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EuropesJournalofPsychology,Vol4,No1(2008)

EmotionalIntelligence,ReligiosityandSelfEfficacyas
PredictorsofPsychologicalWellBeingamongSecondary
SchoolAdolescentsinOgbomoso,Nigeria
Adeyemo,D.A.
Ph.D.
DepartmentofGuidanceandCounselling
UniversityofIbadan,Ibadan
Adeleye,A.T.
M.Ed.
DepartmentofGuidanceandCounselling
UniversityofIbadan,Ibadan
Abstract
Thestudyinvestigatedemotionalintelligence,religiosityandselfefficacyaspredictorsofpsychologicalwellbeingamong
secondaryschooladolescents.Thestudymadeuseofstratifiedrandomsamplinginselecting292adolescentsfromten
(10)secondaryschoolsinOgbomoso,OyoState,Nigeria.Thesampleagerangedbetween1320years.Four
instrumentswereused,namely:GeneralSelfEfficacyScale,WellbeingManifestationMeasurementScaleTheWong
andLawEmotionalIntelligenceScale(WLEIS)andReligiosityScale.Dataanalysisinvolvedtheuseofmultiple
regressionandPearsonProductMomentcorrelation.Theresultsindicatedthatthethreeindependentvariablesasa
blockwereeffectiveinpredictingpsychologicalwellbeingofadolescents.Onthebasisofthefinding,itwassuggested
thatteachersshouldendeavourtoteachrudimentsofemotionalintelligencetothestudentswhileschoolcounselors
andpsychologistsshoulddevelopprogrammestofosteremotionalintelligenceandselfefficacy.
Keywords:Emotionalintelligence,Religiosity,Selfefficacy,PsychologicalWellbeing,Adolescents.

Introduction
Adolescenceasadevelopmentalperiodisfilledwithmanychallenges.Earlydevelopmentaltheorists,particularly
Erickson(Erickson,1959)havedefinedtheperiodofadolescenceasoneofidentityversusroleconfusion,inwhich
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adolescentsmustdeterminewhotheyare,combiningtheirselfunderstandingandsocialrolesintoacoherentidentity.
Today,Adolescentsliveinasocietywhichhasbecomemulticomplex,thusmakingtherolesofadolescentsverydiffuse
andconfusing.Therolesofadolescentsandtheirdevelopmentaltasksarenolongerwelldefinedandprescribed.
Knowledgeexplosion,materialwealthpursuit,pluralityofthesocietyandestrangementfromtheextendedfamily
system,thehypocrisyofadultstandards,thefallacyofphysicalmaturityallpresentagreatbattlefortheadolescentto
fightwiththedilemmaofindefinitestatus.
Coupledwiththiscomplexityarethemultifariousneeds(biogenic,physiogenic,sociogenicandpsychogenic)thatthe
adolescenthastosatisfy.Hehasgotexuberantenergywithwhichtopursuehisneedsbutperhapsnotthelogical
rationalewithwhichtoestimatethebalancebetweendegreesoffreedomandthethresholdofdanger.Thus,
adolescentengagesinactivitiesthatposerealthreattohis/herpsychologicalwellbeing.
Adolescenceisfullofchallenges.Thechangeisfast,everywhereandhardtokeepupwith:thebodychangesin
responsetoincreasinglevelsofsexhormonesthethinkingprocesschangesasthechildisabletothinkmorebroadly
andinabstractwaysthesociallifechangesasnewpeopleandpeerscomeintoscope.Yetthechildneedstodealwith
everysingleoneofthesechanges,allatthesametime!Thus,makingtheissueofpsychologicalwellbeing,thatof
adolescence.
Psychologicalwellbeingisamultidimensionalconcept.Cheerfulness,optimism,playfulness,selfcontrol,asenseof
detachmentandfreedomfromfrustration,anxietyandlonelinesshadbeenacceptedasdimensionsofpsychological
wellbeing(Sinha&Verma,1992).McCulloch(1991)hasshownthatsatisfaction,morale,positiveaffectandsocial
supportconstitutepsychologicalwellbeing.
Psychologicalwellbeingisapointofmuchemphasisinsocietytoday.Whereasinsurancecompaniesandsocietyin
generaloncethoughtofapersonshealthmainlyinphysicalterms,inmodernsocietypersonalwellnesshascometo
refertoamorethoroughdefinitionthatincludespsychologicalwellbeing.Inregardtopsychologicalwellbeing,within
theliterature,happinesshasgenerallybeenviewedastheoutcomevariable(Ryff,1989).
Traditionally,psychologicalresearchhasfocusedonnegativestates,theirdeterminantsandconsequences(Shehan,
1984,Chang,1998).Studiesondepression,separation,alienationandsimilartopicsfocusonpeoplessufferingandits
deleteriouseffectsontheirpsychologicalandphysicalstatesuntilrelativelyrecently,whenfewstudieshavebeen
conductedonsubjectivemoodsorfeelingsofwellbeingandtheirdeterminants(Crocker,Luthertanen,Baline,&
Broadnax,1994).
Perhaps,duetothefactthatpsychologicalwellbeingisasubjectivetermwhichmeansdifferentthingstodifferent
people,earliestliteraturefocusedonshorttermaffectivewellbeing(happiness)attheexpenseofenduringeffects.
Ryff(1989)operationallydefinedpsychologicalwellbeingas:selfacceptance,andpersonalgrowth.Thetheorybehind
thisviewaimedatmeasuringallaspectsofthisformofwellbeingandcreatedabroader,moreaccuratedefinition.
However,thereareremarkabledifferencesintheabilitiesofadolescentstocopewiththechallengeswhichconfront
them.Someadolescentshavegreatdifficultyindealingwithproblemswhichforotherswouldbeminor.Whenthese
youngpeoplearenotabletocopewithstressesinanadaptivemannertheymaydevelopproblembehavioursandare
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atriskofdevelopingmentalhealthproblems.Otheradolescentswithmajorproblemsseemtobeabletoemergefrom
stressfulencounternotonlysuccessfully,butalsowithincreasedabilitiesandresources(SeoffgeKreake,1995).
Itisworthytonotethatcontemporarystudiesundoubtedlyshowthathigherfunctionsinnosmallmeasuredevelop
undertheinfluenceofsocialandculturalfactors.Perhapsthereasonwhyemotionalintelligencethoughadoptedasa
relativelynewconcept,hasalways,eveniflargelyunacknowledged,beenapartofhumanity.Itisanovelareawith
regardtoresearch,especiallywithregardtotestingemotionalintelligenceandestablishingtheroleofemotional
intelligenceduringtheadolescence.
Adolescenceisinandofitselfadifficultchallengeintherealmsofemotions.Theadolescentisfacedwithnew
relationshipsandatmospherewherepropersocialintegrationisofutmostimportanceforsuccess.Astheadolescent
travelsonthisjourneytothetimeofgraduationandengagesintheprogressiontowardsadulthood,beingemotionally
competentisnotonlyimportant,itisanecessaryingredientforsuccessfuljourney.Goleman(1995)statedthat
studentswhohaveemotionalcompetencycanbetterdealwiththepressureofpeerpolitics,thehigherdemands
requiredforacademics,andthetemptationsofalcohol,drugsandsex.
AccordingtoSaloveyandMayer(1990),emotionalintelligenceinvolvesabilitiesthatmaybecategorizedintofive
domains:
i)SelfAwarenessobservingoneselfandrecognizingafeelingsasithappens.
ii)Managingemotionshandlingfeelingssothattheyareappropriaterealizingwhatisbehindafeelingfindingways
tohandlefearsandanxieties,angerandsadness.
iii)MotivatingoneselfChannelingemotionsintheserviceofagoalemotionalselfcontroldelayinggratificationand
stiflingimpulses.
iv)EmpathySensitivitytoothersfeelingsandconcernsandtakingtheirperspective,appreciatingthedifferencein
howpeoplearefeelingaboutthings.
v)Handlingrelationship:managingemotionsinotherssocialcompetenceandsocialskills.
Alookatthedomainssummarizedabove,showsthattheyhaveawiderangeofusefulimplicationsforadolescentsin
secondaryschools.Whenfacedwiththestruggleofbrokenfamilies,abuse,thetemptationofdrugs,alcoholandsexas
wellasotherstrugglesallfivefactorsofemotionalintelligencecancontributetoanadolescentbeingtruetohimselfor
herself.Furthermore,thesedomainscanassistinfosteringastrongformofdevelopmentinbody,mindandspiritfor
eachadolescent.
AccordingtoMayerandCobb(2000),thecurrentdefinitionofemotionalintelligenceasdefinedbyMayer,Salovey,and
Caruso(2000),includesthecapacitytoperceive,understandandmanageemotions.Astudenthighinemotional
intelligencebasedontheabovedefinitionshouldhavesomeoftheelementsrequiredforalsobeinghighin
psychologicalwellbeingsuchasselfacceptance,positiverelationswithothers,autonomy,environmentalmastery,
purposeinlifeandpersonalgrowth.
Emotionalintelligencehasbeentheoreticallyrelatedtoseveralimportanthumanvaluesincludinglifesatisfaction,the
qualityofinterpersonalrelationships,andsuccessinoccupationsthatinvolveconsiderablereasoningwithemotional
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informationsuchasthoseinvolvingcreativity,leadership,salesandpsychotherapy(BarOn,1997Goleman,1995
Palmer,Walls,Burgess,&Tough,2001Salovey&Mayer,1990).ItwasnotedinthefindingsofPalmer,Donaldsonand
Stough(2001)thatemotionalintelligencewasmoderatelycorrelatedwithpsychologicalwellbeingandsignificantly
explainedsomeofthevarianceinpsychologicalwellbeing.
ReligiosityincludeshavingorshowingbeliefinandreverenceforGodoradeity,aswellasparticipationinactivities
pertainingtothatfaithsuchasattendingservices/worshipregularlyandparticipatinginothersocialactivitieswithones
religiouscommunity.Religiosityhasbeenlinkedtoagreatersenseofwellbeinginlateadulthoodaswellastothe
abilitytobettercopewithstressfuleventsinmiddleadulthood[Koenig,Smiley,&Gonzalez,1999Santrock2002].
Religiouspracticesandbeliefsoftenplayaroleinunderstandingoneselfandtheworldespeciallywhengivenmeaning
andvaluefortherelationbetweenoneself,others,surroundingenvironmentandexistence(Canda,1989).Religious
beliefsbecomemoreabstract,moreprincipled,andmoreindependentduringtheadolescenceyears.Specifically,
adolescentsbeliefsbecomerituals,practicesandstrictobservanceofreligionscustoms(Steinberg,2002).
Generallyspeaking,thestatedimportanceofreligionandespeciallyofparticipationinanorganizedreligiondeclines
somewhatduringtheadolescenceyears.Moreyoungeradolescentsthanolderadolescentsattendchurchregularly,
and,notsurprisingly,moreofyoungeradolescentsstatethatreligionisimportanttothem(Benson,Donahue&
Erickson,1989Johnson,OMalley,&Bachman,1986).
Some,butnotall,researchessuggestthatreligiousadolescentsarelessdepressedthanotheradolescents,significantly
lesslikelythanpeerstoengageinpremaritalsexualintercourse,andsomewhatlesslikelytoengageindeviant
behaviour,(Bensonetal1989Donahue,1994Litchfield,Thomas,&Li1997Wright,Frost,&Wisecarver,1993).
Notonlydoesreligiousparticipationaffectotheraspectsofadolescentsbehaviour,butcertainbehaviourthemselves
alsoaffectreligiousparticipation.
Theimplicationsofreligionandspiritualityforindividualwellbeinghadcapturedtheattentionofmanyfoundational
socialtheorists,[e.gMarx,1844,Freud,1928James,1912Weber,1958&Maslow,1954].However,therehas
beenrenewedinterestinsystemicallyexploringtheinterfacebetweenreligispiritualityandpsychologicalwellbeing.
Drawingacrossstudiesfromthisbodyofresearch,severalrecentreviewarticleshaveconcludedthatthereisamodest
salutaryassociationbetweenvariousaspectsofreligispiritualityandpsychologicalwellbeing(Hackney&Sanders,
2003Koenig&Larson,2001Sawatzky,Ratner,&Chiu2005).
Earlierclassictheorizing(Durkheim,1951)ontheimportanceofsocialintegrationforindividualwellbeingsuggestshow
religiousparticipationmightleadtoindividualsbetterpsychologicalwellbeingnotingthatengagementwithinstitutions
likereligioncanservetotemperindividualsdesireandtherebyhelpthemtoachievebetterpsychologicalwellbeing.
Scholarshavesuggestedthatreligiousinvolvementpromotesindividualswellbeingbyprovidingthemaccesstosocial
support,asourcefromwhichtocultivatesoulidentity,aswellasafactorthatencouragesindividualstoavoidnegative
healthbehaviours(George,Ellison,&Larson2002).
Findingsfrompreviousstudiesthatsimultaneouslyhaveexaminedmultipledimensionsofpsychologicalwellbeing
suggestthatdifferentpatternsofassociationbetweenreligiosity,spirituality,andwellbeingarelikelytoemergeacross
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diversedimensionsofpsychologicalwellbeing(e.g.Frasier,Mintz,&Mobley2005Maselko&Kubzansky,
2006).Corroboratingearlierresearchers,GreenfieldandNadine(2007),notedthatassociationsbetweenmorefrequent
formalreligiousparticipationandpsychologicalwellbeingwerelargelycontingentuponthedimensionofpsychological
wellbeingunderconsideration.
Selfefficacytheory(Bandura,1977)providesinsightintothecomponentsofhumanmotivationandbehaviour.The
theorypositstheimportanceofperceivedselfefficacyastheprimarystimulusforpursuingabehaviour.Selfefficacyis
onesbeliefinhisorherabilitytoperformaspecificbehaviourtoachieveanoutcome.
Selfefficacyisusuallythoughttoinfluencebehaviourinspecificdomainsofactionandisconsideredtobeauniversal
construct,whichappliestoallindividualsregardlessofrace,genderorculture.Selfefficacybeliefsdeterminean
individualsresiliencytoadversityandhervulnerabilitytostressanddepression(Bandura,Caprara,Barbaranelli,
Gerbino&Pastorelli,2003).Generalselfefficacyaimsatabroadandstablesenseofpersonalcompetencetodeal
effectivelywithavarietyofstressfulsituations(Schereretal.,1982Schwarzer,1994).Researchreportedthatgeneral
selfefficacywasrelatedtophysicalandmentalhealth(Wang&Liu,2000).
PurposeoftheStudy
Duetotheincreasingmaladjustedbehaviourmanifestedbymanyadolescentsandagainsttheprovenempiricalfacts
thatadolescenceisnotnecessarilyinherentlystressful,itisnecessarytohavealookatthefactorsthatcontributeto
psychologicalwellbeingofadolescents.Specificallythestudyexaminedemotionalintelligence,religiosityandself
sefficacyaspredictorsofpsychologicalwellbeing.
Researchquestions
Basedonarticulatedobjectivesofthestudy,thefollowingresearchquestionswereaddressedinthework.
1.Aretheresignificantrelationshipsamongemotionalintelligence,religiosityandselfefficacyandpsychologicalwell
being?
2.Whatisthejointeffectofemotionalintelligence,religiosityandselfefficacyonpsychologicalwellbeing?
3.Whatistheseparateeffectofemotionalintelligence,religiosityandselfefficacyonpsychologicalwellbeing?
Methodology
ResearchDesign
Thedescriptivesurveyresearchdesignwasadoptedforthestudy.Inthistypeofdesign,theresearchersareinterested
inknowingtheinfluenceoftheindependentvariablesonthedependentvariableswithoutnecessarilymanipulatingthe
independentvariables.
Participants
TensecondaryschoolswererandomlyselectedfromthefivelocalgovernmentareasinOgbomoso.Stratifiedrandom
samplingwasemployedwhereeachlocalgovernmentformedastratum.Ineachofthelocalgovernments,twoschools
wererandomlyselectedand30studentswereselectedfromeachschool.Theageoftherespondentsrangesbetween
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13and20years,withameanageof15.90andSDof3.4.Therewere161(55.1%)malesand151(44.9%)females.
Therewere230(78.8%)Christiansand62(21.2)Muslims.
Instrumentation
Fiveinstrumentswereusedtocollectthedataforthestudy.Thedescriptionoftheinstrumentsisgivenbelow:
TheGeneralSelfEfficacyScale:ThescalewasdevelopedbyMatthiasJerusalemandRalfSchwargerin1979with
Germanversionwhichwaslaterrevised.Itwasdevelopedtoassessageneralsenseofperceivedselfefficacyforadult
population,includingadolescents.Responsesaremadeona4pointscaleandsumminguptheresponsestoallten
itemstoyieldthefinalcompositescorerangingfrom10to40.Insamplesfrom23nations,Cronbachsalpharanged
from.76to.90,withthemajorityinthehigh.80.Thescaleisunidimensional.Criterionrelatedvalidityis
documentedinnumerouscorrelationsstudies.Theresponseformatis1=Notatalltrue,2=Hardlytrue,3=
Moderatelytrue,4=Exactlytrue.
WellbeingManifestationMeasurementScale:ThisscalewasdevelopedbyMasse,Poulin,Dassa,Lambert,Belairand
Battaglini(1998b).Theneedforascalewhichisshorterandeasytoadministerinformedthechoiceofthisscale.The
scalecontains25itemswithsixfactors.Thesixfactorsarecontrolofselfandevent,happiness,socialinvolvement,
selfesteem,mentalbalance,andsociability.Masseetal(1998a)foundanoverallCronbachalphaof0.93=.85anda
rangeof.71onthesubscales.Theyalsofoundthattheitemexplained52%ofthevarianceinpsychologicalwellbeing.
WongandLawEmotionalIntelligenceScale(WLEIS):ThescalewasdesignedbyWongandLaw(2002)basedonthe
fourdimensionsofemotionalintelligenceasproposedbyDavisetal1998.Itconsistsof16itemsinwhich4itemswere
drawnfromeachdimension.
SelfEmotionalAppraisal(SEA),OtherEmotionalAppraisal(OEA),UseofEmotional(UOE)andRegulationOfEmotion
(ROE).Emotionalintelligencescaleyieldcoefficientalphaof:SelfEmotion,0.89,RegulationOfEmotion0.89,UseOf
Emotion0.80,andOthersEmotion0.89.
ReligiosityScale:Thisscalewasdevelopedbytheresearchersinthecourseoftheresearchwork.Thescaleismadeup
of12items.Responsesaremadeona5pointLikertformati.e.StronglyAgree,Agree,Undecided,Disagree.Ithasa
reliabilitycoefficientof0.88determinedbytestretestmethod.
Procedure
Thequestionnaireswereadministeredontheparticipantsintheirvariousschoolsfollowingtheapprovaloftheschool
authorities.Theadministrationoftheinstrumentstookoneweek.Asaresultofthefactthattheparticipantshadto
respondtofourinstruments,itwasnotpossibletoretrievethemontheverydayofadministration.Thisnecessitated
furthervisitsbytheresearchers.Ofthethreehundreddistributed,twohundredandninetytwowereretrieved.This
representsaresponserateof97.3%.
DataAnalysis
DatawereanalysedusingPearsonproductmomentcorrelationandmultipleregressionanalysis.
Results
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Table1:Mean,StandardDeviationCorrelationamongtheVariables

Table1showsthat:
1.Emotionalintelligence,religiosityandselfefficacyhavesignificantrelationshipwithpsychologicalwellbeing(P<0.05)
2.Religiosityhasasignificantrelationshipwithemotionalintelligence(P<0.05)butnotwithselfefficacy(P>0.05).
3.Selfefficacyhasasignificantrelationshipwithemotionalintelligence(P<0.05)butnotwithreligiosity(P>0.05).
4.Emotionalintelligencehasasignificantrelationshipwithreligiosityandselfefficacy(P<0.05).
Table2:RegressionAnalysisshowingthejointeffectofemotionalintelligence,religiosityandselfefficacyonthe
psychologicalwellbeingoftherespondents.

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Fromtable2,itwasfoundthatthelinearcombinationofreligiosity,selfefficacyandemotionalintelligencehad
significanteffectonthepsychologicalwellbeingoftherespondents(F(3,288)=63.218,P<0.05).Theindependent
variablesalsoyieldedacoefficientofmultipleregression(R)of0.397,andmultipleregressionsquare(R2)adjustedof
0.391.Thismeansthat39.1%ofthetotalvarianceinpsychologicalwellbeingoftheparticipantscouldbeexplainedby
thecombinationofreligiosity,selfefficacyandemotionalintelligence.
Table3:Relativecontributionsoftheindependentvariablesonpsychologicalwellbeingoftherespondents

Table3showsforeachindependentvariable,theunstandardisedregressionweight(),thestandarderrorofestimate
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(SE),thestandardizedcoefficient,thetratioandlevelatwhichtheTratioissignificant.Emotionalintelligencemade
thehighestcontribution(=.544,t=10.598,P<0.05).Thisisfollowedbyselfefficacywhichcontributed(=.179,t
=3.66,P<.05)andthenreligiosity(=.003,t=.065,P>.05).
Discussion
Resultsasshownintable2indicatethatthethreeindependentvariables(emotionalintelligence,religiosityandself
efficacy)asablockseemtobeeffectiveinpredictingpsychologicalwellbeingofsecondaryschooladolescents.The
observedFratioissignificant(F(3,288=63.218,P<0.05).Themultipleregressionsquare(R2)valueof(0.397)
suggestedthatabout39.7%ofthetotalvariationintheadolescentspsychologicalwellbeingisaccountedforbya
linearcombinationofthethreeindependentvariables.
Resultsfromtable3showtheextenttowhicheachoftheindependentvariablescontributedtothepredictionandthe
valueoftratioassociatedwithrespectivevariables.Itindicatesthatemotionalintelligenceandselfefficacycontributed
significantlytothepredictionofpsychologicalwellbeingoftheadolescentswhilereligiositydidnot.Thevaluesofthe
standardisedregressionweightsassociatedwiththesevariablesindicatethatemotionalintelligencemadethegreatest
contributionfollowedbyselfefficacyandthenreligiosity.TheresultscorroboratethefindingofDeLazzari(2000)that
emotionalintelligencewasmoderatelycorrelatedwithpsychologicalwellbeingandthatitexplainedsomeofthe
varianceinpsychologicalwellbeing.
Thesignificantcontributionofemotionalintelligencetothepredictionofthepsychologicalwellbeingoftheadolescentis
explicableconsideringthecentralroleemotion(itsunderstandinganduse)playsinthepsychologicalwellbeingof
people.ConsideringthedefinitionofemotionalintelligencebyMayer,SaloveyandCaruso(2000),asthecapacityto
perceive,assimilate,understandandmanageemotion,astudenthighinemotionalintelligencebasedontheabove
definitionshouldhavesomeoftheelementsrequiredforalsobeinghighinpsychologicalwellbeingsuchasself
acceptance,positiverelationswithothers,autonomy,environmentalmastery,purposeinlife,andpersonalgrowth.
Combiningtheconceptofsocialperspectivetakingwithemotionalintelligencefromadevelopmentalperspective,one
mightcometorecognisetheimpactofemotionalintelligenceonpsychologicalwellbeing.
Avarietyofinferencescanbedrawnastowhyadolescentswhoarehighinemotionalintelligencealsoscorehighin
psychologicalwellbeing.Oneexplanationisthatadolescentswithhighscoresinemotionalintelligencehaveagood
knowledgeoftheiremotionsandthisischaracterisedbyselfawarenesswhichiscriticaltoselfacceptancewhichhas
beenoperationalisedasadomainofpsychologicalwellbeing[see,Ryff,1989].Awarenessofonesemotionisalsocrucial
toautonomy(selfdetermination,independenceandabilitytoregulateonesbehaviour)andpersonalgrowth,bothof
whicharedomainsofpsychologicalwellbeing.
Selfefficacysignificantcontributiontothepredictionofpsychologicalwellbeingisconsistentwiththeassertionof
WangandLiu,(2000)thatgeneralselfefficacywasrelatedtophysicalandmentalhealth.Also,selfefficacyaimsata
broadandstablesenseofpersonalcompetencetodealeffectivelywithavarietyofstressfulsituations[Schwarzer,
1994].Again,selfefficacybeliefsdetermineanindividualresiliencytoadversityandvulnerabilitytostressand
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depression(Bandura,Caprara,Barbaranelli,Gerbino&Pastorelli,2003).
Thefindingthatreligiositydidnotcontributesignificantlytopsychologicalwellbeingoftheadolescentsisinconsistent
withpreviousstudieswhichhavesuggestedthatincreasedreligiousparticipationleadstoenhancedwellbeingover
time(Strawbridge,Shema,&Cohen,2001).However,thisisexplicableusingtheassertionsofGreenfieldandNadine
(2007),thatassociationsbetweenmorefrequentformalreligiousparticipationandpsychologicalwellbeingwerelargely
contingentuponthedimensionofpsychologicalwellbeing.Furthermore,findingsfrompreviousstudiesthat
simultaneouslyhaveexaminedmultipledimensionsofpsychologicalwellbeingsuggestthatdifferentpatternsof
associationbetweenreligiosityandwellbeingarelikelytoemergeacrossdiversedimensionsofpsychologicalwellbeing
(e.gMaselko&Kubzansky,2006).Basedontheseempiricalevidencesitisplausiblethatreligiositycouldonlypredict
certainaspectsofpsychologicalwellbeingandnotpsychologicalwellbeingperseandhencetheinabilityofreligiosityto
predictpsychologicalwellbeinginthiswork.
Implicationofthefindings
Theresultofthisstudyhasimplicationforeducationalsettings.Thefactthatemotionalintelligenceandselfefficacyare
strongpredictorsofpsychologicalwellbeingdemandsthatschoolsshouldbegintodevelopprogrammestofoster
emotionalintelligenceandselfefficacyamongadolescents.Asemotionalintelligenceisteachableandlearnable,
teachersshouldendeavourtoteachrudimentsofemotionalintelligencetostudents.Schoolcounsellorsand
psychologistscouldalsodevelopemotionalintelligenceandselfefficacyprogrammesandusethemtoenhance
psychologicalwellbeingofadolescents.
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BiographicalNotes
Correspondence:drdaadeyemo@yahoo.co.uk
Dr.D.A.AdeyemoholdsDoctorofPhilosophyinCounsellingPsychology.HeiscurrentlyaSeniorLecturerwiththe
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DepartmentofGuidanceandCounselling,UniversityofIbadan,Ibadan,Nigeria.Hehaspublishedseveralarticlesin
LocalandinternationalJournals.HisareaofresearchinterestisapplicationofEmotionalIntelligencetoenhancecareer
sucessandgeneralwellbeing.
Mr.A.T.AdeleyeholdsaMastersDegreeinCounsellingPsychologywithbiasforadolescentandyouthcounselling.He
iscurrentlyundergoingDoctoraltrainningintheDepartmentofGuidanceandCounselling,UniversityofIbadan.,
Ibadan,Nigeria.

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