Vol. 3 - 2026
The study was designed to investigate the relationship between academic achievement and emotional intelligence of the students of Osun State College of Education, Ila-Orangun, Osun state, Nigeria with special emphasis on self-awareness, self-regulation and gender. The research design used was descriptive survey design with correlational approach. The sample of 50 students was selected from 500 undergraduate students in the School of Education. A Pearson Product-Moment correlation was used to explore the relationship between the three variables – self-awareness, self-regulation, and academic achievement – and an independent-samples t-test was used to explore gender differences in emotional intelligence. The results showed that there was a positive and statistically significant correlation between self-awareness and academic achievement (r = .672, p < .05). Academic achievement was also positively and significantly related to self-regulation (r = .736, p < .05). The original analysis also found a significant gender disparity in students' emotional intelligence. Still, it was not possible to independently corroborate the direction or the size of the difference due to missing original data and statistical output. The study concludes that self-awareness and self-regulation are important emotional competencies associated with students' academic achievement. The study suggests reinforcing counselling, mentoring, and student development programmes in tertiary institutions to support emotional awareness and self-regulation.
academic achievement, emotional intelligence, gender, self-awareness
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