PERCEIVED STRESS AND SOCIAL ANXIETY AS PREDICTORS OF ACADEMIC ADJUSTMENT AMONG UNDERGRADUATES: MODERATING ROLE OF EMOTIONAL INTELLIGENCE.
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Date
2019-12-12
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Adekunle Ajasin University Akungba
Abstract
A cross-scctio11al survey design was adopted in this study. A total of 500 (
184 males; 316 females) were sampled from three Universities in the three Senatorial District oi'
Ondo State. using multistage sampling technique. Their ages ranged from 16 to 30 years
(Mean = 21. 77: SD=l.77). They responded to academic adjustment (r1=11.62),Pérceived Stress (o.= 0.63),Social anxiety {("" 0,85}, (u= 0.89) Scales. Five hypotheses were formulated and tested using Hierarchical Multiple Regression Analysis. Results indicated that perceived stress :-significantly predicts undergraduates' academic
adjust [motional undergraduates academy adjustment (/J=. 13, t
= 3 02, 1<1J.O I). However, social anxiety did not significantly predict undergraduates' academic adjustment. Results on the moderating effect showed that intelligence significantly the relationship between
perceived stress and academic adjustment (82, t= -4. 98, p<O.O 1).