Influence of emotional self-concept on academic achievement among senior secondary schools students in Rivers state, Nigeria

The purpose of this study was to find out the influence of emotional self-concept on the academic achievement of senior secondary school students in Rivers State, Nigeria. The population of the study consisted of 42, 624 SSII students. Self-concept was conceptualized as emotional self-concept. The Ex-post factor research design was used. Stratified and systematic random sampling technique was deployed to obtain a sample of eight hundred (800) SSII students in twenty three (23) secondary schools. Data was collected using Students Opinion Questionnaire and academic performance of students in Mathematics and English language (SPME). A trial test of the instrument gave a reliability estimate between 63 to 94. Seven hypotheses were tested at 0.5 alpha levels using One-Way Analysis of Variance (ANOVA) and Fisher's Least Significant Difference t-test where appropriate. The results obtained showed that emotional self-concept. It is necessary to improve the emotional skills of students to engender emotional self-concept, eliminate anxiety, increase the emotional resilience of students in the school and motivate students to perform better and these should be the core counselling activity of the school counselors.