Abstract
The purpose of this study is to examine the impacts of psychological security, emotional intelligence and self-efficacy on life satisfaction. The study was conducted among undergraduates in Nigeria where evidence of low life satisfaction has been established. Data were collected from 273 (178 males and 95 females) participants purposively selected from a southwest State in Nigeria. Results of the study showed that psychological security, β = .27, p < .05, emotional intelligence, β = .19, p < .01, and self-efficacy, β = .21, p < .01, independently predicted life satisfaction. Furthermore, the result indicated that psychological security, emotional intelligence and self-efficacy jointly predicted life satisfaction, R² = .13, F(3, 270) = 13.63, p < .01. Based on these findings, we suggest that psycho-educational interventions that would increase undergraduates’ feelings of psychological security and enhance their emotional intelligence and self-efficacy should be organized.
Highlights
The purpose of this study is to examine the impacts of psychological security, emotional intelligence and self-efficacy on life satisfaction
Drawing upon the person-environment fit (KristofBrown, Zimmerman, & Johnson, 2005) and the conservation of resources (Hobfoll, 1989) theories, we argue that undergraduates who feel psychological secure coupled with higher levels of emotional intelligence and self-efficacy may report higher life satisfaction because these personal resources may protect them against threatening situations, help them manage, control or cope with challenging life issues, and take risk to attain higher achievement in life
We argue that individuals who possess the combination of the identified personal resources may experience higher life satisfaction
Summary
The purpose of this study is to examine the impacts of psychological security, emotional intelligence and self-efficacy on life satisfaction. The result indicated that psychological security, emotional intelligence and selfefficacy jointly predicted life satisfaction, R2 = .13, F(3, 270) = 13.63, p < .01 Based on these findings, we suggest that psycho-educational interventions that would increase undergraduates’ feelings of psychological security and enhance their emotional intelligence and selfefficacy should be organized. Available studies on the predictors of students life satisfaction (e.g., Abolghasemi & Varaniyab, 2010; Huebner, Drane, & Valois, 2000; Joshanloo & Afshari, 2011; McKnight, Huebner, & Suldo, 2002; Oladipo, Adenaike, Adejumo, & Ojewumi, 2013) have shown that life circumstances and demographic conditions (e.g., academic levels and education), personality traits (such as extraversion, neuroticism, agreeableness, conscientiousness and openness to experience) and cognitive dispositions (e.g., hope and optimism) play significant roles in students’ judgment of their satisfaction with life. Drawing upon the person-environment fit (KristofBrown, Zimmerman, & Johnson, 2005) and the conservation of resources (Hobfoll, 1989) theories, we argue that undergraduates who feel psychological secure coupled with higher levels of emotional intelligence and self-efficacy may report higher life satisfaction because these personal resources may protect them against threatening situations, help them manage, control or cope with challenging life issues, and take risk to attain higher achievement in life
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
