The Moderating Role of Social Intelligence in the Relationships Between Assertiveness and Fear of Negative Evaluation (FNE) Among Lecturers at Enugu State University of Science and Technology

Anike; Raphael Ugwu; Agu; Brayn Chukwuma

doi:10.56201/ijssmr.vol.12no3.2026.pg163.179

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The Moderating Role of Social Intelligence in the Relationships Between Assertiveness and Fear of Negative Evaluation (FNE) Among Lecturers at Enugu State University of Science and Technology

Anike, Raphael Ugwu, Agu, Brayn Chukwuma

Abstract

This study examined the moderating role of social intelligence in the relationships between assertiveness and fear of negative evaluation among lecturers at Enugu State University of Science and Technology. A correlational design was employed, as the study investigated the relationships between predictor variables (assertiveness and social intelligence) and the dependent variable without manipulating or controlling any variables. A total of 111 lecturers were selected using multi-stage sampling. Data were collected using the Rathus Assertiveness Scale (Rathus, 1973), the Tromso Social Intelligence Scale (Silvera et al., 2001), and the Fear of Negative Evaluation Scale (Watson & Friend, 1969). Mediation analysis was conducted using hierarchical multiple regression through the PROCESS macro in SPSS Version 25. Results showed that assertiveness significantly predicted social skills (ss; β = 1.15, p = .017, R2 = .34) and social awareness (sa; β = .76, p = .019, R2 = .25), while predicting social information processing negatively (β = −.69, p = .013, R2 = .22). However, none of the social intelligence components significantly predicted FNE, and neither the total effect (β = −1.00, p = .289, R2 = .19) nor the direct effect of assertiveness on FNE (β = −.03, p = .981) was significant. The bootstrapped indirect effects through ss (Effect = .13, 95% CI [−.63, 1.44]), sa (Effect = −.64, 95% CI [−2.20, .37]), and sip (Effect = −.47, 95% CI [−1.83, .38]) were also non-significant, indicating that social intelligence did not mediate the relationship between assertiveness and FNE. These findings suggest that while assertiveness enhances certain aspects of social intelligence, these skills do not necessarily reduce fear of negative evaluation among lecturers. The results underscore the importance of cognitive appraisal processes in evaluative anxiety and highlight the potential value of interventions such as assertiveness training and cognitive-behavioural strategies. Future research should examine larger samples, diverse academic contexts, and additional psychosocial factors to provide a more comprehensive understanding of the dynamics among assertiveness, social intelligence, and FNE.

Keywords

AssertivenessSocial IntelligenceFear of Negative EvaluationLecturersMediation AnalysisCognitive-Behavioural TheoryHigher Education.

References

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The Moderating Role of Social Intelligence in the Relationships Between Assertiveness and Fear of Negative Evaluation (FNE) Among Lecturers at Enugu State University of Science and Technology

Abstract

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