CORRELATION BETWEEN EMOTIONAL INTELLIGENCE FACTORS OF SELF-AWARENESS, SELF-REGULATION AND ACADEMIC ACHIEVEMENT OF POST-BASIC STUDENTS IN CHEMISTRY IN ADAMAWA STATE, NIGERIA

The study probed the correlation between self-awareness and self-regulation factors of emotional intelligence and academic achievement of students in Chemistry in Post-Basic Schools in Adamawa state, Nigeria. Correlational research design was adopted for the study and grounded in Goleman`s emotional intelligence model. Three objectives, three research questions and three null hypotheses provided the framework for the study. The population of the study was the entire 4,500 Post-Basic III students who offered Chemistry in 2022/2023 session. A sample of 452 students were selected from 21 schools through multistage random sampling technique. Emotional Self-Awareness and Regulation Scale (ESARS), was used to survey the emotional intelligence of the participants while Chemistry Academic Achievement Pro forma (CAAP) was used to retrieve the participants` academic achievement scores. Mean and standard deviation were used to address the research questions, simple linear regression was used to test the first and second hypotheses, while multiple regression was used to test the third hypothesis all at .05 significance threshold. Findings revealed that there is high positive correlation between self-awareness (r = .631, p < .05), self-regulation (r = .672, p < .05), emotional intelligence (r = .678, p < .05), [F (2, 451) =190.963] and academic achievement. It was recommended among others that emotional intelligence instructions be incorporated into the guidance and counseling programme to enable students understand their thoughts, motives, desires, strengths and weaknesses; and make career choices that align with their interests and capabilities.