UNIVERSITY OF IBADAN LIBRARY
ASSOCIA TE EDITORS
AKINNAWO, TOPE Adelrunle Ajlsin University, Akungba
\ AKUAMOAH-BOATENG. It. University of Ghana. Legon
. ALADE. EUNICE Kenyatta University, Nairobi.
AYANNIYL B. ALHASSAN National Open University of Nigeria
BOJUWOYE, NIYI University of the North Owa Qwa campus Phuthsdithaba 9866 It S A
BOSKl, PAWEL Academy of Sciences, Podlesna 62, Warsaw. . .
CANGEMI JOSEPH University of Western Kentucky
CASTRO JOSE LUIS Universidad de Burgos.Spain
DIBU-OIERINDE SOLA Obafemi Awolowo University, lle-Ife.
EZEILO BERNICE University of Nigeria. Nsukka
GINSBERG PAULINE Utica College, Syracuse University. New York 13502
HALL. R. E. Michigan State University, USA
lKEOTUONYE ALPHONSO University of Abuja, Abuja.
KOLO IBRAHlM Bayero University, Kano ,
MBOY A MZOBANZI Research Institute of Southern Africa 480, Essenhour Lane, Lynnwood. Pretoria. 0081 SA
MYAMBO KATHLEEN American University in Cairo. .
OKATCHA FR.EDERlCK Kenyarta University Nairobi.
OLADIMEJ] BENEDICTA Obafemi Awolowo University,lIe-lfe
OMOLUABJ PETER University of Lagos. Akoka
PFEFFER KAREN Lincoln University, Lincolnshire. England.
PELTZER KAltL Human Sciences Research ~ouncil. Private Bag X9182 Cape To",," 8000 S. Africa.
SEf A-DEDEH ARAB A University of Ghana Medical School.
SHINDI JOSIAH Benue State University, Makurdi
TIAMlYU MOll University of Toledo, Ohio 43606-3390.
UDEGBE BOLA University of lbadan, Ibadan.
WATKINS DAVID University of Hong Kong. Pokfulan Road. Hong Kong
ZAMANI ANDR.EW Dept. of Clinical Psychology, Gwagwalada Specialist Hospital, P.M.B 228. Gwagwalada,
Abuja. \
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WE PSYCHOLOGIA: An International Journal
A.A. Olowu,
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II«;-Ife.Nigeria.
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DITORIAL
I am pleased to present to you again this year 2001 our
journal:' Ife Psychologia: An International Journal. It is heart-
warming to know that our journal has been ranked as the Number
one, journal of psychology in Africa. A peep into the African
Journals Online (AJOL)second internal evaluation 2003-2005 shows
this vividly. ',' . . . ~
The. print yersion:, is a!' the website;
http://www.inasp.info/psitajol/evaluation2005/ It, 'was done by
Sioux Cumming for the International Network for the Availability of
Scien tific Publications. . .
'In this issue which-is Volume 15 Numb~r'i, we have sixteen
articles which are very-variegated.', ,: ' _. .::
The duo of Kehinde Kester & Ogunyinka.K aimed at
expanding labour relations beyond the formal sector in Nigeria.
Dr. Adesina led t:\*o' of his, colleagues, at Ambrose Ali
University Ekpoma to write on some psychosocial predictors of '
anxiety disorder in epilepsy. ' ._ .' c "-
Dr. B. Olley ventured into pharmacognosy. His paper
enhances psychopharmacology. :,' _~~_ ,_ '.,., . "
Dr. Bolaji Asagba continues' to make"-,PelJ.9hmarks, in
logotherapy in Nigeria. ';~' ,;.' ';:1 j-\ ,,~" ': .:.• :, .'
• r
Dr. Onyeonoru and Mr. Adeboyejo have aorie~a mUltivariate
analysis of adolescent sexual behaviour in Southwestern Nigeria.
Buchi Oparah's paper will interest any serious-minded
psychotherapists. Herrwrite-u
t.r-ade. . - ~'",,~ ...
e.. is . on~e..thics an£1 prof~ssion;'o~oui-- ~--("- _.- -.. ..,.,. _......... _.... --
>,,' "", . '. ~"
Wisdom Hordzi's article will interest stakeholders in' distance
. learning, beyond the shores of Ghana.
Dr. RoyNdom continueeto be' a leader andmentor to his younger
colleagues at' Canaanland ,Ota, ' All University administrators will »~
benefit from the piece from the three' colleagues, at the psychology
1 unit of Covenant University. .Francis Iyoha & Kingsley Adeyemo are accountants who take
professional ethics seriously.
.
1
I.. _.••.•.•.
UNIVERSITY OF IBADAN LIBRARY
IFE 
An International Journal, Volume 15 No. 1,2007 
I - 
Ife PsychologIA (RC 0 11 934) - 
Ife Center for Psychological Studies 
P.O. Box 1548, ne-Ife, 
O m S tate, Nigeria 
PSYCHOLOGIA (GHANA) LTD.'(RC 83905) 
P.O. Box UC146 - 
University of Cape Coast 
Cape Coast 
.Ghana 
UNIVERSITY OF IBADAN LIBRARY
analysis of emotional intelligence on the National Union of Road
Transport Workers (NURTW). .
. The three scholars led by Profesor Hubert Quist from the University
of Cape Coast, Ghana have submitted a manuscript that enhances
special education, .
Hussain Ali has argued for a vital role of public library in societal
empowerment.
The duo of Dr. Bola Ogunyemi and Dr. Sesan Mabekoje has studied
the Nigerian undergraduates with an implication for human
development. . ..
Dr. Soji Arernu continues to..make benchmarkaorr police study in
Nigeria froni the perspective of emotional intelligence.
I.
G. Abikoye has contributed the article on subjective quality of
life among caregivers of mentally ill persons in SouthWestern
Nigeria .....'.. . . .
Dr. Alaba Simpson is' a SOCial Anthropologist who has
become a world .expert on the sociology of Lagos. Her searchlight on
flooding in Lagos enhances environmental. psychology.
We are ..grateful for all ypur support.
1. " •
Professor.A.-.A. OLOWU, PhD, FC.I.P.M
Department of Psychology,
Obafemi Awolowo University.
lIe-Ife. - ..
Phones; 0803~71l-6382;,.,08.05-~34-3255
!! •. ~ • t- ;l:" . ~
Email;ifepsy@yaboo.com
Website; www.ifepsycholofja.info
! •
n,.~ ·E,;. '·';..'C" ,:["~" "• -, - >4.-. "'it.". f\·R• A"••• · T'I"• O,- -- ,.... ,"._. ~·- N'_
•••• ...J .0; _w.} _ • • ~
IFE PSYCHOLOGIA: An International .Journal. is jointly
pubJishedby Ife"£eDtre~ fOF; Psychological Studies/Services
(ICPS), p~ O. Box·il548r·I1~Ife, Osun.StatecNrgeria (RC.011934)
and PSYCHOLOGIA(G'HANA)LTD.(RC.83,305) P.O Box 146,
University of Cape Coast, Cape Coast, Ghana .
..
11
UNIVERSITY OF IBADAN LIBRARY
VOLUME Fifteen ISSN 1117-1421
NUMBER ONE CONTENTS MARCH, 2007
NAME·OFAUTHORS PA~E TITLE OF ARTICLES
··EDITORIAL i
CONTENTS iii
KESTER,K. 0 •._ , 1 Broadening Labour Relations Beyond
OGUNYINKA, K. O. the Formal Sector:· The Challenges of
the Informal Sector In Nigeria
A. A..' ADESINA 12 Some Psychosocial Predictors of
, RO.. A. AFOLABI.& Anxiety Disorder in Epilepsy.O:OHVioJiRO '
---B.O. OLLEY~ ·25 Is Dried Paw-Paw.Leaf A Psychoactive
:-'" Substance?
RAC.~. J/B. 'ASAGBA 40. Sex, Marital Status and Family-; - .'. Setting Variables on Inner Meaning
Fulfilment among Students of the:
University of Ibadan" '
.,
ONYEONORtfI:P. >& -53 A Multivariate Analysis of Adolescent .
. ADEBOY..E•.•.JO A~T; Sexual Behaviour in: SouthW~stemNigeria
.- t.'
~ . !17· Therapeutic Relationship
", X~r:~us,
...:. . .''; i '. ", Boundary Transgressions: Lessons
, Fo'tUelping Professionals .
."
•- t.'·· ,
NDOMt R.J .E, . 87 Anxiety and- Adaptive Behaviour of ,
t>NAKOYA, A..Y Fresh Students: 'A Case' Study of "
&AREMU'F.O Co;~~riant University Ota, Ogun S.tal:e~
WISDOM K. HORDZI , 98 Analysis-of the Behaviour. of Distance,
Education Students during
Exa"m; .i.:.nations --=0 ;".~
11t
UNIVERSITY OF IBADAN LIBRARY
lYORA, F.O. 113 The Ethical Reasoning Process
ADEYEMO, KINGSLEY of Auditors in A Client's Confidential"-.
Matters: A Focus on Nigeria
R.A. ANIMASAHUN 128 Measured Effect of Emotional Intelligence
.. Education in the Remediation of Aggressive
Behaviours among the Members of The
NURTW in Ibadan Metropolis. "
IttTBERT O~QUIST 141 Social Skills Development among
SIMONODEI NYARKO Children with Mental Retardation
PROSPER DEKU and Its Implications for Educationai
Policy and Management: A' Study 6f
Five Special Schools- in Ghana
..HUSSAIN ALl 152 The Role of Public.. ~i1JtarySe~ce~ i~". ~ ~
Societal Empowerment "_ .
. BO(,A:-OGUN'YEM1: .' 173 . Self-Efficacy, Emotional Stability and
SESAN OLA .•MABEKOJE Mental Health as Predictors of Risk
Taking Behaviour among Nigerian
University UndeFgraduates:" ";'J"" " ::
Implications for Human Development.
( . .
'''OYESOJI 'ARiMtl'. A!, i93 . The Nigeria Police and Zero . .;
Corruption Tolerance:' The Function'
,1 qf Emotional Intelligence ,. ...--0 ."
~ . -. ~-' '. I "". io!. i ~ ~" •• ~ '\ • ~ ••• ,;.
G~E. AlIIkoYE . 213 ..- Subjective Quality» of _,Life among
Caregivers of Mentally 'in Persons in
SouthWestern Nigeria "
: ·AI.:ABA SIMPSON::' ·:'J227-· Addressing the An.tlilrdPogeni~_eal!ses
.i;,,1~~.:'1..'.;~.'>;o·J."£!.r'L:,.~$;aJi:"··'"". V l.O:;;",f.:;J •.:..Ci of FloodsiThe Lagos Experience
B:oo-kn~' eVI' ·e··j~W?·:·.··'-·.~t)·'·r-.~.,..~••.J"r".;;>t.,'..·.•:.~• -·i·;:{-,- ~r -~.:;ro.oAS'''-';'i'- _I . '-' ~o .- --'=- I"'l.~'l~i6l ,'.;-f}
Accolad~. .. 238 •..
A:S"lile·~yi~M.pte.l!;' \~"~ ',,. ..-. •• ~.'f.~ ! ' ."
Uh1~Jl.l~t.~D~~!C!~ .~~.c.tB~~~ .~.;
-"R'-ae1aci~hJiUs
.'.: .
{jt'dJ1~tf-ti~ •..•5. .l;z.~S·h":'· .: ~~~ ) .
Invitation to Subscribe '. 247
~·lfe:'PsycholOjIA (Rc'"iAzo11'34). .248,'
, lfe"Psychologlitt. " ~:!~3.rM;9 ::.
An InternatioDai J'our~"", ",:jr.d~;
African Journal Online ~5a
;~
~~.I~•••••"•"""""""""
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. MBASURBD E~cT 01' EMOTIONAL INTELLIGENCE'
EDUCATION'. THE REMEDIATION OF AQGRESSIVE
BBIiAVIOURS AMONG THE MEMBERS OF THEIruRTW IN
IBADAll METROPOLI$. :-,'/:..
R.A. ANIilASAHuN
Department oJ Guidance and coUnsetling
University 0/1b4dan, !bad"n
, Nigeria. .
E-man add~ess:antm~otlmf@tfahoo9com.
PHONE:08035796840 '.
Abstract
_ . _. ,·The· study inuestiqaied the effects of Emotional. InteUigence
education in.. the remediation of aggressive behauiours 'among the
members afthe National Union of Road Transport Workers (NURTlA!)in
. Ibadan. metropolis.. Eighty-~nine (89) member of·tn.e.,NJJRTW toho.uiere
r.andom1y~selected from Gate,"Molete aJ1.d Iuso Road motor parks in
lbaqan who$ea.ges ..ranqed betuieen 17-65 y~arswith a mean of 41 .
were randomly assigned to the interv~ntion~Qn~i~on..and-the control
group. The training lasted for six weeks of 12 sessions. A pre-test
post-test control group design using a· 2x3 factorial matrix was
utilized. The participants responded to an Aggression ~~stionnaire
1;Jy ·,fJu.ss and Perry (1992) at the pre and p~st intervention sessians;
t-n~?'re~f4.t {n41cated that the inierueniior: group had their aggressive
benauidrit t~h.deiiCies-greatly:~feailced compared -,With (he control
group. i(l,83) -::. 1:&1.83 'P<;OOl], -an indication of a significant
difference between the experimetiial and- the control groT!-p.On the
b~ of:t'lt.e findirigs, it was s:uggested that members of the NURTW
~hould be trained .in emotional intelligence skills which: could
successfully. reduce, remediaie and alleviate. their aggressive
behauiours. This would lead to an-enhanced relationship between the
members -of NURTW and 'the passengers, an enhanced intra and
interpersonal relationship among members of the union, reduced rate ..
of recklessness and avoidance of bloody clashes among rival groups
of the union.
--, 128
UNIVERSITY OF IBADAN LIBRARY
It is no longer news that the members of the National Union
of Road Transport Workers (NURTW)in the country constitute a sort
of nuisance to the society in, spite of the inevitable roles they
perform. The way the members comport themselves in the
dissemination of their duty, their treatment of commuters,
recklessness on the road, high rate of accident, mayhem caused as a
result of change in leadership etc. calls for urgent' attention.
In any civilized community, a trader or business man is
expected to respect the interest of the customer. and give the
customer the best treatment. That is not always the case with the
members of the NURTW.The kind of abuse and unfriendly treatment
'of commuters is nothing to write home about. Al~o, their own
method of choosing a leader is worse than that of the animal
kingdom. The recent scenario in Ibadan in the election/selection of
the state chairman between Tokyo and Tawa is a living 'example.
Power belongs to the side who wins in a real battle where
sophisticated weapons of war like gun, cutlass, knife., bombs,
charms etc are freely used among members not minding the effect of
this mayhem on the society. At the eI'.\~/lofthe day, a lot of the
members drop dead, .maimed, matcheFbr badly wounded and
possibly remain permanently useless for ever. The leader of the
opposing group that wins becomes the chairman who directs the
affairs of the union in the state. The same system operates at the
various Local and Branch levels. Should such happen in a
democratic society? That is a question that is yet to be answered.
Also, a recent survey on prison inmates in Nigeria reveals
that 45% of the inmates have either once belonged to the NURTWor
has an affiliation with the union (Animasahun, 2002). Should we
then conclude that this union is criminally oriented or the members
are possessed with criminal tendencies? Jumping into this
conclusion may be absolutely wrong but one thing is glaringly
evident, this is the fact that many members of the union never /
prepared for career in driving. They found themselves there
accidentally, as a result of circumstances, frustration or the last
resort. Therefore, certain kinds of behaviour such as aggressiveness,
poor .interperaonal relationships, antisocial behaviour etc. cannot .be
ruled out. Components of emotional intelligence however, are the
direct opposite of these negative traits.· Hence, 'if members of the
NURTW are trained in Emotional intelligence skills, perhaps their
aggressive tendencies would be drastically reduced, leading to a
desirable behaviour necessary for peaceful coexistence in the society.
129
UNIVERSITY OF IBADAN LIBRARY
Animasa.hUn, R: Use 0/ Bmotionallntelftgence Scal4t a.mong Road Tra.nsport ••••••
j .
EmotionallnteUigence
This refers to a set of acquired skills and competencies that
predict positive outcomes at .home with one's family, at work and in
the society. Emotionally intelligent individuals' are often described as
well-adjusted, warm, genuine 1 persistent, and optimistic (Mayer,
Dipaolo & Salovey, 1990; Salovey and Mayer, 1990).
Thorndike's, (1920} (social intelligence) and Gardner's (1983)
(Personal intelligence) established .the idea of interpersonal
intelligence from which emotional intelligence developed. However,
the term, emotional intelligence was coined by Salovey and Mayer
(1990). According to them, emotional intelligence is a form of social
intelligence that involves the ability to monitor one's own feelings
.- and emotions as well as those of others; to discriminate among them
and to use this information to guide one's thinking and actions
(Mayer & Salovey, 1993).
Salovey and Mayer (1990) explained that emotional
intelligence su bsumes Gardner's (1983) theory of multiple
intelligence which opened doors to the theories of Emotional
Intelligence whereby interpersonal and intrapersonal intelligence
were broken into four domains:
a. identifying emotions, i.e ability to recognize one's own
feelings and the feelings of those around oneself;
b. using emotions i.e ability to assess an emotion and
. reason with it;
c. understanding emotions i.e ability to identify and
comprehend emotional chains i.e. transition from one
emotional state to another; and
d. managing emotion, i.e. ability to self-regulate emotions
and manage them in relation to others in the
environment.
People who possess .these have been found to be healthier, less
depressed, less aggressive, and have better relationships (Ezeagulu,
2005).
In 1995, Daniel Goleman published a book titled "emotional
Intelligence", widely noted as the springboard from which emotional
intelligence was launched as a principal topic of interest and the first
proof that emotional intelligence is highly important. Building on the
work of Salovey and Mayer (1990), Goleman (199S) identified five
basic components of emotional intelligence, namely:
1. Self awareness - observing oneself and recognizing a feeling
as it happens.
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UNIVERSITY OF IBADAN LIBRARY
1/- plIJ/C'u,.rogIA
2. Managing emotions - Consciously handling feelings so that
they are appropriate; realizing what is behind a feeling;
finding waysto handle fear and anxieties, au~er and sadness.
3. Motivating oneself- Channeling emotions in tbe service of a
goal; emotional self control, delaying gratification and stifling
impulses. . "
4. Empathy - Sensitivity to others feelii:tgsand concerns' and
taking their perspectives into considerations; appropriating
the differences In how people feel about. things.
5. Handling relationships- Managing emotions 'in others: social
competence and social skills.
Goleman (1995) further stressed that emotional intelligence
is equal to if not more valuable than IQ, and that its acquisition
leads to more effectiveness in leadership, organizational--membership
arid social involvement. He described those who are emotionally
intelligent as more motivated, self aware, self confident, socially
adept as opposed to being a social misfit. Bat-On (1996) asserted
that emotional intelligence is one's ability to deal suc~ssfuUy with
other people and with one's feelings. '
Ciarrochi, Chao and Caputi (2000) found that emotional
intelligence is positively correlated with such variables, as empathy,
verbal intelligence,extroversion, openness to feelings, self esteem
and life satisfaction. Greenstein (2000) in a critical dimension made
an exploration of personalities of the last several presidents of the
United States and suggested that emotional intelligence is the only
thing that keeps the nation from the threat of nuclear annihilation.
He seriously warned the electorate to beware of the presidential
candidate who lacks emotional intelligence, because its absence may
turn the whole world to ashes, Hence; Akinboye (2003) defined
emotional intelligence as a set of non-cognitive abilities that
influence human ability to succeed in life and at work place. He
'identified the followings as components of emotional intelligence:
good character including attributes such as honesty, energy, trust,
integrity, intuition, imagination, resilience, purpose, commitment,
influence, motivation, sensitivity, humour, courage, conscience and
humility.
Goleman (1995) proposed a two-competence model of
emotional intelligence: personal and social competence whereby
personal competence included self awareness, self regulations, and
motivation while social competence, included empathy and social
skills. Six seconds (2001) proposed an outcome based model of
emotional intelligence. These included the combination of knowing
131
UNIVERSITY OF IBADAN LIBRARY
Anfmcuahun, a: u•• of Smotioncd l'ntetUgence Scale among Road Tniru,port .•.•.•
yourself, choosing yourself and givingyourself. This model involved
the skills, habits and understandings that shape one's thoughts,
feelings and actions in one's relationship with one and with others.
Steiner (2001) suggested a relationship based model of emotional
intelligence, with fur stages application: knowing your feelings;
knowing how strongly the feelingsare and why; recognizing the kind,
strength and reason for other people's feelings; and developing the
love-centred ability to express or hold back one's feelings to enhance
the quality of one's life and the quality of.life of those around one.
Akinboye's (2002) model of emotional intelligence included .emotion,
thought and creativity driven skills.
From the above, one could conclude that the following
conceptual components of emotional- intelligence, according to
Grayson (2004) were relevant. These include: Intrapersonal-
Emotional self awareness, assertiveness, self regard, self
actualization and independence; Interpersonal-empathy,
interpersonal relationship and social responsibility; Adaptability-
problem solving, reality testing· and flexibility;stress management-
stress tolerance, and impulse control; General mood -' Happiness
and optimism. _
The empirical works .done in the area of emotional
intelligence education which were highly successful include that of
Abraham (2000), who studied 121 customer service representatives
and concluded that emotional intelligence predicted a large amount
of the variance in both job satisfaction and organizational
commitment of these individuals. Yost and Tucker (2000), in a study
of 73 students of finance and business whowere divided into groups
for a specific project also observed that emotionally intelligence
teams are more effectivebecause they had higher problems-solving
abilities, . better performance, and better grades. Their results
suggest that emotionally iritelligent individuals, who work well with
others and elevate the groups' collectiveemotional intelligence, will
be most valued and sought-after employees. Bohensky (2002)
concluded that individuals with higher than average emotional
intelligence display' strong awareness and high levels of
interpersonal skills. They are empathic, adaptable, able to cope with
pressures and generally experience less stress. .
Unfortunately, the behaviours manifested by members of the
NURTWare often contrary to the virtues of emotional intelligence.
Hence, 'it is strong believed that if they benefit from emotional
.intelligence education, perhaps, their aggressive tendencies,
animalistic and antisocial behaviours could be reduced to the barest
132
UNIVERSITY OF IBADAN LIBRARY
minimum. Ducket (2002) asserted that emotional intelligence can
'.be learnt at any stage of life, hence, members of the NURTW at any
age Cart benefit from the programme.
Hypothesis .
There is no significant difference in the Aggressive Behaviour
scores of the participants exposed to emotional intelligence
education and. their counterparts in the control group.
Design
The study adopted a pre-test post test control group "design,
using a 2 x 3 factorial matrix. The experimental group and the
control constituted the row while years of experience in the career
(Young: 1-5, moderate: 6-15, Old: 16+) of the participants formed the
column.
Participants
Being aware of the participants' mortality rate that might be
experienced as a result of the kind of people under study and the
nature of their job, a total sample of 150 members of the national
union of Road Transport Workers (NURTW) were randomly selected
from three motor parks namely: Gate, Molete and Iwo Road motor
parks in Ibadan, with 50 members from each motor park. Their ages
ranged between 17 and 65 years with a mean of 41. They were
further categorized on the basis of their years of experience in the
career. They finally balloted for placement into the treatment and
control groups. However, only 89 members made the final list.
Instrumentation
The majorfnstrurnent used for the study is the moderated
Aggression Questionnaire originally constructed and validated by
Buss. and Perry (1992). It has 29 items constructed to measure
different dimensions of the hostility, anger and aggression construct.
It consisted of four subscales that assess (a) anger (b) hostility (c)
verbal aggression and physical aggression, which is considered to be
most suitable to measure the antisocial behaviours of the members
of the NURTW. The correlation co-efficient alpha for the instrument
was 0.72.
Procedure-
Following the successful negotiation with the chairmen of the
randomly selected motor parks, they invited the researcher to one of
their Sunday meetings where the researcher educated members
about the benefits to be derived from training in emotional
133
NIVERSITY OF IBADAN LIBRARY
Antnuuahun, R: Use of Emotional Intelligence Scale among Road Transport ••.•.•
intelligence. Members freely volunteered themselves for the six week
training of just 3 hours weekly. Only 50 out of the lot were randomly
selected from each of the three motor parks based on balloting.
Emotional intelligence training was employed to remediate
the aggressive behaviours of the participants: The training lasted for
six weeks of 12 sessions, lasting for 1 % hours twice a week. The
first meeting with participants in each of the three motor parks
focused on general introduction, establishment of rapport and
administration of the Aggression Questionnaire on all the
participants to collect pretest scores. Then) they balloted for the
experimental and the control groups. The experimental groups were
trained in Emotional Intelligence skills for six weeks. The training
outline for the ten sessions is summarized as follow:
I. A critical explanation of Emotional Intelligence, benefits
of being emotionally intelligent and consequences of lack
of emotional intelligence.
II. Learning emotional mastery skills and the do's and don'ts
of emotional mastery.
III. Self knowledge and emotional awareness training as well .
as principles of understanding emotions and using
feelings. -
IV. Developing self confidence and re-channeling disruptive
emotions. .
V. Training in the principles of flexibility and adaptability.
VI. Setting a goal of excellence and awareness of obstacles
VII. Looking for opportunities instead ..of waiting for them
without doing any harm to anybody.
VIII. .Understanding the feelings of others and services
orientation.
IX. Mis-communication of feelings and consequences
X. Principles of conflict resolution and harmonious living.
The 12·th and the last session was devoted to administration
of the same Aggression Questionnaire taken at the first session in
order to obtain the post test scores. Also, profound appreciation was
expressed to the participants, and the control group was also trained
in some principles of emotional intelligence.
Data Analysis
The study adopted Analysis of Covariance (ANCOVA) to
analyze the collected data.
• Results The hypothesis stated that there is no significant difference in the
Aggressive Behavioural Scores of the participants exposed to emotional intelligence
134
UNIVERSITY OF IBADAN LIBRARY
VB rsycnOfogl.ll
education and their counterparts in the control group. The hypothesis was tested b}
subjecting the Aggressive Behaviour Scores of the participants to statistical analysis
using ANCOVA. The results obtained are displayed in Tables 1-4.
Table I: Table of X~means and Adjusted Y-means of Participants'
Aggressive Behaviour Scores based on Treatment (Rows) and
Years of Experience in the career (Columns)
Rowa-
'.
Columns
.,Groups
Reduced Aggressive Behaviour ...
. .-
.Young Moderate Old
I( x- v· N X-mean v- I( X-meaD v·
mean mean mean
Emotional ~
Intelligence 19 98.21 83.05 12 93.17 80.72 13 92.46 7C
Training
Group
. Control 20 110.50 101.35 10 108.80 103.71 15 113.47 10, Group
Table 2: Rows anel Columns of Adjusted V-mean Compared
Rows Columns
1 2 3
1 83.05 80.72 70.95
2 . 101.35 103.71 107.92
. Table 3: Analysis . of Covariance (ANCOVA) of Participants', Aggressive Behaviour scores based on Treatment (Rows) and
Years of Experience,(Columns)
Variation Source SS DF MS F P
Aggressive Rows 1020.832 1 1020.832 121.83 <.001
Behaviour Columns 10.234 2 5.117 0.61
I NS
'd Scores Interaction 94.363I 2 47.181 5.63 NS
Within 9714.262 83 8.379 .
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Antmasahun, R: Use of EmotionaZ Intelligence Scale among Road Transport .
Table 4: Comparison of Rows and Columns Adjusted V-means' Pooled
SE Computed from Least Mean Square and T-values.
Cells N Df LMS S.E t-value P
a vs b 31 30 5.117 0.83 2.81 NS
a vs c 32 31 5.117 0.81 14.94 <0.001
a vs d 39 38 5.117 0.72 25.42 <0.001
a vs e 29 28 5.117 0.88 23:48 <0.001
a vs f 34 33 5.117 0.78 31,88 <0.001
bvs c 35 31 5.117 0.91 10.14 <0.001
bvs d 32 31 5.117 0.83 -24.86 <0.001
bvs e 22 21 5.117 0.97 23.70 <0.001
B vs f 27 26 5.117 0.88 30.91 <0.001
c vs d 33 32 5.117 0.80 38.00 <0.001
c.vs e 23 22 5.117 0.95 34.48 <0.001
c vs f 28 27 5.117 0.86 42.99 <0.001
d vs e 30 29 5.117 0.88 2.68 NS
d vs f 35 34 5.117 -0.77 8.53 <0.01
e vs f 25 24 5.117 0.92 4.58 N.S
The results In tables 1-4 were obtained through the analysis
of covariance. The results indicated that the experimental group
performed significantly better than their counterparts in the control
gr9UP. It should be noted that the lower the score on aggressive
behaviour scale the better. The experimental group recorded reduced
aggressive behaviour score after being exposed to emotional
intelligence education 1 (Tablel-3). Table 3 in particular summarized
that (F=121.83, df=1/83, p< 0.05).
However, the years of experience of the participants taken
together had no significant interactives effect as far as the aggressive
behaviour was concerned but Table 4 vividly demonstrated that
significant differences existed when the cells were compared on t-
statistic.
Discussion.
The study intended to find out the effectiveness of Emotional
Intelligence education in remediation of aggressive behaviours
among the members of the National Union of Road Transport
Workers with the aim of enhancing peaceful co-existence in the
society. The hypothesis which states that there is no significant
. ,..
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UNIVERSITY OF IBADAN LIBRARY
difference in the aggressive behavioural scores of the participants
exposed to emotional intelligence education and their counterparts
in the control group was rejected on the basis of the analysed data.
The finding revealed that the experimental group that benefited from
emotional intelligence education had significantly lower scores on
aggressive behaviour scale compared with the control group. This
indicated that emotional intelligence education had significant effect
\ in reducing the 'aggressive behaviour of the participants, thus
establishing the effectiveness of emotional int-elligenceeducation in
remedating aggressive behaviours among the members of the
NURTW.
The findings corroborated the earlier findings of Ducket
(2002) that emotional intelligence can be learnt at any stage of life. It
further strengthened the submissions of Alcinboye(2002, 2003) that
inculcation of emotional intelligence skills reduces negative life skills
and enhance positive life skills of individuals. It also lend credence
to the works of Animasahun ,(2002a, 2002b, 2003, 2004) that
psychopathological behaviours could be remediated with the use of
certain psychological and ,creativity techniques. The earlier
submission of Behensky (2002) that individuals with higher than
average emotional, .intelligence display strong awareness and high
levels of interpersonal skills is also in line with the current findings.
Implioations
,This' study has successfully proved that training in emotional
intelligence has the potential of remediating acquired aggressive
behaviours and to enhance peaceful co-existence in the society.
Hence, this is adequate and necessary for all members of the
National Union of Road Transport IWorkers in the country.
Acquisition of emotional intelligence skills would, possibly stem the
tide of rudeness, non-challant attitude, insultive and dirty language,
recklessness, bloody clashes wanton destruction of properties and
acute aggressive behaviour of the members of the union.
It is therefore highly imperative that the government enact an
act whereby present members and any future members of the
National Union of Road Transport Workers should undergo a
training in emotional intelligence skills, and be certificated, as a
prerequisite for obtaining driving License and registration as a
member of NURTW.
In conclusion therefore, since this study has proved that Emotional
Intelligence Education can successfully reduce, remediate and alleviate aggressive
behaviours of the members of the NURTW, experts should be contacted and
.!"
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UNIVERSITY OF IBADAN LIBRARY
Anfrncumhun, R: U•• of Bmotfornd Intelligence Seale among Road 7'rcuI.eport .•••..
productively engaged by the Government to train all members of the Union in the
emotional intelligence skills to reduce their aggressive behaviour.
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UNIVERSITY OF IBADAN LIBRARY
1J'e P$1Jcho logIA
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