Assessment of Emotional Intelligence and Academic Achievement of Adolescents Students (original) (raw)
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Tuijin Jishu/Journal of Propulsion Technology, 2023
The objective of the study is to find out the significant impact of emotional intelligence on academic achievement of secondary school students on the basis of gender. Emotional Intelligence is treated as independent variable whereas academic achievement is taken as dependent variable. Descriptive survey was adopted in the present study. The sample consisted of secondary school students equally divided according to gender (Male &Female) which were randomly selected for conducting the study. For fulfilling the aim, a standardized and reliable Emotional Inventory Scale (EIS) developed by Dr Arun Kumar Singh &Dr ShrutiNarain was used to measure the level of emotional intelligence of adolescent’s students studying in secondary school and total percentage of end semester was obtained to assess the academic performance. To achieve the stated objective of the study the Mean and Standard Deviation for scores of different variables were used and further ‘t test’ and Pearson correlation was applied through SPSS to find out the significant impact of emotional intelligence on academic achievement of secondary school students. The analysis of data shows that there is no significant impact of emotional intelligence on academic achievement of boys but in girls it can be seen that emotional intelligence impacted academic achievement so boys may be courageous and neutral in managing their emotions as compared to girls are hypersensitive. An empirical correlation was identified between emotional intelligence and academic performance in the secondary school population. Keywords: Emotional Intelligence, Gender, Levels, Academic Achievement,
2018
This paper aims to study the emotional intelligence of adolescent students in relation to their Gender and Locality. 200 senior secondary students were the sample of study and they selected through stratified random sampling method from senior secondary schools of Ghaziabad district of Uttar Pradesh. For the collection of necessary information investigator used Emotional Intelligence Inventory-MEII by Dr. S.K. Mangal and Shubra Mangal. To find the significance of difference between the various groups ‘t’-test was applied. The results of this research inferred that secondary school students those studied in schools of urban locality in Ghaziabad district of Uttar Pradesh have better EI than the students of schools of rural areas but gender wise students do not differ significantly on emotional intelligence.
Academic Achievement of senior Secondary School Students in relation to their emotional intelligence
In the modern world of 21st century where nations face internal as well as external challenges. Education is the most effective instrument to meet these challenges. The objectives of the paper are to study the Relationship between Academic Achievement and Emotional Intelligence among boys and girls, studying in Government and Government Aided Senior Secondary Schools of jind city. The conclusion of the study shows that there is a significant difference in boys and girls groups. Boys are more emotionally intelligent than Girls and therefore achieve better in academics then girls. To raise the confidence in girls, they should be guided by the teacher. They should make aware of their potentialities and try to develop them up to the maximum.
2020
This study is intended to explore the relationship of Emotional Intelligence (EI) with Academic Achievement (AA) of Adolescent Students. Also efforts have been made to find whether Emotional Intelligence can predict the Academic Achievement. To satisfy these questions, investigator decided to undergo this study. For this study, a sample of 232 adolescent students studying in Private and Government Elementary Schools of Bhopal City. The sample was drawn through purposive sampling technique. Mangal's Emotional Intelligence Inventory was used for collecting the data of EI; and for AA students marks of previous examination was taken .The obtained data was analyzed mainly through correlation, regression, and three way ANOVA. Major finding of the study was EI and AA was found to be significantly positively related. Further, EI emerged as the strongest predictor of AA contributing 36.2% variance. And significant differences were found in three levels of EI. The groups of High EI and Low EI were found to be Higher and Lower mean scores in AA respectively. This study has the major implications for teachers as well as students.
A Study on Emotional Intelligence among School Going Adolescents in Kolkata
2021
The aim of the present study is to determine the level of emotional intelligence of school going adolescents; and to compare the emotional intelligence and its four dimensions/sub-factors i.e., understanding emotions, understanding motivation, empathy and handling relation of school going adolescents with respect to their gender, grade and board pattern of education. The present study was carried out on 288 higher secondary school students selected as sample from six schools of three different boards of education (viz. two WBCHSE, two CBSE and two ICSE) of Kolkata district in West Bengal using convenient sampling technique. This research is cross-sectional survey type study. The measuring tool in this research originally was of two-point emotional intelligence scale entitled as ‘Emotional Intelligence Scale (ESI – SANS) of Dr. A. K. Singh and Dr. S. Narain [1] which was translated in Bengali version by B. C. Ghorai and L. L. Mohakud [2]. After the initial exploratory analysis of the...
Background:Adolescent is a period of transition from childhood to adulthood. It is characterized by rapid physical , biological and hormonal changes resulting in psychosocial , behavioural and sexual maturation between the ages of 10-19 years in an individual. Materials and Methods: The investigator conducted a non-experimental descriptive study on assessment of emotional intelligence and academic stress among adolescent students of a selected school of South 24 parganas, West Bengal with the objectives to assess emotional intelligence and academic stress among adolescent students. 200 adolescent students were selected by stratified random sampling method from class of IX, X,XI and XII. Tools used for data collection were Questionnaire for assessment of Academic Stress Scale by Rajendran andKaliappan and Modified Emotional Intelligence assessment scale. Result: The study findings revealed that, 94% students of secondary classes and 86% students of higher secondary classes need for enrichment in the domain of emotional awareness where as 90% students of secondary classes and 74% students of higher secondary classes are effective functioning in relationship management. Majority i.e 62% students of higher secondary class experience moderate stress where as 40% students of secondary classes experience slight stress and 2% students have high stress. There was negativerelationship (r =-0.45) found between emotional intelligence and academic stress among adolescent students of selected school which is found to statistically evident from 't' value (7.08) at the level of 0.001 level of significance. It also found that there is significant association between emotional intelligence and academic stress with the adolescent's age, sex, place of living, class and mother's educational level at 0.5 and 0.001 level of significance. Conclusion: Considering the findings, the study could be implicated in community health nursing practice as it can be helpful in identifying the adolescent students with different level of emotional intelligence and academic stress. Findings could be effective in developing awareness programme on improvement of emotional intelligence of the adolescent students and counselling session can be arranged for the students with high academic stress along with their parents and the teachers. Future studies in this area could be conducted to assess the impact of emotional intelligence on academic achievement and test anxiety among this population.
International Journal For Multidisciplinary Research, 2024
The present study intended to assess the relationship between the emotional intelligence and academic achievement of higher secondary school students of Sonepur district of Odisha. The objectives of the present study were to find out the level of emotional intelligence and academic achievement as well as the significant relation between the emotional intelligence and academic achievement. This study was quantitative in nature and descriptive survey method was used. The sample comprised of 100 students, out of them 50 was boys and 50 were girls. The stratified-random sampling method has been adopted. Emotional intelligence scale by Anukool Hyde, Sanjyoth and Upinder Dhar(2002) was used by the investigator for collection of the data. Marks secured in last examination by the students was collected and considered as academic achievement score. Mean, SD, t-test and Pearson product moment correlation method was used as statistical techniques. It is found that significant difference exists in emotional intelligence between boys and girls. There exists significant positive relation between the emotional intelligence and academic achievement of higher secondary students.
A Comparative Study of Emotional Intelligence among Intermediate Students
IJRAR, 2022
Background: Adolescence is the phase of life between childhood and adulthood. According to World Health Organization (WHO) the age range varies from 10 to 19 years. It is a unique stage of developmental period. This period of development, have its own set of issues and adjustment patterns. In adolescent period psychological wellbeing is considered as an important aspect of overall healthy development. Further in this aspect Emotional intelligence can be defined as the ability to monitor one's own and other people's emotions, to discriminate between different emotions and label them appropriately and to use emotional information to guide thinking and behavior. Aim: The present study was conducted to compare the emotional intelligence among intermediate students. Methodology: The current study is a cross sectional research conducted to understand the relationship between Emotional Intelligence of boys and girls studying in intermediate level. A total of 100 participants were taken, 50 boys and 50 girls from intermediate level were taken from West Singhbhum district, Jharkhand. Tools: Socio-demographic details were collected with the help of socio demographic data sheet. Then after, Mangal Emotional Intelligence Inventory (Dr. S.K. Mangal, MEII) were applied to the participants. Result and Conclusion: The Result of the present study revealed that, there was no significant difference between boys group and girls group on Mangal Emotional Intelligence Inventory.
Emotional Intelligence and Academic Achievement of School Going Children: A Study in South Odisha, India, 2022
This paper based on an explanatory design and focused on four dimensions of emotional intelligence (self-awareness, self-regulation, self-motivation and empathy) of school-going children drawn from standard 8th, 9th and 10th with an objective to trace relationship between emotional intelligence and academic achievement. For this, a small sample of 120 (60 boys and 60 girls) was drawn from a co-education school of South Odisha, India. The data obtained through a pre-tested schedule-cum-questionnaire having both open and closed ended questions after considerable rapport was established. Close observations were made for a little more than two months on activities of the children in-situ during recess period on every working day continuously. It hypothesises that emotional intelligence is directly proportional to the academic achievements of school going children with significant difference between boys and girls. The result of the analysis at the outset indicated that boys have a higher value of understanding concerning the different dimensions of emotional intelligence than girls. However, there is no significant difference of the ‘t’ value (at 5% level of significance) between the boys and the girls regarding understating of the emotional dimensions. Thus, it is ascertained that irrespective of gender, the manifestation of emotional intelligence remains unaltered. Thus, the proposition of boys being better than girls is falsified. However, it was observed that those who suffer from strong wanted-control differ in their emotional intelligence and academic achievement from those who have least wanted - control.