Abstract
In spite of the place of mathematics in the Nigerian education system, the performance of students in both external and internal examinations is on the downward trend. Research on factors affecting students’ achievement in mathematics has often neglected the impact of psychological variables, such as emotional intelligence, self-esteem, and self-efficacy. This study, therefore, was designed to study how emotional intelligence, self-esteem and the self-efficacy of students predict their academic achievement in mathematics. The correlational survey research design was employed with a population of 2,937 senior secondary 2 students and a sample of 400 students sampled from 16 secondary schools in the Nnewi Education zone of Anambra State. Emotional intelligence, Self-esteem, Self-efficacy Questionnaires, and Students' Academic Achievement Score Form (SAASF) were used to collect data through the direct delivery method. Data were analyzed using simple linear regression analysis. The results showed that emotional intelligence, self-esteem, and self-efficacy had significant predictive powers on students' academic achievement in mathematics. Thus, emotional intelligence, self-esteem, and the self-efficacy of students are prime determinants of their achievement in mathematics. It was recommended that students should be taught using methods that will enhance their emotional intelligence, self-esteem, and self-efficacy. Keywords: Emotional intelligence, Mathematics Achievement, Secondary school, Self-efficacy, Self-esteem.
Highlights
Students’ poor performance in mathematics examinations in Nigeria is a source of worry to mathematics educators and parents in general
Emotional intelligence skills had a significant influence on the locus of control and self- efficacy of learners in Nigeria (Umaru & Umma, 2015)
Sharmin and Moheb (2017) found that self-efficacy of learners in school activities had a significant relationship with emotional intelligence
Summary
Students’ poor performance in mathematics examinations in Nigeria is a source of worry to mathematics educators and parents in general. Efforts have been made by researchers in mathematics education to find solutions to the problem of the poor achievement of students in mathematics, but considerable success has not been achieved Such efforts were mainly based on cognitive factors with little or no attention to psychological factors. Osenweugwor (2018), reported that researchers have begun to recognize that factors other than intellectual ability play important roles in the academic success of learners. In line with that, Azuka (2012) opined that other than cognitive factors, students’ emotional intelligence does influence their academic achievement in mathematics. Such factors include emotional intelligence, self-esteem, self-efficacy, etc. Such factors include emotional intelligence, self-esteem, self-efficacy, etc. (Azuka, 2012; Osenweugwor, 2018; Koc, 2019; Monica & Ramanaiah, 2019)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
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 call
