This study investigated the moderating role of achievement motivation in the relationship between test anxiety and academic performance. Three hundred and ninety three participants (192 males and 201 females) selected from a public university in Ondo State, Nigeria using a purposive sampling technique, participated in the study. They responded to measures of test anxiety and achievement motivation. Three hypotheses were tested using moderated hierarchical multiple regression analysis. Results showed that test anxiety had a negative impact on academic performance (β = -.23; p < .05). Achievement motivation had a positive impact on academic performance (β = .38; p < .05). Also, achievement motivation significantly moderated the relationship between test anxiety and academic performance (β = .10; p < .01). These findings suggest that university management should design appropriate psycho-educational interventions that would enhance students' achievement motivation.

No abstract

The purpose of this study is to examine the impacts of psychological security, emotional intelligence and self-efficacy on life satisfaction. The study was conducted among undergraduates in Nigeria where evidence of low life satisfaction has been established. Data were collected from 273 (178 males and 95 females) participants purposively selected from a southwest State in Nigeria. Results of the study showed that psychological security, β = .27, p < .05, emotional intelligence, β = .19, p < .01, and self-efficacy, β = .21, p < .01, independently predicted life satisfaction. Furthermore, the result indicated that psychological security, emotional intelligence and selfefficacy jointly predicted life satisfaction, R² = .13, F(3, 270) = 13.63, p < .01. Based on these findings, we suggest that psycho-educational interventions that would increase undergraduates' feelings of psychological security and enhance their emotional intelligence and selfefficacy should be organized. This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/ licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.Research on the predictors of life satisfaction among students has blossom progressively during the last decade. The growing interest is due to the positive outcomes or benefits associated with students' satisfaction with life (Suldo & Huebner, 2006). For example, researchers (e.g., Abolghasemi & Varaniyab, 2010;Huebner, 2004;Suldo & Huebner, 2006) have noted that students who are satisfied with life are more likely to perform better academically, develop positive attitude towards school and teachers, and experience better physical and mental health.Available studies on the predictors of students life satisfaction (e.g., Abolghasemi & Varaniyab, 2010;Huebner, Drane, & Valois, 2000;Joshanloo & Afshari, 2011;McKnight, Huebner, & Suldo, 2002;Oladipo, Adenaike, Adejumo, & Ojewumi, 2013) have shown that life circumstances and demographic conditions (e.g., academic levels and education), personality traits (such as extraversion, neuroticism, agreeableness, conscientiousness and openness to experience) and cognitive dispositions (e.g., hope and optimism) play significant roles in students' judgment of their satisfaction with life. However, despite the growing body of research on the Psychological Thought psyct.psychopen.eu | 2193-7281 predictors of life satisfaction among students, the roles of personal resources such as psychological security, emotional intelligence and self-efficacy on life satisfaction remain elusive.The present study sought to advance the understanding of the psychological predictors of students' life satisfaction by examining psychological security, emotional intelligence and self-efficacy as predictors of life satisfaction among a sample of undergraduates in Nigeria. Drawing upon the person-environment fit (KristofBrown, Zimmerman, & Johnson, 2005) and th...

This study investigated the extent to which job stress, emotional labor, and emotional intelligence predict turnover intention among bank and health workers. Sample comprised 270 employees (bank = 149; health = 121), whose ages averaged 33.04 (SD = 7.86). Results of the hierarchical multiple regression revealed that job stress did not predict turnover intention. However, emotional labor increased employees' turnover intention. Emotional intelligence led to a reduction in employees' level of turnover intention. Bank workers reported higher level of turnover intention than health workers. In order to reduce turnover intention among employees in service occupations, emotional demands placed on them should be reduced while their level of emotional intelligence should be enhanced.

This study examined the role of computer self-efficacy and gender in computer-based test (CBT) anxiety among a sample of Nigerian undergraduates. A cross-sectional survey design was adopted. Using a purposive sampling technique, 241 undergraduates (110 males and 131 females) were selected from a public university in Ondo State, Nigeria. Their ages ranged from 17 to 29 years with a Mean of 23.10 (SD = 5.10). Standardized questionnaires were used for data collection. Two hypotheses were tested using simple linear regression and independent t-test. The results showed that undergraduates who had higher level of computer self-efficacy were less likely to experience CBT anxiety (β = -.41; p < .01). Female undergraduates (M = 65.74) reported higher level of CBT anxiety than their male counterparts (M = 52.43). Therefore, to reduce computer-based test anxiety among undergraduates, we suggest that university managements should organize psychological training that would help enhance undergraduates (especially female undergraduates) computer self-efficacy.