Comparative Relationship between Emotional Stability and Academic Performance among Undergraduate Students in Federal Tertiary Institutions in Zamfara State, Nigeria

In the midst of a climate of insecurity, this study x-rays the relationship between academic performance and emotional stability among undergraduate students in federal tertiary institutions in Zamfara State, Nigeria. This study was carried out using a correlation research design. The population of the study comprised all undergraduate students of the three federal tertiary institutions in Zamfara State. 384 students were purposively sampled from the three schools. Emotional Regulation Questionnaire (ERQ) was adopted and adapted for this study and students’ CGPAs were used to measure academic performance. Validity and reliability of ERQ were established showing high internal consistency at 0.81. Findings indicated that there is a positive relationship between emotional stability and academic performance (r = 0.7035). In conclusion, emotional stability has positive relationship with academic performance and can a tool or aid intervention at enhancing emotional stability to contribute positively to academic performance, particularly in the context of insecurity while taking into consideration gender differences. The study recommended targeted support systems that recognize and address gender differences can be instrumental in fostering a more resilient student population. Keywords: Academic Performance, Emotional Stability, Gender