:
The influence of self-awareness on adolescents’
behaviour problems among Secondary School Students.
The influence of self –management on adolescents’
behavior problems among Secondary School
The influence of social awareness on adolescents’behaviour
problems among Secondary School Students.
The influence of relationship management
on adolescents’ behavior problems among
Secondary School Students.
study will seek to answer the following questions.
To what extent does self-awareness influence
adolescents’ behavior problems among
Secondary School Students?
To what extent does self-management influence
adolescents’ behaviour problems among Secondary School Students?
To what extent does social awareness influence
adolescents’ behaviour problems among Secondary School Students?
To what extent does relationship
management influence adolescents’ behaviour problems among Secondary School
following null hypothesis based on the research questions will guide the study.
There is no significant influence of self-awareness
on adolescents’ behaviour problems among Secondary School Students.
There is no significant influence of self-management
on adolescents’ behaviour problems among Secondary School Students.
There is no significant influence of
social awareness on adolescents’ behaviour problems among
Secondary School Students.
There is no significant influence of
relationship management on adolescents’ behaviour problems among Secondary
Significance of the Study
study is to assist school authorities and teachers to know the statistical
prevalence of behaviour problem of students and to brace up to understand ways
to inculcate emotional intelligence amongst them.
study will also offer suggestions that may be helpful for psychologists, counsellors,
social workers and other education stakeholders to make policies that will
guide and assist adolescents to receive accurate information on emotional
intelligence. Also by organizing emotional intelligence interventions that will
promote self-esteem, self-confidence and self-ideal that will help students to
develop productive and socially adaptive behaviours.
it will also assist parents through seminars and having to equip them on how to
understand the critical stage, of an adolescent and provide the emotional
support for them to turn out as a socially adjusted individuals.
this study will compliment earlier related work on adolescents’ social,
emotional and behavioural problems, as well as adding empirical glamour to
previous observation from educational perspective and thereby increasing the
body of literature on emotional intelligence and some behavioural problems that
adolescents may encounter.
of the Study
study will be limited to all Secondary School Students (Male and Female) in the
selected public schools in Kosofe Local Government Area.
Operational Definition of
Emotional Intelligence: Is
the area of cognitive ability involving traits and social skills that
facilitate interpersonal behaviour.
response of an individual or groups to an action, environment, person or
to the period of human growth that occurs between childhood and adulthood.
Risky Sexual Behaviour: Is
having more than one sexual partner or performing sexual intercourse with
non-regular partners without condom.
can be defined as what a person’s unconsciously believes to be true about his
value, worthiness and competence.
a situation of feeling down or sad most times, loss of interest or pleasure in
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