Emotional Intelligence and Students’ Attitude towards Learning of Economics in Public Secondary Schools

Emotional Intelligence and Students’ Attitude towards Learning of Economics in Public Secondary Schools

Introduction/Literature Review

Without reservation, students’ attitudes towards learning Economics play a crucial role in their overall academic success and engagement with the subject. These attitudes are crucial in shaping their motivation, engagement, and academic success. Positive attitudes towards learning are often associated with higher levels of enthusiasm, persistence, and academic achievement, while negative attitudes can lead to disengagement, poor performance, and a lack of interest in the subject matter (Schunk, Pintrich and Meece, 2014). Several factors influence students’ attitudes towards learning.

Emotional responses, such as enjoyment and interest, significantly enhance engagement and motivation, while negative emotions, like anxiety and boredom, hinder learning. Students’ beliefs about their abilities and the relevance of the subject matter also impact their attitudes. For example, students who believe they are capable of mastering a subject and see its value in their future are more likely to develop positive attitudes towards learning it (Bandura, 1997). Behavioral engagement, referring to the extent of participation in learning activities such as attending classes, completing assignments, and engaging in discussions, is another critical component. High levels of behavioral engagement typically reflect a positive attitude towards learning, while disengagement can indicate a lack of interest or motivation (Fredricks, Blumenfeld and Paris, 2004).

Economics, a key component of secondary school curricula, equips students with essential skills in financial literacy, critical thinking, and socio-economic analysis (Davies, 2019). However, the subject is often perceived as challenging due to its abstract concepts and quantitative nature. This perception can lead to varied attitudes towards learning economics, which in turn can significantly impact students’ performance and interest in the subject.

Emotional intelligence refers to people’s self-perception of their emotional abilities and skills, personality characteristics and behavioural dispositions that influence their ability to cope successfully with environmental demands and pressures (Corina, 2011). According to Amalu (2018), emotional intelligence consists of five basic qualities such as self- awareness, managing emotions (self-regulation) motivating oneself (self-motivation), empathy and social skills. Self-awareness is the ability to monitor one’s emotional state and to currently identify and names one’s emotion (Bakhshi, Gupta & Singh, 2016).

Managing emotion refers to the ability to control or re-direct disruptive impulses and mood and the propensity to suspend judgement, to think before acting (Chamundessari, 2013). Self-motivation is the passion to work for internal reasons that go beyond money and status. Empathy has to do with the ability to understand the emotional make-up of the people (Prabha, 2015). It is a skill in treating people according to their emotional reaction while social skill is the proficiency in managing relationship and building networks and an ability to find common ground and build rapport (Prabha, 2015).

Emotional intelligence encompasses two sub-types of personal intelligence as described by Gardner in Prabha (2015) which are intrapersonal intelligence (the ability to access one’s own feeling life) and interpersonal intelligence (the ability to read the moods, intentions, and desires of others). Since, emotional intelligence impacts one’s thoughts, feelings and relationships (Corina, 2011), emotionally intelligent people are generally optimistic, flexible, realistic, and successful at solving problems and coping with stress without losing control (Malekari & Mohanty, 2011). One can infer that, the ability of an individual to comprehend his or her own emotions and that of others irrespective of differs circumstances is emotional intelligence.

Emotional intelligence is an important part of general education because it goes a long way in improving the problem solving skills of students within and outside the school environment. A student having good intelligence can adjust well in different situations and can solve problems related with daily life in his or her immediate environment (Aggarwal & Saxena, 2012). Developing emotional intelligence is a key to success in school and in life. Also, students with high emotional intelligence in educational institutions have better understanding of social work, psychological adjustment, peer relations, psychopathology and social competence (Chukwuka, 2014). Emotional intelligence is a combination of skills and capabilities that students need to survive in life. These skills are intertwined with their intellectual, emotional and social development.

Emotional Intelligence and Students’ Attitude towards Learning of Economics in Public Secondary Schools

Akomolafe and Ogunmakin (2014), examined the impact of emotional intelligence on students’ academic attitudes. Their research indicated that students with high emotional intelligence are better equipped to handle academic challenges, leading to more positive attitudes towards their studies. This is particularly relevant in the context of economics education, where students often perceive the subject as abstract and challenging. The ability to manage emotions effectively can help students approach the subject with a more positive mindset, enhancing their engagement and performance.

 Mayer, Caruso, and Salovey (2016), further elaborated on the ability model of emotional intelligence, emphasizing that students who can effectively manage their emotions are better equipped to handle academic challenges. Their research highlighted that emotionally intelligent students are more likely to view difficult subjects like economics as manageable and interesting, which fosters a positive attitude towards learning. Goleman (1995), posited that emotional intelligence is more crucial than IQ in predicting success in various life domains, including education.

His work laid the groundwork for understanding the role of emotional intelligence in academic settings. Subsequent studies have supported this notion, suggesting that students with high emotional intelligence tend to exhibit better stress management, higher motivation, and more positive attitudes towards learning (Parker,Summerfeldt, Hogan and Majeski, 2014). This is particularly relevant in challenging subjects like economics, where students’ perceptions of difficulty and their emotional responses can significantly impact their engagement and performance.

Social skills, encompassing communication, collaboration, and emotional regulation, play a crucial role in shaping students’ academic experiences and attitudes. Various studies highlight the positive correlation between well-developed social skills and improved attitudes towards learning. Adeyemo (2022), posits that students with strong social skills are more likely to engage actively in classroom discussions and group activities, which enhances their understanding and interest in subjects like Economics.

This engagement is critical as it not only improves comprehension but also fosters a positive learning environment where students feel supported and motivated. Similarly, Okeke (2021) emphasizes the role of peer interactions in learning Economics. The study found that students who regularly collaborate with peers on Economics projects tend to develop a more favorable attitude towards the subject. This collaborative learning process allows students to share different perspectives, clarify doubts, and reinforce their understanding, making Economics more accessible and less intimidating.

According to Brown and McConnell (2020), self-awareness enhances students’ ability to recognize their strengths and weaknesses, thereby influencing their motivation and engagement in academic subjects such as economics. This viewpoint suggests that students who are more self-aware are better equipped to set realistic goals and persevere through challenges in their learning journey. In contrast, Smith (2021) argues that self-awareness may not always lead to positive attitudes towards economics if students perceive the subject as irrelevant to their future goals or lacking in practical application.

Emotional Intelligence and Students’ Attitude towards Learning of Economics in Public Secondary Schools

This perspective highlights the complexity of the relationship between self-awareness and attitudes, suggesting that contextual factors and perceived utility play significant roles. Conversely, Zhao and Chen (2022) explore cultural differences in self-awareness and its impact on students’ attitudes towards learning economics. They argue that cultural values and norms shape how self-awareness is perceived and practiced among students, thereby influencing their academic motivation and engagement in economics.

According to Zimmerman (2019), self-regulation involves students’ ability to set goals, monitor their progress, and adjust their strategies as needed, which positively influences their motivation and engagement in academic subjects like economics. This perspective suggests that students who are proficient in self-regulation are better equipped to manage the complexities of learning economics, leading to more positive attitudes and improved academic outcomes. Moreover, a study by Boekaerts (2021), emphasizes the role of self-regulation in fostering deep learning approaches among students in economics education. Boekaerts suggests that self-regulated learners tend to adopt more active learning strategies, such as seeking clarification and integrating new information, which contributes to a more positive attitude towards the subject.

Self-determination theory posits that students who are intrinsically motivated—driven by personal interest and satisfaction—tend to exhibit more positive attitudes towards learning economics. This perspective suggests that fostering intrinsic motivation through autonomy, competence, and relatedness enhances students’ engagement and enjoyment of the subject (Deci and Ryan (2019). Wigfield and Eccles (2021) argue that students’ motivation towards learning economics can also be influenced by extrinsic factors such as grades, competition, and external rewards.

They highlight the importance of considering both intrinsic and extrinsic motivational factors in understanding how motivation shapes students’ attitudes and behaviors in economics education. In addition, Dweck (2017) discusses the concept of mindset and its impact on students’ motivation and attitudes towards learning. Dweck’s research on growth mindset suggests that students who believe in their ability to develop their intelligence through effort and learning strategies are more likely to embrace challenges and maintain a positive attitude towards mastering concepts.

However, not all researchers agree on the extent to which emotional intelligence impacts academic attitudes and outcomes. Matthews, Zeidner, and Roberts (2012) argued that the influence of emotional intelligence might be overstated, suggesting that cognitive abilities and personality traits play a more significant role in academic success.

They contended that while emotional intelligence contributes to a supportive learning environment, its direct impact on academic attitudes and performance might be less pronounced than previously thought. It is on this premise that the researchers carried out this study to ascertain if emotional intelligence influences student’s attitude towards learning; thus, this paper aims to examine emotional intelligence and students attitude towards learning economics in secondary schools in Uyo Local Government Area

Emotional Intelligence and Students’ Attitude towards Learning of Economics in Public Secondary SchoolsÂ

Statement of Problem

Students’ attitude towards learning has been discussed as relevant for success in life, since examination is an unavoidable end to educational training. Unfavourable or negative attitudes are usually associated with avoidance and rejection, while positive attitudes are associated with broader acceptance and comparatively more positive or favorable reactions. In this light, it is observed that the attitude of students towards learning may not be favourable or positive.

This is observed with the continuous occurrence of examination dishonesty and malpractice, popularly known as cheating and lack of preparedness for examinations as well as a resulting failing performance. Thus, poor students’ attitude towards examination has been a vice that has encouraged bedeviling values in the Nigerian education system for many years. This problem does not only occur in primary schools, but also in secondary and tertiary institutions with the enormity of this challenge falling not only on the students but also on their families, the school, the society and the nation.

Purpose of the Study

The main purpose of the study is to examine emotional intelligence and students attitude towards learning economics in secondary schools in Uyo Local Government Area. Specifically, the objectives of the study are to:

1. determine the relationship between social skills and students attitude towards learning Economics in public Secondary Schools.
2. evaluate the extent to which self awareness is related to students’ attitude towards learning of Economics in public Secondary Schools.
3. ascertain the extent to which self regulation related to students’ attitude towards the learning of Economics in public Secondary Schools.
4. determine the extent to which self motivation is related to students’ attitude towards learning of Economics in public Secondary Schools.

Research Questions

The following research questions guided the study:

1. To what extent does social skills relate with students’ attitude towards learning of Economics?
2. What is the extent to which self awareness relate with students’ attitude towards learning of Economics?
3. To what extent does self regulation relate with students’ attitude towards learning of Economics?
4. To what extent does self motivation relate with students’ attitude towards learning of Economics?

Research Hypotheses

The following research hypotheses were formulated to guide the study:

1. There is no significant relationship between social skills and students’ attitude towards the learning of Economics.
2. There is no significant relationship between self awareness and students’ attitude towards the learning of Economics.
3. There is no significant relationship between self regulation and students’ attitude towards the learning of Economics.
4. There is no significant relationship between self motivation and students’ attitude towards the learning of Economics.

Significance of the Study

The study will be of importance in the following ways:-

1. Students: The study will help students develop better emotional intelligence, leading to enhanced attitudes towards learning economics and improved academic performance.
2. Teachers: Teachers will learn how to incorporate emotional intelligence into their teaching methods, fostering a more engaging and supportive classroom environment. Also, the study help teachers better engage and motivate students, particularly in challenging subjects like economics.
3. Parents: The insights from the study will help parents communicate more effectively with their children about their academic experiences and emotional needs. Secondly,
4. Educational administrators: Educational administrators can use the findings to develop policies and curricula that support emotional intelligence development, improving overall student outcomes.
5. Other researchers: The study will serve as a reference point or material for other researchers who may like to carry out research on the similar topic.