Correlation Between Neuroticism, Emotional Intelligence and Academic Achievement Among Undergraduates of Joseph Sarwuan Tarka (JOSTUM), Benue State, Nigeria

Abstract

This study examines the relationship between neuroticism, emotional intelligence (EI), and academic performance among engineering students at Joseph Sarwuan Tarka University in Benue State, Nigeria. The aim was to explore whether negative emotional traits, particularly neuroticism, have any impact on students' academic success. Using intentional sampling, the study focused on undergraduate engineering students and applied a correlational design. The data was collected through students' CGPA scores, the State Emotional Intelligence Scale (SEIS), and the Big-Five Personality Inventory. The findings revealed no significant connection between neuroticism and academic performance (r = 0.189, p-value = 0.499). This suggests that while some students display higher levels of neuroticism, it does not directly influence their academic performance. In contrast, emotional intelligence was positively linked with academic achievement (r = 0.723, p- value = 0.000), indicating that students with higher EI tend to perform better academically. This underscores the importance of emotional regulation and social skills for academic success. Ultimately, emotional intelligence plays a critical role in academic performance, even if neuroticism does not. The study suggests that universities should incorporate EI training into their curriculum. Workshops focused on emotional control, stress management, and interpersonal skills could help students boost their academic performance. Additionally, students with high neuroticism might benefit from counseling and support services to manage emotional challenges and improve their academic outcomes.

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