Emotional Intelligence, Academic Self-Efficacy And Locus Of Control As Predictors Of Academic Achievement Of Students In Colleges Of Education In Ghana

Abstract

Factors influencing students academic success on a global scale have been examined in studies. Some of the studies looked at emotional intelligence, locus of control and academic self-efficacy as against academic achievement but as separate entities. Thus, this study examined academic self-efficacy, emotional intelligence, and locus of control as forecasters of academic achievement of students in Colleges of Education in Ghana. The research was guided by two questions and seven hypotheses. The work used the crosssectional survey plan with the quantitative concept. Multi-techniques (purposive, proportionate, and table of random numbers) were used to pick out a sample of 500 answerers. The academic self-efficacy scale, emotional intelligence questionnaire and locus of control scale were adapted to collect data for the study. Mean and standard deviations, structural equation model, independent sample t-test and moderation analysis were used to analyse the information. The collection of the study revealed higher levels of academic self-efficacy and emotional intelligence of students in Colleges of Education in Ghana. The findings implied that despite emotional intelligence having favorable association with academic achievement, overall academic selfefficacy, emotional intelligence and locus of control were not found to be predictors of the academic achievement of educatees in Colleges of Education in Ghana. With reference to this, the study recommended that the school management and the tutors in the Colleges of Education should put in a mechanism to foster the emotional intelligence of the students since emotional intelligence had an affirmative relationship with educational achievement.