Continuous Learning Activity, Emotional Stability and Adaptive Performance among University Non-Academics

Abstract

This paper investigated continuous learning activity, emotional stability and adaptive performance among university non-academics. The descriptive survey research design was used. Employing multiple regression and Pearson Product Moment Correlation, three stated hypotheses were tested and results showed a statistically significant influence of continuous learning activity and emotional stability on adaptive performance of university non-academics [F(2, 229)= 30.48] was calculated, and the obtained value was greater than tabulated critical 2 2 [F , (0.05) = 3.04 p=.00], with R at 0.21. This presupposes that 21% of the variance in adaptive performance is as 229 a result of continuous learning activity and emotional stability. Also, a positive and statistically significant relationship was found between university non-academics continuous learning activity and their adaptive performance (r=.44, p=.00). Further, a positive and statistically significant relationship was found between emotional stability and adaptive performance of university non-academics (r=.21, p=.00). From these findings, it could be recommended amongst others, that continuous learning activity and emotional stability machinery should be strengthened among non-academics by the management of university.