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Abstract

Looking at the increasing trend of suicide in learners globally, the present study is an attempt to investigate the relationship between emotional intelligence and suicidal behaviour among secondary school students in Kitutu Central Sub-County of Kisii County in Kenya. The study employed a concurrent triangulation research methodology where both descriptive cross sectional survey and naturalistic phenomenology designs were used. Probability and non-probability sampling methods were used to sample 120 studentsfrom 28 secondary schools within Kitutu Central Sub-County. Data was collected using questionnaires to gather information from the students. The data collected was analyzed using regression analysis with the aid of Statistical Package for Social Sciences (SPSS) version 22.0. The findings were presented using frequencies, tabled standard deviations, mean differences and percentages. The results indicate that perceived teacher rejecting behavior during the teaching process contributes significantly to the development of suicidal behavior in most adolescents especially when teachers reject them and refer them names. Assumptions by parents and teachers in having close contacts with the learners sometimes contributes to suicidal thoughts especially when the students are pressed up with stressful issues and nobody bothers to listen to them. One of the implications of these findings is that the ministry of education might need to redesign the teaching curriculum to include emotional intelligence training for secondary school students. Future research should also aim at improving emotional intelligence in students which could help learners with stress coping skills and management.

Suicide ideation: Prevalence and determinants among high school students

“…Regarding EI's components, the self-reported healthy well-being and good ability in EI predicted less suicidal thoughts among adolescents in the US, Spain, Kenya (Cha & Nock, 2009;Mamani-Benito, Brousett-Minaya, Ccori-Zuniga, & Villasante-Idme, 2018;Okello & Aomo, 2018) and among adults in Hong Kong (Kwok, 2014). Our finding fits the local culture of Central Vietnam, in which the individual tends to manage and solve problems by themselves.…”

“…In a laboratory-based study, Cha and Nock (2009) found among 54 US female adolescents (age ranged from 12 to 19 years) that EI was a protective factor against suicidal ideation and attempts. This result was duplicated among secondary school students in a recent cross-sectional study in Kenya (Okello & Aomo, 2018) and depressed adolescents in Iran (Abdollahi, Khanbani, Ghahfarokhi, & Carlbring, 2016). However, the correlation between EI and suicidal ideation among adolescents in many cultures is unknown, including in Southeast Asia.…”

Emotional and motivational intelligence in Ethiopian high school learners' writing performance in relation to gender differences

“…Students will lack writing motivation if they do not successed in writing skills. Which can lead to self-confidence issues (Goleman, 1995;Okello & Aomo, 2018;Sarkar and Banerjee, (2019). The evaluation of writing proficiency among secondary school students has included an examination of cognitive intelligence (Côté, 2017;Esmaeili et al, 2018;Pishghadam, 2009;Rad et al, 2014).…”

“…In contrast, Alavinia et al (2012) conducted a correlational survey involving 1160 senior secondary school students in the Federal Capital territory of Abuja, Nigeria and revealed that the average level of EI was attributed to the students' experience in secondary school. According to Okello and Aomo's (2018) study on the relationship between EI and suicidal behavior among secondary school students, the majority of the students (55.7%) were proficient in identifying their emotions. The study sampled 120 students from 20 schools in Kisii County.…”

“…This study aims to fill this knowledge gap and contribute to the ongoing arguments in favor of including EI in writing classrooms to address learners' writing difficulties (Sahle et al, 2023;Socas, 2017). EI and motivation to write are essential for students' academic writing literacy (Okello & Aomo, 2018;Sahle et al, 2023), yet there is limited data available on the Ethiopian high school context. Thus, this study aims to assess EI Hiluf and Alemu Asian.…”