Emotional Intelligence, Assertiveness and Interpersonal Attraction Among Students of the Nigerian Army University, Biu
Abstract
The study investigated the relationships among emotional intelligence, assertiveness, and interpersonal attraction among university students. Adopting a quantitative survey research design, data were collected using a structured questionnaire from a sample of 120 respondents. The data collected were analyzed using SPSS27 software, and statistical techniques such as t-tests were employed to test the hypotheses formulated. The findings of the study revealed several significant insights into the dynamics of emotional intelligence, assertiveness, and interpersonal attraction among university students. Firstly, a positive correlation was observed between emotional intelligence and assertiveness, indicating that higher levels of emotional intelligence were associated with increased assertiveness among students. Additionally, emotional intelligence and assertiveness were identified as significant predictors of interpersonal attraction, emphasizing their roles in shaping social relationships within the university context. Furthermore, the study explored the moderating role of gender in these relationships, revealing nuanced differences based on gender in the interactions between emotional intelligence, assertiveness, and interpersonal attraction. These findings underscored the complexity of social dynamics and highlighted the importance of gender-sensitive approaches in understanding interpersonal behaviours among university students. In conclusion, the study contributed valuable insights into the psychosocial factors influencing social interactions and relationships among university students. It provided implications for promoting positive social-emotional development and fostering healthy relationships within academic settings. Based on the findings, recommendations were made to support students’ social-emotional well-being, including interventions to enhance emotional intelligence and assertiveness skills and tailored support services addressing gender-specific social needs. Overall, the study emphasized the significance of understanding and addressing interpersonal dynamics in higher education contexts.
CHAPTER ONE
INTRODUCTION
Background to the Study
Emotional intelligence (EI) has become a vital topic in psychological research, especially in understanding human behaviour and interactions. EI encompasses the ability to perceive, understand, manage, and express emotions effectively, both in oneself and in others. Assertiveness, on the other hand, pertains to the ability to express one’s thoughts, feelings, and beliefs in a direct, honest, and appropriate manner. These two constructs, when combined, can significantly influence interpersonal attraction, which refers to the degree of liking or attraction individuals feel towards each other (Schneider, Voracek, & Tran, 2018).
In the context of students at the Nigerian Army University, Biu, these factors take on particular significance due to the unique environment and challenges they face. Military education often involves rigorous training, discipline, and a structured hierarchy, which can impact how emotions are perceived, expressed, and managed among students. Understanding the interplay between emotional intelligence, assertiveness, and interpersonal attraction in this setting is crucial for promoting healthy relationships, effective communication, and overall well-being among students (Seligman, 2022).
Research has shown that emotional intelligence plays a crucial role in academic and professional success, as individuals with higher EI tend to have better interpersonal skills, leadership abilities, and overall emotional well-being (Schutte et al., 2021). Moreover, assertiveness has been linked to increased self-confidence, better conflict resolution skills, and improved decision-making, all of which are valuable attributes in a university setting like the Nigerian Army University, Biu (Smith, Heaven, & Ciarrochi, 2020).
The unique challenges faced by students in a military educational institution, such as the Nigerian Army University, Biu, underscore the importance of developing emotional intelligence and assertiveness skills. These skills not only contribute to academic success but also prepare students for the demands of military life, including effective communication, leadership, and teamwork (Sheng & Teo, 2022). Furthermore, understanding how emotional intelligence and assertiveness influence interpersonal attraction can lead to strategies for building stronger bonds and camaraderie among students, which are essential in a military-focused environment (Stieger, Formann, & Burger, 2021).
In addition to academic and military performance, emotional intelligence and assertiveness have implications for mental health and well-being. Studies have found that individuals with higher levels of emotional intelligence tend to experience lower levels of stress, anxiety, and depression (Schutte et al., 2020). Similarly, assertiveness is associated with reduced levels of interpersonal conflict and improved self-esteem, contributing to overall psychological resilience (Schutte et al., 2021). These findings highlight the importance of fostering EI and assertiveness skills among students, not only for academic and professional success but also for their mental and emotional health.
The Nigerian Army University, Biu, can benefit from interventions and programs aimed at enhancing emotional intelligence and assertiveness among its students. These could include workshops, training sessions, and counselling services focused on emotional regulation, interpersonal communication, and conflict resolution skills (Seligman & Csikszentmihalyi, 2020). By equipping students with these essential skills, the university can contribute to their holistic development and prepare them for future challenges in both academic and military domains.
Statement of Problem
The study of emotional intelligence (EI), assertiveness, and their impact on interpersonal attraction among students at the Nigerian Army University, Biu, presents several gaps that warrant further investigation. While existing research has explored the individual constructs of EI, assertiveness, and interpersonal attraction in various contexts, there is a lack of comprehensive studies that specifically address their interplay within a military educational setting.
Firstly, previous research has mainly focused on the general population or specific occupational groups, such as healthcare professionals or corporate employees (Schutte et al., 2021; Smith, Heaven, & Ciarrochi, 2020). However, the unique environment of military institutions introduces distinct challenges and dynamics that may influence the development and expression of emotional intelligence and assertiveness among students. Understanding these dynamics is crucial for tailoring interventions and support services that address the specific needs of military students.
Secondly, while some studies have examined the relationship between emotional intelligence and academic performance (Schutte et al., 2020), there is limited research on how EI and assertiveness jointly contribute to interpersonal attraction among students. Interpersonal relationships play a significant role in the military context, where teamwork, leadership, and cohesion are vital aspects of training and operational effectiveness. Exploring how EI and assertiveness influence students’ likability, teamwork, and social connections can provide insights into promoting positive social dynamics within the university and beyond.
Moreover, existing literature often focuses on the individual effects of emotional intelligence or assertiveness on outcomes such as mental health or job performance (Schneider, Voracek, & Tran, 2018; Sheng & Teo, 2022). However, there is a gap in understanding the combined influence of EI and assertiveness on interpersonal attraction specifically within a military educational setting. This gap hinders a holistic understanding of how emotional skills and social behaviours interact to shape students’ experiences and relationships in this unique environment.
Therefore, this study aims to address these gaps by examining the interrelationships between emotional intelligence, assertiveness, and interpersonal attraction among students at the Nigerian Army University, Biu. By filling these gaps, the research will contribute to a more nuanced understanding of emotional and social dynamics in military education, leading to tailored interventions and strategies for promoting students’ well-being, social integration, and overall success in their academic and military endeavours.
Objectives of the Study
The specific objectives of this study include:
- To investigate the relationship between emotional intelligence and assertiveness among students at the Nigerian Army University, Biu.
- To examine the impact of emotional intelligence and assertiveness on interpersonal attraction among students in the university.
- To explore the moderating role of gender in the relationships between emotional intelligence, assertiveness, and interpersonal attraction among students.
Research Questions
The following research questions were asked:
- Is there a significant correlation between emotional intelligence and assertiveness among students at the Nigerian Army University, Biu?
- Do emotional intelligence and assertiveness serve as significant predictors of interpersonal attraction among students in the university?
- How does gender moderate the relationships between emotional intelligence, assertiveness, and interpersonal attraction, and what are the differences observed between male and female students at the Nigerian Army University, Biu?
Research Hypotheses
The following hypotheses were tested:
Null Hypotheses(H1):Moderate
- There is no positive correlation between emotional intelligence and assertiveness among students at the Nigerian Army University, Biu.
- Emotional intelligence and assertiveness do not significantly predict interpersonal attraction among students in the university.
- Gender does not moderate the relationships between emotional intelligence, assertiveness, and interpersonal attraction, with differences between male and female students.
Alternative Hypotheses(H1):
- There is a positive correlation between emotional intelligence and assertiveness among students at the Nigerian Army University, Biu.
- Emotional intelligence and assertiveness significantly predict interpersonal attraction among students in the university.
- Gender moderates the relationships between emotional intelligence, assertiveness, and interpersonal attraction, with differences between male and female students.
Significance of the Study
This study has significant implications for both theoretical understanding and practical application. By delving into the interplay between emotional intelligence, assertiveness, and interpersonal attraction, it contributes to the advancement of theories in social psychology, emotional regulation, and interpersonal relationships. These constructs are intertwined in complex ways that impact how individuals perceive and navigate social interactions. Therefore, gaining insights into their dynamics can enrich existing theories and deepen our understanding of human behaviour within various contexts, including educational environments like the Nigerian Army University, Biu.
From a practical perspective, the findings of this study can directly inform interventions and programs designed to enhance students’ emotional skills, assertiveness, and social connections within the university setting. Emotional intelligence, with its components of perceiving, understanding, managing, and expressing emotions effectively, plays a pivotal role in how individuals navigate social situations and manage interpersonal relationships. By identifying the specific aspects of emotional intelligence that are most relevant to students in a military educational institution, targeted interventions can be developed to foster emotional awareness, empathy, and adaptive coping strategies.
Additionally, assertiveness is a crucial skill that enables individuals to express their thoughts, feelings, and beliefs in a direct yet respectful manner. In a university setting characterized by academic challenges, peer interactions, and hierarchical structures, assertiveness can empower students to advocate for themselves, engage in constructive dialogue, and navigate conflicts effectively. Understanding how assertiveness interacts with emotional intelligence and influences interpersonal attraction can guide the development of assertiveness training programs tailored to the needs of military students, equipping them with the skills to communicate assertively while fostering positive relationships.
Moreover, enhancing students’ social connections and interpersonal skills contributes to their overall well-being and academic success. Strong social support networks, effective communication, and healthy relationships are essential components of a positive university experience. By uncovering the mechanisms through which emotional intelligence and assertiveness contribute to interpersonal attraction and social bonding among students, this study provides practical insights for creating a supportive and conducive social environment within the Nigerian Army University, Biu.
Scope of the Study
This study focuses on students enrolled at the Nigerian Army University, Biu, considering their unique academic and military environment. The research will involve quantitative assessments of emotional intelligence, assertiveness, and interpersonal attraction using standardized measures. The study will also consider gender as a moderating variable in the relationships under investigation.
Operational Definition of Terms
Emotional Intelligence: The ability to perceive, understand, manage, and express emotions effectively, as measured by established psychological assessments such as the Emotional Intelligence Scale.
Assertiveness: The ability to express one’s thoughts, feelings, and beliefs in a direct, honest, and appropriate manner, often measured using self-report questionnaires like the Rathus Assertiveness Schedule.
Interpersonal Attraction: The degree of liking or attraction individuals feel towards each other, assessed through measures such as the Interpersonal Attraction Scale.
Gender: The categorization of individuals as male or female, considering the social and cultural contexts that influence gender roles and behaviours.
Students: Individuals enrolled in academic programs at the Nigerian Army University, Biu, encompassing both undergraduate and postgraduate levels.
Correlation: A statistical measure indicating the strength and direction of the relationship between two variables, such as the correlation between emotional intelligence and assertiveness.
Prediction: The ability of one variable, such as emotional intelligence or assertiveness, to forecast or explain variations in another variable, such as interpersonal attraction.
Moderation: The influence of a third variable, such as gender, on the relationship between two other variables, indicating whether and how the relationship changes based on different levels of the moderating variable.
References
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- Stieger, S., Formann, A. K., & Burger, C. (2021). Humour styles and their relationship to explicit and implicit self-esteem. Personality and Individual Differences, 50(5), 747–750.
- Stone, M. (2020). Cross-validatory choice and assessment of statistical predictions. Journal of the Royal Statistical Society: Series B (Methodological), 36(2), 111–133.
- Suleman, Q., Hussain, I., Syed, M. A. R., & Lodhils, M. Z. (2019). Association between emotional intelligence and academic success among undergraduates: A cross-sectional study in Kust, Pakistan. PLOS ONE, 14(7), e0219468. https://doi.org/10.1371/journal.pone.0219468
- Tashakkori, A., & Teddlie, C. (Eds.). (2017). Handbook of Mixed Methods in Social and Behavioural Research. Sage.
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