EMOTIONAL

This study was designed to ascertain the Prevalence of Emotional and Behavioural Disorders amongst Undergraduates’ Students in public universities using the University of Benin as the case study. Five (5) research questions were formulated to guide the study. The population of the study deals with undergraduate full time students in the faculty of Education in the University of Benin, which is made up of 8 departments sparsely divided across Ugbowo and Ekehuan Campus of the institution while the respondents were two hundred (200) students randomly selected from four (4) departments in the faculty of education. The research instrument for the study was a Questionnaire titled: The Prevalence of Emotional and Behavioural Disorders Amongst Undergraduates Students Questionnaire (TPEBDAUSQ). The instrument which was distributed to the respondents and collected immediately after completion from respondents. Findings revealed that emotional and behavioral disorders are prevalent among undergraduate education students at the University of Benin, with isolation stemming from past sexual assault and anxiety due to strike actions being notable emotional issues. On the behavioral front, common disorders include examination malpractice, poor class attendance, disrespect towards lecturers, procrastination, and difficulty concentrating in class. Contributing factors to these disorders include a short academic calendar, challenging lecturers, family distress, and a heavy academic workload. Despite the presence of a Guidance and Counseling Unit at the University of Benin, it has not fully achieved its objectives in addressing these issues effectively. To combat this, the university should enhance awareness of the unit's importance in tackling emotional and behavioral disorders among students, thereby fostering a supportive environment for their well-being and academic success. It was recommended that to enhance to address emotional and behavioral disorders among undergraduate education students at the University of Benin, it's crucial to enhance support services such as counseling and guidance, ensuring they are readily accessible and well-promoted within the university community. Additionally, implementing measures to improve lecturer-student relationships, reduce academic stressors, and foster a culture of respect and inclusivity can contribute to a healthier and more conducive learning environment.

Emotional intelligence and critical thinking disposition are essential competencies required for effective nursing education and professional practice. This study examined the correlation between emotional intelligence and critical thinking disposition among nursing students at the University of Benin, Benin City, Edo State. A cross-sectional correlational design was adopted, and a total of 255 students from 200 to 500 levels were selected using a stratified random sampling technique. Data were collected using validated structured questionnaires measuring emotional intelligence and critical thinking disposition. Analysis was conducted using the Statistical Package for the Social Sciences (SPSS) version 26.0. Descriptive statistics such as frequencies, percentages, and means were used, while Pearson Product Moment Correlation served as the inferential statistical tool. Findings showed that the majority of participants were female (77.6%), with a mean age of 21.6 ± 3.26 years, and most respondents (94.1%) had a GPA of 3.0 and above. Emotional intelligence levels were generally high, with 52.16% of respondents scoring in the high category, 36.08% in the moderate category, and 11.76% in the low category. The overall mean emotional intelligence score was 55.9 ± 12.7. Critical thinking disposition also ranked high among respondents, with 52.55% classified as high, 33.73% moderate, and 13.73% low. The overall mean score for critical thinking disposition was 117.3 ± 33.2. Correlation analysis revealed statistically significant positive relationships between all dimensions of emotional intelligence and critical thinking disposition, with correlation coefficients ranging from r = +0.185 to r = +0.212 (p < 0.01). Overall emotional intelligence also showed a weak but significant positive correlation with critical thinking disposition (r = +0.210; p = 0.003), leading to the rejection of the null hypothesis. The study concludes that higher emotional intelligence is associated with a stronger disposition toward critical thinking among nursing students, underscoring the need for educational strategies that promote both emotional and cognitive development within nursing training.