Dimensions of Socio-Emotional Competence as Correlates of Psychological Wellbeing of Academic Lecturers in Public Universities in Osun State, Nigeria

Abstract

This paper examined the dimensions of socio-emotional competence as correlates of psychological wellbeing of academic lecturers in public universities in Osun State, Nigeria. Four research questions guided the study while four null hypotheses were formulated. This study adopted a descriptive correlational survey research design. The target population for the study comprised 300 accessible lecturers in the three public universities in Osun State. From this accessible population, a sample of 150 respondents was selected using simple random sampling technique. Data for the study were collected using a structured questionnaire. The instrument was divided into two sections: Section A was adapted from the Wong and Law Socio-emotional competence Scale (WLEIS) and was modified to capture the dimensions of socio-emotional competence, namely self-awareness, self-regulation, motivation, and Empathy. Section B measured psychological wellbeing using a standardized Psychological Wellbeing Scale (PWS) adapted from Ryff’s model of psychological wellbeing, covering dimensions such as autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance. The instrument was validated through expert review and subjected to reliability testing using Cronbach’s alpha to ensure internal consistency and values of 0.79 and 0.78 were obtained for WLEIS and PWS respectively. Linear regression was used to answer the research questions and also used to test the null hypotheses at 0.05 level of significance using the Statistical Package for Social Sciences (SPSS) version 27.The finding revealed that self-awareness, self-regulation, and motivation had positive and significant relationships with the psychological wellbeing of academic lecturers in public universities in Osun State. It was also found that empathy showed a weak positive and non-significant relationship with psychological wellbeing. Based on the findings, it was recommended amongst others that university management should organize regular socio-emotional competence development programmes such as self-reflection workshops, emotional awareness training, and counselling sessions for academic lecturers. These programmes would help lecturers better understand their emotional triggers, strengths, and coping patterns, thereby improving emotional balance and psychological wellbeing.