Emotional Intelligence Factors Research Articles

English as a Foreign Language Teacher Flow: How Do Personality and Emotional Intelligence Factor in?

Teaching is one of the professions that creates opportunities for individuals to experience flow, a state of complete absorption in an activity. However, very few studies have examined ESL/EFL teachers’ flow states inside or outside the classroom. As such, this study aimed to explore the quality of experience of 75 EFL teachers in flow and also examine the relationships between their emotional intelligence, the Big Five personality traits and the flow state. To this end, the teachers filled out recurrent flow surveys for a week, and also completed emotional intelligence and the Big Five personality questionnaires. It was found that reading was the major flow trigger outside the classroom and teaching and delivering lessons was the most significant flow-inducing activity for the teachers inside the classroom. Furthermore, correlations and independent samples t-tests indicated that all emotional intelligence and personality traits had significant relationships with flow except agreeableness. Finally, multiple regression analysis showed that two personality traits, conscientiousness and openness to experience were the strongest predictors of the flow state. The implications for future flow-related research in the field of applied linguistics are discussed.

How emotional intelligence(EI) helps employees to stabilize in their workplace. Do EI matters?

The study investigates the association between emotional intelligence(EI) and workers' stability in the energy sector in Bengaluru, Karnataka. The study measures an employee's competence and social competence in responsiveness, commitment, and job performance, stabilizing their workplace position in the organization. The design used for the study was a quantitative survey method, and 270 usable responses were collected from the employees working in the energy sector. The questionnaire instrument consists of 25 items relating to the four dimensions of self-awareness(SA), self-efficacy (SE), self-control (SC), and relationship management(RM). The exploratory study indicates emotional intelligence(EI) factors significantly contribute to employee productivity, performance, and overall growth of an organization. EI is positively related to employees' responsiveness(RE) and commitment(COM) to their work in a firm showing the R square value for EI and RE found to be 59.12% effect and for EI and COM R square value found to be 66.32% influential. It is found from the study that EI and the performance of the employee are not fully explained by the model, showing significantly less influence. The study indicates that EI matters in the workplace and is crucial for workers' stability. This research has a limited sample size, period, and factors considered under investigation, similar to other studies. Therefore, further scope in this direction can be studied to widen the area of analysis

엘리트 사격 선수들의 정서지능과 시합몰입 및 경기력의 관계

Purpose: This study was to examine the relationship between emotional intelligence, flow used by elite shooters during the competition and the effect of emotional intelligence and flow on the performance. Methods: In order to achieve the research purpose, 201 elite shooters responded to questionnaires, and the survey was conducted online according to the guideline of COVID-19. In addition, the collected data were analyzed by exploratory factor analysis, confirmatory factor analysis, and multiple regression. Results: Firstly, the validity of emotional intelligence and flow was was similar to previous studies. Secondly, emotional intelligence according to affiliation showed that college shooters have a higher level of emotional utilization than professional and national shoooters. Thirdly, it was found that college shooters experienced high level of flow. Finally, as a result of examining the factors of emotional intelligence and flow that affect the competition score, it was found that the emotional control of emotional intelligence and the modified sense of time of flow affect competition score. Conclusion: These results gives valuable information to shooters that emotion control and flow have positive effect on shooting performance.

Trait Emotional Intelligence & Leadership: A study of managers and employees

Over the past 30 years, Emotional Intelligence has been gaining ground in the field of business and management. Much has been written about the importance of Emotional Intelligence (EI) in leadership, which overlaps with the concept of management (Young & Dulewicz, 2008). Although, there are many researches into the connection between leadership and emotional intelligence, there seems to be a research gap between Trait Emotional Intelligence and Transformational Leadership (TL). This study examines the effects of the factors of Trait EI (emotionality, self–control, sociability, well–being, adaptability and motivation) (TraitEI, 2021; Petrides, 2009) on the dimensions of Transformational Leadership (vision, inspirational communication, supportive leadership, intellectual stimulation, personal recognition) (Rafferty and Griffin, 2004). Two groups were surveyed for this study. One (with 74 participants) consisted of managers who work in public or private sector’ organizations. The other sample (with 120 participants) consisted of employees who work in public or private sector’ organizations. The aim of the study was to investigate the connection between Trait EI and Transformational Leadership from the manager’s point of view, and from the employees’ point of view. Are there any differences between those two points of view? Are there any differences between Trait EI and Transformational Leadership due to the sectors (private – public) of the organizations? The tools used in this research include the following: a) Trait Emotional Intelligence Questionnaire (TEI-QUE SF) by Petrides (2009) and b) Rafferty’s and Griffin’s (2004) Five Dimensions of Transformational Leadership Test. The current paper hopes to contribute to the comprehension of the linkage among Trait EI and TL on Greek organizations managers’, and trigger future empirical research in the area.

EMOTIONAL INTELLIGENCE OF MANAGERS IN FUNCTION MODERN MANAGEMENT

In this paper, the research presents the connection between emotional intelligence and motivational factors as basic elements necessary for quality management of managers and leaders within their activities, as well as defining their abilities in the field of education and career development, ie. professional training. The problem of the research is that based on the results of the research so far, the problem of quality management of leaders and managers through IQ and professional experience has been generated, due to the lack of important personality factors that will be proven in this paper. Based on research on emotional intelligence and motivational factors in the work, we will try to present a clear connection and dominance of emotional intelligence factors in solving the problem of quality human resource management. Human resources are focused on seeing the employee as important, valuable for the organization, and given, ie. that its value increases day by day development, HR departments, human resources are automatically focused on growth, development of human resources and skills. Human resource management is clearly defined as a strategic and very coherent, innovative approach to managing the essential, most valuable assets of a company or organization - people who work in the same organization with one goal, ie. achieving clear goals of the organization. Solving the problem of understanding the importance of emotional intelligence itself, which is of great importance for society as a whole and social awareness in relation to general intelligence, which dictates the norms and rules of conduct of individual leaders and managers, which are recognized and explained, and responsible and defined depending from emotional intelligence and achievement motives. We can look at the problems of society from a special dimension of development through this paper, and on the basis of the obtained claims and evidence on the basis of which we can define the social goal. “A society in which a person works and lives puts many demands on him. If he fails to master them successfully, there is a possibility that he may become maladapted. An maladapted person is an individual who is not able to solve situations and problems that he encounters on a daily basis. His tolerance for frustration is extremely low and his adjustment mechanisms are inadequate. Such people are constantly in conflict with their surroundings. There is no way I can establish true communication with other people. “Leadership is therefore the privilege of conscious beings, not technical systems or unconscious biological organisms. It therefore does not appear in the organism or in the mechanism, but in the organization, and that is because the organization is a social relationship. It is immanent to relations in organized social groups, regardless of the goals for which they are organized and the duration of such an organization. The practical contribution of the paper is reflected in the ability of the surveyed organizations to, depending on the approaches they apply, the characteristics of the process of human resource management and defined indicators to determine the degree and development of emotional intelligence.

객실 승무원의 직무스트레스와 직무만족의 영향관계에 관한 감성지능의 조절효과

This study was conducted to understand the moderating effects of emotional intelligence on the relationship between job stress and job satisfaction of airline cabin crews. 250 questionnaires were distributed to cabin crews of domestic airlines, and a total of 236 questionnaires were used for the final analysis to verify the hypotheses presented in this study. The results are as follows. First, it was found that job stress affects job satisfaction in the order of job characteristics, customer, and interpersonal among the job stress factors that appear in the job situation of cabin attendants. Second, regarding the moderating effects of emotional intelligence, it was found that emotion utilization and emotional regulation of the four factors of emotional intelligence had partial effects. Moderating effects were not found on personal sensibility comprehension and self sensibility comprehension. Based on the results of this study, the importance of the effect of job stress on job satisfaction during job performance in airline cabins, implications for effective management of airline human resources, and discussions for follow-up studies were presented.

GENDER BASED ANALYSIS OF TEACHER EDUCATORS EMOTIONAL INTELLIGENCEIN RELATION TO THEIR TEACHING EXPERIENCE

In the new millennium, teachers are challenged to educate students to fulfill the demands of an internationally competitive global society. This responsibility increases many times when we talk about teacher educators, which occupy a central position in the educational system. Emotional status is a controlling factor intheir teaching ability. Looking at the significance of emotional intelligence (EI) in the present scenario, the investigator is keen to study the influence of genderand teaching experience onthe EIof teacher educators in Northern India, especially Haryana.This study has been conducted to assess the EI of teacher educators in relation to their gender and experience. The emotional intelligence scale by Anukool Hyde, SanjyotPethe, and Upinder Dhar (2002) have used for analysis. Data obtained by stratified randomization was analyzed statistically using descriptive and test of significance analysis by One Way ANOVA. Results revealed no significant difference between the overall Emotional Intelligence of male and female teacher educators. However, each gender dominated in separated emotional intelligence factors wherefemale teacher educators mainly dominated in factors like managing relations, empathy, altruistic behavior, and integrity as compared to males. On the other hand, male teacher educators dominated mainly inself-awareness, self-motivation, emotional stability, integrity,self-development,and value orientation. Thus,overallEI is not gender-dependent,while different emotional intelligence factors varybetween male and female teacher educators depending on personality traits and living conditions. On the other hand, results have shown the positive impact of teaching experience on the total EI of teacher educators, where EI factors like empathy, self-motivation, managing relations, and integrity are enhanced with experience and thereby contribute to the enhancement of overall EI in both male and female teacher educators.Present study results will help embellish the subject matter of gender-based differencesin Emotional Intelligenceabout their experience.The outcome of this study would be beneficial fora further incremental increase of teacher educators EI by focusing on specific factors if teacher educatorsprogramsshould be prepared by considering all these effectors accordingly that would enlighten not only teacher education but also improve the impact of the Indian education system.

Emotional Intelligence Scale for Male Nursing Students and Its Latent Regression on Gender and Background Variables.

This study aimed to develop an emotional intelligence (EI) scale for male nursing students and investigate its associations with gender, age, religious beliefs, and father’s and mother’s education level. We recruited 384 male nursing students in Taiwan to construct an EI scale comprising 16 items with four factors: recognizing the emotions of others, emotional self-awareness, self-emotional expression, and self-emotional management. The scale had factor loadings of 0.64−0.80. The reliability coefficients for the subscales ranged from 0.80 to 0.84, while that for the total scale was 0.93. We also recruited 402 female nursing students for comparison. Latent multiple regression of the EI factors showed that male students had higher self-emotional expression but lower self-emotional management than females. Age was negatively associated with self-emotional management for both genders. Religious beliefs were negatively associated with emotional self-awareness in male students, and with recognizing the emotions of others in females. Father’s and mother’s education had no association with EI in male students; however, father’s education was positively associated with all EI factors in females, and mother’s education was negatively associated with recognizing the emotions of others and self-emotional expression. These results provide insight into male nursing students’ EI and the background variables influencing EI.

The Importance of Early Childhood Education in Building Social and Emotional Intelligence in Children

This research is motivated by the presence of many people who have a high level of intelligence, but are less able to realize success in their lives, this is caused by social and emotional intelligence factors, not a few people who are less able to control impulses , are less able to manage stress with good, also less able to communicate well and less able to recognize and solve problems, and less able to adapt and so on. Seeing this, it is necessary to conduct a study of this incident by taking samples from various examples in the community who are currently or have undergone the process of educating their children. Researchers conducted surveys and asked questions with people around and got various kinds of responses that were quite diverse. To achieve this goal, this research uses qualitative-descriptive research methods with literature study techniques. The results of this study obtained data and facts that early childhood education () is very important in providing a stimulus in growing hidden potentials in children, namely the dimensions of child development, and one of them is social emotional development in early childhood.

Influence of emotional intelligence on glycemic control in adolescents with diabetes type 1.

Psychological factors can have a significant impact on diabetes control. We aimed to evaluate the correlation between emotional intelligence and glycemic control in type one diabetes (T1D) adolescents. This prospective study enrolled 97 consecutive children admitted to our department and aged 15 to 17 with T1D. The Emotional Intelligence Questionnaire INTE was used to measure emotional intelligence. The results were correlated with a glycemic control status, measured by current and mean (since the diagnosis of T1D, minimum four tests per year) and hemoglobin A1c (HbA1c). An additional questionnaire collected the demographic and social data. Our study found a significant, negative correlation between HbA1c level and the ability to utilize emotions to support thinking and actions (Factor I of the INTE questionnaire). There was no significant correlation between emotional intelligence General Score or Factor II (the ability to recognize emotions) and glycemic control. A higher ability to utilize emotions to support thinking and actions positively correlates with metabolic control in the adolescent population with T1D. The appropriate emotional intelligence training and better psychological care may improve the metabolic outcomes of children with T1D. This merits further study.

Prevalence and Associated Factors of Depression in Medical Students in a Northern Thailand University: A Cross-Sectional Study

This study was conducted to investigate the prevalence and associated factors of depression in medical students. This cross-sectional study investigated the prevalence and associated factors of depression in medical students from May 2018 to April 2019. Depression was diagnosed using the nine-item Patient Health Questionnaire. We evaluated the following potential predictors: demographic data, stressors, psychiatric comorbidities, emotional intelligence (EI), and perceived social support. The association between potential factors and depression was analyzed using multiple logistic regression analysis. The prevalence of depression was 149 of 706 students with 12.5% suicidality. Second- and fourth-year medical students were high-risk groups. Risk factors identified were insufficient income, physical illness, and previous psychiatric illness. Depression in medical students likely coincides with anxiety, internet addiction, sleep problems, and loneliness. Highly associated stressors were personal relationships, physical health, mental health, difficulties in social relationships, satisfaction with grades, and boredom with medical education. Protective EI factors included emotional self-control, problem-solving abilities, inner peace, and life satisfaction. Up to 21.1% of medical students had depression. In this study, among multiple known risk factors of depression, we found that EI is the novel protective factor against depression among medical students. EI training might be protective intervention for medical students in the future.

Perception of educational environment with an assessment of motivational learning strategies and emotional intelligence as factors affecting medical students' academic achievement.

This study aimed to investigate how medical students perceive their educational environment, as well as the implications of motivation, learning strategies, and the factor of emotional intelligence on academic achievement. In a cross-sectional study, 3384 undergraduate students were recruited from randomly selected Egyptian medical colleges. Students from second to final year, taking fundamental and clinical courses and, at a minimum, three professional exams, were enrolled and subjected to the Dundee Ready Educational Environment Measure scale, the Motivated Strategies for Learning Questionnaire, and Emotional intelligence questionnaire. The overall mean age of the studied students was 21.42 ± 1.61 years. Females represented 63.5%, rural residents were 52.2% and students with enough income represented 88.0%. The traditional system adopted 28.4% of the students versus 71.6% in the integrated system. Linear regression using path analysis was conducted to study the predictors of academic achievement, and it revealed that motivation was the highly significant predictor of academic achievement (β = 2.68, CI95%:2.35-3.05, P < 0.001), followed by learning (β = 1.09, CI95%:0.80-1.41, P < 0.001), emotional intelligence (β = 0.92, CI95%:0.87-0.97, P < 0.001), and the educational environment (β = 0.14, CI95%:0.13-0.15, P < 0.001). The study's findings have implications for medical educators trying to understand the personal factors that influence learning and performance in medical school. Students' motivation was the highly significant predictor of academic achievement followed by learning, emotional intelligence, and educational environment. Perception of the learning environment had improved because of the integrated student-centered system, which fosters motivation and emotional intelligence. To improve learners' EI, optimal learning, and educational outcomes, the EI components can be taught and fostered.

Ad hoc Intervention Programs to Foster the Emotional Management of a Group of Public Service Interpreters, a Group of Telephone Interpreters and a Group of Social Workers

Generally, public service interpreters and social workers experience symptoms of an anxious depressive nature, due to their works. For this reason, we aimed to design three ad hoc emotional management intervention programs to evaluate their impact, combining quantitative and qualitative information. The study developed a quasi-experimental pre-test-post-test design, performing T-tests on related samples for each group. Three ad hoc intervention programs were developed for a group of public service interpreters, a group of telephone interpreters and a group of social workers. The study also included a control group that did not receive any intervention. The Bar-On ICE, the Interpersonal Reactivity Index (IRI) and the BCSQ-36 were used to evaluate the Emotional Intelligence factors, the Burnout syndrome and the Empathy processes. Most of the emotional intelligence and empathy factors showed statistically significant differences between the pre-test and the post-test, in favor of the latter for each of the groups. The control group’s T2 results worsened, as they had not received any form of intervention. This paper will discuss how these participants have incorporated the key takeaways of the intervention programs in their emotional management at work.

A Study on Design Education for Children based on Arts Propel Focusing on Emotional Intelligence Development

OECD교육2030 프로젝트에서는 학생들이 미래를 ‘예측’하고, 자신이 원하는 미래를 만들기 위해 ‘행동’해야 하며, 그 결과를 ‘성찰하며 계속 성장해 나아가야 한다고 설명하고 있다. 본 연구는 이러한 시대적 요구에 맞춰 Arts Propel이 가지고 있는 지각과 창조, 반성의 의미를 재조명하고자 하였다. 이를 알아보기 위해 만 5세 어린이를 대상으로 Arts Propel을 적용한 효과적인 어린이 디자인교육 프로그램을 개발하고, 프로그램의 효과를 감성지능 발달의 변화로 분석하여 어린이 디자인교육 현장 적용의 적합성을 검증하였다. 실험집단과 비교집단의 사전 감성지능 검사와 프로젝트 참여 후 감성지능 검사를 실시한 결과 어린이들의 감성지능 성장에 Arts Propel의 적용은 긍정적인 발전을 보였다. 특히 감성지능 요인 가운데 타인의 자기감정 조절과 타인의 감정이입이 발전이 유의미한 결과로 도출되었다. 이것은 Arts Propel 단계를 추가한 디자인 작업을 통해서 사회와 문화적 맥락에서 탐구하고 자신의 경험을 이야기하는 경험과 타인의 작품을 비평하고 제안하는 과정에 참여하면서 어린 아동기의 학생들이 자신의 감정을 조절하고, 타인의 감정을 이해하는 능력이 향상된 것으로 다음 세대의 주인공인 어린이들이 예측, 성장, 성찰을 경험하게 해주는 의미 있는 연구 결과이다.The OECD Education 2030 project explains that students should anticipate the future, action to create the future they want, and reflect the result and continue to grow. have. This study tried to re-examine the meaning of perception, creation, and reflection that Arts Propel has in line with the needs of the times. To investigate this, an effective children s design education program applied with Arts Propel was developed for 5-year-olds, and the appropriateness of the application of design education for children was verified by analyzing the effect of the program as a change in emotional intelligence development. As a result of conducting the emotional intelligence test before and after participating in the project in the experimental group and the comparison group, the application of Arts Propel showed positive development in the emotional intelligence growth of children. In particular, among the factors of emotional intelligence, the development of self-emotional control of others and empathy of others was drawn as a significant result.

STUDY ON PROJECT MANAGEMENT IN EMOTIONAL INTELLIGENCE

The regularly focused on solitary credits that sway a leader's adequacy. This investigation, all things considered, takes a gander at whether emotional intelligence directs the expected adverse consequence of appropriated presence on commitment and impact, and at last, leader viability. Buttressed by emotional intelligence, commitment, and impact speculations, the exploration question focused on how emotional intelligence abilities moderate the effect of a project supervisor's disseminated presence to deliver the leader powerful. The investigation test for this exploration came from deliberate members who work for a U.S. government office including leaders co-situated with their groups and conveyed presence leaders. Elucidating insights showed that leaders with higher emotional intelligence (EI) were more captivating and compelling than co-found leaders with high EI. Relapse investigations showed most noteworthy importance between the reliant factors commitment and impact and the autonomous factors of disseminated presence and emotional intelligence when utilizing emotional intelligence branches and undertakings for the EI factors. Information from this examination showed appropriated presence leaders with high emotional intelligence capacities impact commitment and impact decidedly. Crafted by this examination propels bits of knowledge into how emotional intelligence impacts, decidedly, project leader commitment and impact when the project administrator's quality is dispersed. The information delivered by this exploration was enlightening however just partly on the grounds that outcomes were not adequately broad. In any case, the use of this investigation applies to the down to earth world as dispersed groups is by all accounts a more perpetual piece of the business scene than impermanent, and figuring out how to more readily fill in as a project supervisor with disseminated presence is fundamental for the two associations and project chiefs.

Relationship Between Emotional Intelligence and Psychological Well-being

The aim of this study was to investigate the relationship between emotional intelligence (EI) as an ability and psychological well-being. We hypothesized that EI as an ability positively correlates with psychological well-being. EI was measured using the Russian-language Emotional Intelligence Test (EIT), conceptually based on the MSCEIT method. Psychological well-being was measured using the Psychological Well-being Scale. The sample consisted of 243 working adults from Russia (61 men, 182 women, average age = 36.1, aged 18 to 67 years). The results showed that higher levels of emotional intelligence were statistically significantly correlated with higher levels of psychological well-being. The experiential domain of EI was the key factor of emotional intelligence associated with psychological well-being. These findings indicate the importance of the impact of EI on the psychological well-being of a person.

Emotional Intelligence Contributes to the Feeling of Self-Realization: A Case of Russian Young Adults

Introduction. Young adults compose one of the most dynamic social groups, sensitive to changes. Dependent on various personal characteristics and life circumstances, this sensitivity could lead either to successful social adaptation and subsequent life satisfaction or trigger dysfunctional behaviours and psychological maladaptation. Young adults often face the contradiction between profound need for self-realization and limited capacity for achieving it and need psychological resources to overcome this challenge. This study takes to the next new level empirical exploration of the role emotional intelligence plays in shaping self-realization in young adults. Methods. The sample of study participants included full- (N = 52) and part-time (N = 60) university students. They completed demographic forms, Multidimensional Questionnaire on Personality Self-Realization – personal, professional, and social, and the Emotional Intelligence Questionnaire. Correlational and regression analyses were employed for data processing. Results. Participants’ age, especially in conjunction with the part-time working status was negatively correlated with all three types of self-realization, Hierarchical multiple regression analysis revealed that the general factor of emotional intelligence significantly contributed to self-realization (p &lt; 0.01). Furthermore, its interpersonal component was the strongest predictor, uniquely contributing from 7 % to 16% of explained variability in the criterion variables. Discussion. The findings indicate that emotional intelligence is a strong adaptive factor capable of compensating for the negative influence of challenging changes in life circumstances. Implications for further research and applied practice of psychological aid for young adults in their transition from educational to working environments are considered and discussed.

Emotional Intelligence and Perceived Health Related to Expressed Compassion Fatigue: A Study in Health Sector at Regional Level.

Background: The work of health professionals often involves physical as well as psychological strain. They constantly deal with traumatic situations of pain and suffering, which destabilize the sense of well-being. Compassion fatigue is a feeling that appears in these cases and is related to other variables such as burnout or emotional drain.Aims: The principal aim of this project was to deepen the analysis of compassion fatigue and how it could be explained through the relationship with other constructs such as emotional intelligence and perceived health.Methods: This work followed the STROBE checklist for cross-sectional studies. In this study 1,521 nurses (Mage = 47.32; SD = 8.44) participated. The responses reported by the nurses were analyzed by classifying them as high or low compassion fatigue and the differences of both groups were analyzed for the variables of emotional intelligence, perceived health and quality of professional life.Results: It was obtained significant differences for all factors except for emotional intelligence factor. A linear regression analysis showed both emotional intelligence and perceived health helped to explain (12%) compassion fatigue.Conclusion: This study provides light on comprehending the conception of compassion fatigue. It highlights the importance of intervention programs that improve the quality of professional life.

The Association of Intrapersonal Trait Emotional Intelligence and Resilience with Suicidal Ideation in University Students.

Suicidal ideation is not restricted to psychiatric patients. To the contrary, it is not uncommon in the general population and constitutes a precursor for suicide attempts and completed suicides. While risk factors for suicidality have extensively been described, much less attention has been devoted to the investigation of protective factors. In the current study we investigated two of such potential protective factors in combination, namely trait emotional intelligence (EI) and resilience in a sample of university students. We recruited 277 university students without an active physical or mental disorder requiring medical attention via an online questionnaire and assessed lifetime and four-week suicidal ideation. Resilience was measured with the Connor-Davidson Resilience Scale, EI with the Self-report Emotional Ability Scale and stressful life events with the Social Readjustment Rating Scale. Logistic regression was used to investigate the effect of EI and resilience on lifetime and four-week suicidal ideation. Resilience as well as intrapersonal trait EI factors were significantly lower in individuals who reported lifetime suicidal ideation. The regression analysis revealed the EI facet "Regulation of one's own emotions" and the resilience factor "Control" to be significant predictors of lifetime and/or four-week suicidal ideation. Neither trait EI nor resilience had a moderating effect on the relationship between life events and suicidality. Low intrapersonal EI and low resilience are associated with lifetime and, in part, four-week suicidal ideation.

EFFECT OF ACADEMIC ACHIEVEMENT OF UNDER-GRADUATE STUDENTS ON THEIR EMOTIONAL INTELLIGENCE

Emotional intelligence is very important in today’s life for every individual. This study is aimed at investigating the effect of academic achievement of under-graduate students on their emotional intelligence in relation to their gender. A sample of 55 under-graduate college students was selected randomly from graduate degree colleges of Bhopal City. To measure the emotional intelligence of under- graduate students, Emotional Intelligence Scale (EIS) developed by Anukool Hyde and Sanjyot Dethe were used and for measure the academic achievement of under- graduate students, their XII standard obtained percentage were used. Mean, SD and ‘t’ test were used for data analysis. The result reveals that there is no significant effect of academic achievement on emotional intelligence of under-graduate students. The significant effect was found in the area of self motivation of emotional intelligence. This indicates that high achievers are more self-motivated than the low achievers under-graduate students. No significant effect of gender was found in respect of academic achievement, emotional intelligence and factors of emotional intelligence except in the area of emotional stability of emotional intelligence. This shows that the male under- graduate students are better in the area the emotional stability that of their female counterparts.