Exploring the Impact of Psychosocial Factors on Social Functioning among Undergraduate Students within the Obafemi Awolowo University, Ile-Ife, Nigeria

Abstract

This study investigated the predictive relationship between psychosocial
factors specifically life skills and emotional intelligence on social
functioning among undergraduate students and assessed the extent to which
demographic variables (mode of entry, course of study, sex) can predict
social functioning of undergraduates at Obafemi Awolowo University, Ile
Ife, Nigeria. Drawing on a sample of undergraduate students from the
thirteen different faculties within the university in the study area, data was
collected using standardized measures of Life Skills Scale (LSS), Emotional
Intelligence Scale (EIS), and Social Functioning Scale (SFS). Statistical
analyses, including regression analysis, were employed to examine the
extent to which life skills and emotional intelligence predict social
functioning. The results disclosed that a combination of life skills and
emotional intelligence is able to explain at least 0.776 or 77.6% of the
observed variance of undergraduate students‘ social functioning. This
revealed the significant associations between life skills, emotional
intelligence, and social functioning, highlighting the importance of these
factors in enhancing the overall well-being and interpersonal relationships of
Obafemi Awolowo University undergraduate students.