The realities of accidents free situation in academic workshops and classrooms are anchored on strict adherence to laboratory safety rules and regulations, and normal classroom behaviour. The reality is less abided by Electrical/Electronic Technology students in classroom and workshops in the universities, causing accidents that lead to minor and major injuries, death and damages to workshop valuable equipment and items, increase in student dropout and low academic achievement. The inability of Electrical/Electronic Technology students to adhere to laboratory safety rules and regulations, and normal classroom behaviour is attributed to their low emotional intelligence ability because low emotional intelligence is related to violent behaviour and participation in delinquent behaviour. Thus, this study investigated the mediating role of psychological adjustment ability on emotional intelligence-workshop/laboratory safety behaviour relationship among Electrical/Electronic Technology students. The study adopted correlation research design. The study sampled 179 Electrical/Electronic Technology students from the two government universities in South-West zone in Nigeria. A structured questionnaire comprising emotional intelligence, psychological adjustment and workshop safety behaviour scales was used for data collection. The data were analyzed using mean and standard deviation, Pearson product moment correlation, simple linear, hierarchical multiple regression analytical tool and 5000 re-samples BC bootstrapping method through process macro. The study established that psychological adjustment mediated emotional intelligence-workshop safety behaviour relationship. Study upheld that emotional intelligence and emotional intelligence factors (appraisal and expression of emotion, regulation of emotion and utilization of emotion) predicted psychological adjustment and workshop safety behaviour of Electrical/Electronic Technology students.