The study examined the moderating influence of emotional intelligence on the link between academic self-efficacy and achievement among university students. The participants in the study were 300 undergraduate students at the University of Ibadan, Ibadan, Nigeria. Their age ranged between 16.5 years and 30 years with mean age of 19.4 years. Two valid and reliable instruments were used to assess emotional intelligence and academic self-efficacy while participants’ first semester result was used as a measure of academic achievement. Descriptive statistics, Pearson Product Moment Correlation and hierarchical regression analysis were used to analyse the data. The result demonstrated that emotional intelligence and academic self-efficacy significantly correlated with academic achievement. The moderating effect of emotional intelligence on the relationship between academic self-efficacy and achievement was also established. On the basis of the findings, it is suggested that emotional intelligence should be integrated into undergraduate curriculum. The study further advocated for the promulgation of educational policy on emotional intelligence and academic self-efficacy.

Background/Aim: Different studies, in international context, have linked occupational stress to emotional intelligence or self-efficacy of faculty members. However, investigating the relationship between these three constructs in this context was limited. So, the researchers investigated the relationship between occupational stress, emotional intelligence and self-efficacy among faculty members. Method: The study was conducted at the Faculty of Nursing, Zagazig University using a descriptive correlational design. A convenience sample of 91 faculty members working in Faculty of Nursing Zagazig University during the academic year 2011-2012 were recruited for the study. Four tools were used for data collection: Questionnaire about demographic data, Emotional Intelligence Scale, General Self-Efficacy Scale, and Occupational Stress Scale. Results: The study findings indicate that the majority of faculty members experience a high level of occupational stress, while they have a low level of emotional intelligence and self-efficacy. The occupational stress was negatively related with faculty members' emotional intelligence and self-efficacy. Conclusion and Recommendation: The findings of current study confirm that occupational stress has negative relationships with the faculty members' emotional intelligence and self-efficacy. Therefore, we suggest that the Faculty of Nursing should keep the stress level of their faculty members lower and help them to stay healthier by holding training courses on emotional intelligence improving their social skills and increase their efficiency at work. Moreover, the perceived self-efficacy can be improved among the faculty members through training programmes and courses this would help the faculty members enhance their stress bearing capacity and also improve their productivity.

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The purpose of this study was to examine the relationships between interpersonal factors and adolescents drinking. The study's participants were five hundred senior secondary school students randomly drawn from twenty secondary schools in Oyo State, Nigeria. Two validated instruments were used to collect data from the students. Multiple regression analysis was employed to determine the joint and relative contributions of the independent variables to the prediction of the dependent variable. The results indicated that the three independent variables both jointly and relatively contributed significantly to the prediction of the criterion measure. on the basis of the finding of the study, it is recommended that adolescents should be exposed to counselling intervention programmes that would enable them withstand peer, neighbourhood and parental pressures that predisposed them to alcohol consumption.