EMOTIONAL INTELLIGENCE AS A CORRELATION OF SOCIAL ADJUSTMENT AMONG EARLY CHILDHOOD AND PRIMARY EDUCATION STUDENTS IN NORTH CENTRAL NIGERIA

The study examined emotional intelligence as a correlate of social adjustment, particularly among students in North Central Nigeria. The research addressed two questions and tested one hypothesis using a descriptive correlational design. The entire population of 167 first-year Early Childhood and Primary Education students in the study area was surveyed using a census approach. To collect data, the researchers developed two instruments: the Emotional Intelligence Observation Rating Scale (EIORS) and the Social Adjustments Observation Rating Scale (SAORS). Data were analyzed using both descriptive and inferential techniques were used to address the research questions while multiple linear regression was employed to test the hypothesis at a 0.05 level of significance. The reliability coefficients for the EIORS and SAORS were 0.84 and 0.83, respectively, indicating strong internal consistency. Findings revealed that the emotional intelligence of first-year students was high (weighted average = 2.89), as was their level of social adjustment (weighted average = 3.10). A significant relationship was found between emotional intelligence and social adjustment (F(165) = 9.516, p = 0.000). In conclusion, the study established a significant link between emotional intelligence and social adjustment Based on these findings, it is recommended that stakeholders such as lecturers, school counselors, and curriculum planners - intensify efforts to foster emotional intelligence through structured activities like group discussions, empathy-building exercises, leadership opportunities, and reflective learning, both within and beyond the classroom.