Relationship Between Emotional Intelligence, Self-Esteem and English Reading Comprehension Among Primary School Children

Abstract

This correlational study investigated the relationship among emotional intelligence, self-esteem and English reading comprehension among Primary 5 pupils in Anambra State, Nigeria. The study adopted a correlational research design. Four hundred pupils were sampled through multistage sampling. Three instruments were used: English Reading Comprehension Test (KR-20 =.81), Emotional Intelligence Scale (α =.84), and Rosenberg Self-Esteem Scale (α =.77). Pearson correlation and multiple regression were used for analysis at.05 level. Results showed a significant low negative relationship between emotional intelligence and reading comprehension, r (398) = -.31, p <.001, a significant low positive relationship between self-esteem and reading comprehension, r (398) =.36, p <.001, and a significant joint relationship among the variables, R² =.22, F (2, 397) = 55.28, p <.001. The study concluded that emotional intelligence and self-esteem were significantly related to reading comprehension. It was recommended that primary school teachers should incorporate self-esteem building strategies.