Psychosocial predictors of examination anxiety among undergraduates with pseudo-dyscalculia in UI–FCE, Oyo: The roles of emotional intelligence, locus of control, and self-efficacy

Abstract

The study investigated the impact of emotional intelligence, locus of control, and self-efficacy on examination anxiety among undergraduates with pseudo-dyscalculia in the University of Ibadan–Federal College of Education (UI–FCE) degree program, Oyo. A descriptive survey research design was adopted. The population comprised undergraduates identified with pseudo-dyscalculia, and a sample of 150 respondents were selected using purposive sampling. Four validated instruments were used to collect data: the Emotional Intelligence Scale (EIS), Locus of Control Scale (LOC), General Self-Efficacy Scale (GSE), and Examination Anxiety Inventory (EAI). Data were analyzed using descriptive statistics (mean, standard deviation) and inferential statistics, including Pearson Product–Moment Correlation (PPMC) and Multiple Regression Analysis. Results showed a significant negative relationship between emotional intelligence and examination anxiety (r = –0.41, p < .05), indicating that students with higher emotional intelligence experienced lower exam anxiety. Locus of control had a significant influence on examination anxiety (r = –0.28, p < .05), suggesting that undergraduates with a stronger internal locus of control exhibited reduced anxiety levels. Self-efficacy also demonstrated a significant inverse relationship with examination anxiety (r = –0.52, p < .05), underscoring the role of confidence in mitigating anxiety. The combined predictors (emotional intelligence, locus of control, and self-efficacy) significantly contributed to the variance in examination anxiety levels (R = .63, R² = .40, F(3,146) = 32.45, p < .05), explaining 40% of the total variance. The study concluded that emotional intelligence, locus of control, and self-efficacy are strong psychosocial predictors of examination anxiety among undergraduates with pseudo-dyscalculia. It was recommended that counselors and educational psychologists develop targeted intervention programs that strengthen emotional regulation, promote an internal locus of control, and enhance self-efficacy to reduce examination anxiety and improve academic performance among this category of learners.