Emotional Competence Among Day Scholars and Hostellers

doi:10.25215/0904.198

Abstract

The present research aims to study the emotional competence among day scholars and hostellers. Emotional competence is the efficacy of an individual to deal with emotional situations effectively. The word competence refers to mastery over some skill which indicates that competence can develop over time. Saarni proposes that the social environment influences the process of developing emotional competence. This research is aimed at studying the effect the living status has on emotional competence. In the present study, the Emotional Competence scale by Bhardwaj and Sharma (1998) was used which consists of 30 items measuring five domains and the score ranges from 30 to 150. A total of 123 samples was collected for this purpose. For analysis two-way ANOVA was used. The result indicated that there is no effect of living status on emotional competence, however, there was a significant effect of gender on emotional competence. There was no significant interaction effect of gender and living status on emotional competence.

Highlights

The present research aims to study the emotional competence among day scholars and hostellers
A comparative study by Baruah and Saha (2018) revealed that adolescent boys and girls differ significantly on emotional competence on three major competencies namely adequate expression and control of emotions (AECE), ability to function with emotions (AFE), and ability to cope with problem emotions (ACPE)
There is no significant difference in emotional competence among day scholars and hostellers

Summary

Introduction

The present research aims to study the emotional competence among day scholars and hostellers. According to Goleman (1998), “An emotional competence is a learned capability based on emotional intelligence that results in an outstanding performance at work.” Saarni (1999) defines emotional competence as the capacity for self-efficacy in emotion-eliciting social situations. It involves having an awareness of own emotions and those of others, and ability to name the emotions, empathy, sympathy, ability to differentiate internal subjectivity from outward expression, adaptive coping with aversive or distressing emotions, awareness of emotional communication within relationships, and emotional self-efficacy (Saarni,1999). Saarni’s approach to theory in each of these fields suggests integrative and focus on self-development with a strong social-constructivist perspective

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Conclusion