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Emotional Stability as Correlate of Students’ Academic Performance in Primary Schools

Yahaya Olarewaju(1), Kayode Ezecheal Obafemi(2), Bilikis Ajoke Olasinde(3),


(1) Kwara State University
(2) Kwara State University
(3) Kwara State College of Education
Corresponding Author

Abstract


The study examined emotional stability as a correlate of students’ academic performance in primary schools in Ilorin West Local Government Area of Kwara State, Nigeria. The research adopted a correlational survey design. A simple random sampling technique was used to select 200 students from 20 schools. Two validated research instruments were used for data gathering. They were the Self-report Questionnaire on Students’ Emotional Stability (SQPES) and Performance Proforma (PP). The findings of the study revealed that the level of students’ emotional stability was low. It was also revealed that there was a significant relationship between student’s emotional stability and academic performance. Finally, the study also reported that there was no significant difference in students’ emotional stability based on gender. It was recommended that teachers should foster positive peer relationships and promote inclusivity among students. Promoting peer relationships will provide students with opportunities to connect with their peers and develop meaningful relationships that engender emotional stability.

Keywords


Academic performance; Emotional stability; Gender; Students

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