摘要：This paper investigated the influence of moderating variables on Nigerian
undergraduates’ emotional intelligence and attitude towards examination.
Descriptive survey of the correlational type was employed for the study. One
thousand, five hundred and thirty-six (1,536) undergraduates in Nigeria were
drawn using purposive and stratified sampling techniques. Two null hypotheses
were generated and tested at 0.05 level of significance. “Emotional Intelligence
Scale” (EIS) and “Attitude Towards Examination Scale” (ATES) were the
instruments used to collect relevant data. The findings revealed that there was a
significant correlation between emotional intelligence and attitude of Nigerian
undergraduates towards examination. The findings also revealed that gender, age,
level of study, university and family type had a significant positive influence on
undergraduates’ emotional intelligence and attitude towards examination in
Nigeria. It was therefore recommended, among others, that students should
continue to cultivate the habit of developing high emotional intelligence as it
would help them to develop positive attitude towards examination, effective
leadership skills such as improved communication among peers and other people,
less school and workplace conflict, better problem-solving skills and increased
likelihood of promotions to greater heights.
关键词：emotional intelligence; attitude towards examination; undergraduates;
Nigeria; examination
