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This study examined emotional intelligence and personal growth initiative influences on the level of subjective happiness among university students in Ghana. A total of 260 undergraduate students were participants (female = 69.8%, mean age = 21.72, SD = 3.61Years). They responded to measures of emotional intelligence, personal growth initiative and subjective happiness. Results following hierarchical regression analysis indicate emotional intelligence and intentional behaviour domain of personal growth to predict students' level of subjective happiness after controlling for their demographic characteristics. These findings suggest that students' ability to manage and utilize their emotions as well as their personal growth initiative contribute significantly to their level of happiness.

Introduction:The well-being of married girls is often significantly affected by their early transitioning into the institution of marriage. This is accompanied by a normative shift in their focus from education and personal development to family life and motherhood. However, it is important we understand married girls' perspectives of what their marriage mean to them and how that affects their well-being. Therefore, this study explored the subjective experiences of wellbeing and challenges among married girls in the Northern region of Ghana. Methods: A phenomenological approach was used to gather data through in-depth interviews. Twenty-one married girls between the ages of 12 and 19 years in Sagnarigu, Tolon and Mion districts of the Northern Region of Ghana were interviewed and data were analysed using thematic analysis. Results: Findings revealed that girls who perceived their marriage as early reported negative emotions whereas those who perceived their marriage as timely reported positive emotions. Married girls' positive experiences were characterised by child bearing, higher social status, received social support and satisfaction of needs in their marriage. Challenges identified included poor socio-economic status, inadequate parenting skills, pregnancy and childbirth related distresses. Conclusions: Married girls expressed more positive outcomes in their marriage than they did for negative outcomes despite their general perception of their marriage being early. Implications for interventions and policy decision making are discussed.

This paper examined the occurrence of test anxiety among student nurses in selected Nursing Schools in Ghana. A total of one hundred and sixty four student nurses (N= 164) were drawn from five Nursing Training Schools in Ghana using stratified sampling technique. The Westside Test Anxiety Scale was administered to students from the various schools who came to Pantang Psychiatric Hospital for affiliation. Results were analysed using the independent t test and ANOVA. The findings of the study revealed that there was no significant difference in test anxiety among the various ages of the students. Secondly, there was no significant difference in anxiety scores among males and females. Thirdly, there was no significant difference in test anxiety between Christians and Muslims. There was also a significant difference in test anxiety levels among the various types of training with Health Assistant Clinical (HAC) students reporting higher test anxiety compared to both Registered General Nursing (RGN) and Midwifery students. The final finding was that there was a significant difference in reported test anxiety levels among students from the various schools with those from private institutions reporting significantly higher levels. It was recommended that the various HAC schools should organised training programmes for students on how to prepare and take exams and tests successfully.

Over the past two decades, theorists and researchers have consistently cited the importance ofeffective school leadership in relation to improved educational outcomes (Fullan, 2002; Hallinger &Heck, 1998; Leithwood, Jantzi, & Steinbach, 1999; Leithwood, Louis, Anderson, & Wahlstrom, 2004).The Wallace Foundation recently commissioned an exhaustive research project on the relationshipsbetween school leadership and student learning, and the authors concluded that "when principals andteachers share leadership, teachers’ working relationships with one another are stronger and studentachievement is higher" (Louis, Leithwood, Wahlstrom, & Anderson, 2010, p. 282).