PEER VICTIMIZATION, EMOTIONAL INTELLIGENCE, AND ACADEMIC PERFORMANCE OF STUDENTS WITH DISABILITIES IN SPECIAL SCHOOLS IN CROSS RIVER STATE, NIGERIA
Adie, Rose Unwanung
Department of Educational Psychology,
Faculty of Educational Foundation Studies,
University of Calabar, Calabar, Nigeria
Email:
Egaga, Musa Moses
Department of Special Education,
University of Calabar, Calabar, Nigeria
Phone: 08061133158 | Email:
Adie, Paul Ingiona
Department of Educational Technology,
Faculty of Vocational and Entrepreneurial Education,
University of Calabar, Cross River State, Nigeria
Abstract
This study investigated the relationship between peer victimization, emotional intelligence, and academic performance among students with disabilities in special schools in Cross River State, Nigeria. Anchored on Goleman's (1995) Emotional Intelligence Theory, a correlational survey design was adopted. A stratified random sample of 248 students with disabilities was drawn from six accredited special schools. Three instruments were employed: an adapted Peer Victimization Scale (PVS), the Bar-On Emotional Quotient Inventory-Youth Version (EQ-i:YV), and cumulative grade-point average (CGPA). Data were analysed using Pearson Product-Moment Correlation. Results showed that peer victimization had a significant negative relationship with academic performance (r = -0.51, p < .05), while emotional intelligence had a significant positive relationship with academic performance (r = 0.63, p < .05). The study recommends structured socio-emotional learning programmes and enforceable anti-victimization policies in Nigerian special schools.
Keywords: peer victimization, emotional intelligence, academic performance, students with
disabilities, special schools, Nigeria. Download PDF