Abstract:
Test-wiseness is a variable that has been researched on over time. Despite this, factors that really influence the above variable have not reached agreement among researchers. In order to clarify some of these concerns, this study, which adopted a descriptive survey, was designed to investigate the effects of emotional intelligence and peer acceptance on test-wiseness among undergraduate students in southwest universities. Three hundred participants were chosen from the selected tertiary institutions through stratified random sampling. Their ages ranged between 12 and 24 with mean of 23.14 years (SD= 7.11). Three research questions were tested using multiple regression analysis and Pearson Product Moment Correlation. A structured questionnaire consisting of demographic section, and measures emotional intelligence and peer acceptance was used to collect data. The findings revealed that there was significant positive relationships between emotional intelligence (r = 0.510, p < 0.05) followed by peer acceptance (r = 0.212, p < 0.05) and test-wiseness. The two variables jointly accounted for 83.1% variance in predicting test-wiseness of the universities students. The independent variables made positive relative contribution to test-wiseness in the following order: emotional intelligence (? = 0.410, t = 5.537, p < 0.05) followed by peer acceptance (? = 0.128, t = 2.675; p < 0.05) had relative contribution to test-wiseness of the universities students. Based on this, there is need for personal social, group counselling and individual counselling in tertiary institutions where undergraduate students with challenged homes are counselled. Parents and guardians should bridge up the communication gaps between them and their adolescents.
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