Academic stress of students-in-transition in Nigerian Universities: any relationship with emotional intelligence, self-esteem and study habit?

Abstract

Students transiting from secondary school into the university are mostly faced with academic stress which has several negative effects on their academic performance and well-being. Consequent upon this, there is an urgent need to identify the predatory factors of academic stress among this population. The study is anchored on Person-Environment Fit (P-E fit) Stress Model by Kristof- Brownd, Zimmerman and Johnson (2005). The theory explained that a misfit known as overload (academic stress) results if the university demands exceed the student abilities (emotional intelligence, self-esteem and study habit). This study investigated emotional intelligence, self-esteem and study habit as predictors of academic stress of students-in-transition in Nigerian universities. Correlational research design was used in the study to find the relationship between the independent variables (emotional intelligence, self-esteem and study habit) and the dependent variable (academic stress). The participants of the study comprises of all student-in-transition in University of Benin (Edo state), Kogi State University (Kogi state) and Lagos State University (Lagos state). A total sample of 102 males and 153 females (255 subjects) in year one between 16 and 21 years from the three selected Nigerian universities participated in the study. Data were collected through four standardized scales which were validated by the researcher. Data obtained were analyzed using Pearson product-moment correlation (PPMC) and multiple regression analysis. Three research questions were raised and answered in the study. Result indicated that academic stress of students-in-transition in universities was significantly correlated with emotional intelligence (r =813; p<05), self-esteem (r = 713; p< 05) and habit (r = 601; p<05), independent variables (emotional intelligence, self-esteem and study habit) when combined together have significant effect on the student-in-transition academic stress (R = 814& R2 = 766) which means that the independent variables accounted for 76.7% in the prediction of student-in-transition in university academic stress and each of the independent variables made significant contribution to the prediction of academic stress. In terms of magnitude of contribution, self-esteem made the most significant contribution (beta= 761; t=11.256; p<0.05) to the prediction. Other variables made significant contributions in the following order: emotional intelligence (beta= 273; t=3.283; p<0.05) and study habit (beta= 134; t=2.335; p<0.05). Seminar and training that could boost self-esteem and emotional intelligence of students transiting from secondary school to university should be organized by developmental and counselling psychologists in all universities. Also, students’ in-transition should be enlightened on effective study strategies.