Abstract

This study examined the influence of psychological security, emotional intelligence and self-efficacy on undergraduate students' life satisfaction at the Federal University Kalgo, Kebbi State. The research was guided by three (3) Objectives and Three (3) Research questions. The study employed a correlational research design on a population size of nine hundred and forty-two (942) of all 300 level students and sampled 269 respondents for the study. The instrument used for the study are; Psychological Security developed by Taormina and Sun (2015), the Emotional Intelligence Scale by Afolabi (2004), the Self-Efficacy Scale by Schwarzer and Jerusalem (1995), and Life Satisfaction Scale developed by Diever, Emmons, Larsen, and Griffin (1985). Results of the study showed that; psychological security and students' life satisfaction are directly proportional (p= 0.001, r= 0.82). The more emotional intelligence students have, the higher life satisfaction they will have (p=0.011, r=. 0.874), and the more students continue to feel or experience more self-efficacy, it improves the quality of life satisfaction (p= 0.000, r= 0.814). It was recommended that improved life satisfaction of undergraduate students, seminars, workshops & conventions should be held to teach and show the importance of psychological security. Teachers and administrators should be taught the positive impacts of emotional intelligence on life satisfaction. Educational psychologists, counsellors, administrators, and planners should be fully equipped with materials and facilities to teach the relevance of psychological security, emotional intelligence, and self-efficacy to students' life satisfaction.