Colloquium on "factors influencing Emotional Intelligence among b.Ed. Students of Himachal Pradesh"

Colloquium on

“Factors influencing emotional

intelligence among B.Ed. Students of

Himachal Pradesh”

Dr. Atul Thakur

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conceptual background of the study

Emotion

is a feeling

Some theorists stress psychological factors, some behavioural,

some subjective.

There is no consensus of opinion about perfect and

comprehensive and complete definition of emotions.

In humans, emotion fundamentally involves "physiological

arousal, expressive behaviours, and conscious experience."

is associated with mood, temperament, personality and

disposition, and motivation

Social Aspect of Emotions

We try to regulate our emotions to fit in with the

norms of the situation,

based on many, sometimes conflicting, demands upon us

which originate from various entities on a micro level,

and on a macro level, by social institutions, discourses, ideologies,

etc.

Emotional Intelligence

Emotional Intelligence (EI) is an ability, skill or, in the case

of the trait EI model, a self-perceived ability to identify,

assess, and control the emotions of oneself, of others, and of

groups (Bradberry and Greaves).

Various models and definitions have been proposed of which

the ability and trait EI models are the most widely accepted

in the scientific literature.

History of Emotional Intelligence

earliest roots - traced to Darwin's work on the importance of

emotional expression for survival and, second, adaptation

(Bar-On)

1920, E.L. Thorndike used the term social intelligence to

describe the skill of understanding and managing other

people

1940 David Wechsler described the influence of non-

intellective factors on intelligent behavior, and further argued

that our models of intelligence would not be complete until

we can adequately describe these factors (Bar-On)

1983, Howard Gardner's Frames of Mind: The Theory ofMultiple Intelligences - multiple intelligences (interpersonalintelligence (the capacity to understand the intentions,motivations and desires of other people) and intrapersonalintelligence (the capacity to understand oneself, to appreciateone's feelings, fears and motivations)

traditional types of intelligence fail to fully explain cognitiveability

first use of the term "emotional intelligence" is usuallyattributed to Wayne Payne's doctoral thesis, A Study ofEmotion: Developing Emotional Intelligence from 1985(Gardner)

prior to this, "emotional intelligence" had appeared in Leuner(1966) (Smith). Greenspan (1989) also put forward an EImodel, followed by Salovey and Mayer (1990), (Payne) andDaniel Goleman (1995).

Definitions of Emotional Intelligence

Substantial disagreement with respect to both terminology and

operationalizations

3 main models of EI:

Ability EI model (Salovey and Mayer: "The ability to perceive

emotion, integrate emotion to facilitate thought, understand

emotions and to regulate emotions to promote personal growth."

(Perceiving Emotions, Using Emotions, Understanding Emotions,

Managing emotions)

Mixed models of EI (usually subsumed under trait EI) (Goleman,

Gibbs, four main EI constructs, Self-awareness, Self-management,

Social awareness, Relationship management)

Trait EI model (Konstantin, Feldman-Barrett) The

conceptualization of EI as a personality trait leads to a construct

that lies outside the taxonomy of human cognitive ability, trait EI

refers to an individual's self-perceptions of their emotional abilities

Rationale of the Study

Emotions: looked upon as the blindfolds to the rationalthinking

Since proposition of EI, point of view to look at emotions haschanged

Emotions no longer are looked upon as hindrance, but theiruse intelligently is propounded

Taking emotionally wise or intelligent decisions make a bigdifference which is called successfully satisfied andunsuccessful and unsatisfied

Emotion literacy and emotional intelligence form the basis ofeveryday social dealing affected by a number of interveningfactor

Research has shown that emotional intelligence can also belearnt, modified and evolved to be used in a positive,affirmative, constructive and supportive way.

The quantity and quality of researches undertaken in

India on the neo emerged construct of emotional

intelligence are quite behind the contemporary

researches undertaken on international levels

necessary to understand readiness of student

teachers in the reference to Emotional Intelligence as

a part of professional readiness

Teachers and Emotional Intelligence

Empathy is central to the learner’s capacity to engage positively

with the facilitation of emotionally rich learning contexts is a key

capacity among teachers

Which in turn, is likely to be dependent on the teacher having a

high degree of Emotional Intelligence, something which highlights

the importance of the development of emotional competencies in

pre-service teacher education.

in our schools intellectual and academic aspects of students have

been given priority, under the conviction that their emotional and

social aspects belong to the private sphere, where each individual

is responsible for his or her own personal development

Title of the Study

“Factors Influencing Emotional Intelligence among B.Ed.Students of Himachal Pradesh”

Objectives of the Study

To study the level of Emotional Intelligence of B.Ed. students ofHimachal Pradesh.

To study the effect of Socio-Economic Status, Social Adjustment,Social Maturity and Self Concept on Emotional Intelligence of B.Ed.students of Himachal Pradesh.

To study the effect of family type (Joint or Nuclear Family), type ofschooling (Boarding or Day school), type of school (Government orPrivate School), sex (Male/ Female) and locale (Urban/Rural) onEmotional Intelligence of B.Ed. students of Himachal Pradesh.

To study the correlation between Socio Economic Status, its various levels and Emotional Intelligence

Social Adjustment, its components and Emotional Intelligence SocialMaturity, its components and Emotional Intelligence

Self Concept, its components and Emotional Intelligence

Null Hypotheses of the Study

The study incorporates 28 null hypotheses for testing through

the process of investigation.

REVIEW OF RELATED LITERATURE

More than 1000 papers apart from blogs articles etc.

exclusively on Emotional Intelligence were studied. In total

more than 2500 papers on other variables like Socio

Economic Status, Social Adjustment, Social Maturity, Self-

concept including Emotional Intelligence were scrutinised

during the course of the study

Mendeley reference manager and Word 2010 Reference was

used to manage papers and articles

Crux of review of literature

scrutiny of the related literature on the directions, dimensions

and nature of the studies on Emotional Intelligence

highlights that in Indian context researches on Emotional

Intelligence are in infancy stage

There is a need to come forth with research evidences in

order to have an understanding of the concept in the masses

especially in service sector, further more in the field of

education

METHOD AND PROCEDURE

The aim of the research study was to find out, the relationship

between different variables like, Socio-Economic Status,

Social Adjustment, Social Maturity and self-concept in

relation to Emotional intelligence of trainee teachers, if any

established relationships (SES-personality), (self concept-

personality) (social adjustment -personality) personality and

IQ

Emotional Intelligence has better predictive validity about a

person’s success and cordial suitableness for a particular task

Reviewing the methods of inquiry adopted in various studies

on Emotional Intelligence, personality and allied variables Ex

Post Facto type of inquiry was found to be most suitable for

the present study and thus followed.

Methodology

The basic aim of the study and the corresponding datacollection was to identify some of the factors that tend toinfluence the shaping of Emotional Intelligence of a child inhis formative and adolescent years

For this family factors like Socio Economic Status, joint ornuclear family type, day or boarding type of schooling andurban or rural locale were identified to be considered

Some personality dimensions like Social Maturity, SocialAdjustment and Self Concept were also selected as these aresimilar to some of the manifested effects of the EmotionalIntelligence and are the dimensions which overlap with theintelligent use of emotions

Further sex was also included as a variable of study as it isassumed that the differential cultural preference to genderand treatment to male and female child may also manifest indifferential development of Emotional Intelligence.

Population Population of the study refers to the 8925 B.Ed. students of

Himachal Pradesh studying in 84 B.Ed. colleges affiliated to

Himachal Pradesh University, Shimla, in the session 2009-

2010.

Sl. No. Name of District No. of B.Ed. Colleges Total No. of Sanctioned Seats

1 Bilaspur 1 200

2 Chamba 1 100

3 Hamirpur 11 1400

4 Kangra 15 2145

5 Kullu 2 200

6 Mandi 17 1920

7 Shimla 9 1080

8 Sirmour 4 400

9 Solan 18 920

10 Una 5 460

11 Kinnour 1 100

12 Lahaul& Spiti 0 0

Total 84 8925

Sample of the Study

Stratified Batch Sampling process is used for collection of

sample in the study

The 11 districts having B.Ed. colleges are considered as strata

and 647 students from the student’s population of 8925 (from

84 colleges) are included in the sample

All the students from a particular college constituted the

batch sample of the study.

Sr.

No.

Famil

y

Type

Local

e

Government Private Total

MaleFema

leTotal Male

Fema

leTotal Male

Fema

leTotal

Joint

Rural 5 24 29 9 14 23 14 38 52

Urba

n24 130 154 2 25 27 26 155 181

Total 233 29 154 183 11 39 50 40 193 233

Nucle

arRural 2 54 56 2 13 15 4 67 71

Urba

n38 239 277 12 54 66 50 293 343

414 40 293 333 14 67 81 54 360 414

69 447 516 25 106 131 94 553 647

Tools

SES: Socio Economic Status Scale by Dr. Meenakshi (2004)

Social Adjustment: Social Adjustment Inventory by R. Deva

(1990)

Social Maturity Scale by Nalini Rao (2006)

Self Concept: Self Concept List Rating Scale by Pratibha

Deo (1985)

Emotional Intelligence: Wong’s Emotional Intelligence Scale

(2004)

Personal Information Blank

Emotional Intelligence: Wong’s Emotional Intelligence

Scale (2004)

to facilitate EI research and EI-related human resourcepractices especially in Asia, this tool has been developedusing forced choice items.

The reliability of the scale is 0.87. For validity analysiscorrelation and factor analyses were done to check thevalidity of the items selected.

This scale is a short forced choice EI scale adopting theMayer, Salovey and Caruso (Mayer) definition of EI as aparticular set of mental abilities, and using a Likert-type EImeasure

According to Wong and Law (Wong, N. and Zalaquett) thisvalidity could be generalized to jobs that required incumbentsto present a particular type of emotion.

This scale actually developed through Chinese respondents inHong Kong, and subsequently for Asian populations.

Statistical Techniques

Mean

Standard Deviation

Student’s, t test

ANOVA

ANALYSIS AND INTERPRETATION OF THE

DATA

Section-I - Level of Emotional Intelligence, the level of Socio

Economic Status, Social Adjustment, Social Maturity, and

Self Concept of B.Ed. Students of Himachal Pradesh

Section II tests the hypotheses stated in null form to check

the significant differences

Section III presents relationship between various independent

variables like Socio Economic Status, Social Adjustment,

Social Maturity and Self Concept with the dependent variable

Emotional Intelligence.

Section I


Variable N Maximum Minimum Range Mean SD

Emotional

Intelligence 647 36 8 2826.87 4.22

SES Scores


SES 647 146 27 119 83.13 17.23

Social Adjustment Scores


Social

Adjustment 647 179 18 161 65.99 27.36

Social Maturity Scores


Social

Maturity 647 284 146 138 224.28 18.67

Self Concept Scores


Self

Concept 647 187 33 154 121.53 25.44

Major Findings:

Section I – discussion on the scores of B.Ed. students on Socio

Economic Status, Social Adjustment, Social Maturity, Self

Concept and Emotional Intelligence scores

Section II - the testing of null hypotheses

Section III - correlations between the independent variables and

dependent variable

Section I:

Emotional Intelligence Scores

Max: 36

Min: 8

Max (Attainable): 40

Min (Attainable): 0

Average: 26.87

SD: 4.22.

Negatively skewed, thereby implying that B.Ed. students

have higher Emotional Intelligence.

contrary to (Edannur, 2010) and (Syiem)(2009) who found

the scores to be normally distributed.

Socio Economic Status Scores

Max: 146

Minimum: 27

Average: 83.13

SD: 17.23

almost normally distributed

Socio Economic Status is almost normally distributed in the

sample.

Social Maturity Scores

Maximum: 284

Minimum: 146

Average: 224.28

SD: 18.67

almost normally distributed

Social Maturity is evenly distributed in the sample.

Self Concept Scores

Maximum: 187

Minimum: 33

Average: 121.53

SD: 25.44

The histogram shows the scores to be negatively skewed

Students are having higher levels of Self Concept.

Discussion on the Findings in Section I

Negative skewness of Self Concept and Emotional Intelligence

most of the B.Ed. students are having higher than average

Self Concept and Emotional Intelligence

sub components of Self Concept Character Component

(highest) Intellectual Component (slightly higher than average,)

Aesthetic and Social Component Scores (slightly lower than

average, ) but strikingly the scores of Emotional component

are mostly negative

Self Concept Score distribution is showing negative skewness

in shaping overall Self Concept Character Component Plays

most significant role, followed by Intellectual, Social, Aesthetic

and least by Emotional Component

The normal distribution of Social Maturity may be an indication

that the students have a normally dispersed exposure to the social

learning situations and model socially mature behaviours.

The normal distribution of Socio Economic Status points to the

fact that teaching as a field of professional endeavour is equally

popular among all Socio Economic Strata, in spite of availability

of more lucrative and highly social appreciated jobs other than

teaching.

Low Social Adjustment in majority of the sample is contrasted to

the expected lines of both Emotional Intelligence and Social

Maturity trends. The deterrence of trends of Social Adjustment,

Social Maturity and Emotional Intelligence may be attributed to

the fact that these traits are entirely separate traits though they

may give the impression to have some attributes in common.

Section II

null hypothesis testing

variable under consideration in first four hypotheses (H01,

H02, H03 and H04) are having more than two sub levels

therefore, ANOVA is used for testing of theses Hypotheses

For the rest five hypotheses (H05, H06, H07, H08 and H09)

student’s t test is used since the variables under study had

only two values

Six null hypothesis out of nine are accepted, viz. H01, H03,

H04, H06, H07, H09 and three are rejected viz. H02, H05, H08.

H01: There is no significant difference in Emotional

Intelligence among B.Ed. students of Himachal Pradesh in

relation to different levels of Socio-Economic Status.

H03: There is no significant difference in Emotional Intelligence

among B.Ed. students of Himachal Pradesh in relation to

different levels of Social Maturity.



relation to different levels of Self Concept.


Intelligence of B.Ed. students of Himachal Pradesh in

relation to type of schooling (Boarding or Day school).



relation to type of school (Government or Private School).

516, 80% 131, 20%

Govt. and Pvt. Students in sample

Govt.

Pvt.



relation to locale (Urban/Rural).

115, 18%532, 82%

Urban and Rural Students in Sample

Urban

Rural



relation to different levels of Social Adjustment.



relation to family type (Joint or Nuclear Family)

233, 36%

414, 64%

Joint and Nuclear Family Students in sample

JOINT

NUCLEAR



relation to sex (Male/ Female).

Discussion on the Findings in Section II

No significant difference within different levels of Socio

Economic Status, Social Maturity and Self Concept w.r.t.


This means that the Emotional Intelligence level within sub

groups of these variables is uniform.

The sub levels of Socio Economic Status, Social Maturity and

Self Concept are unable to shape Emotional Intelligence

differentially.

Further, there is no distinct impact of boarding and day schooling

in Emotional Intelligence.

This is quite unanticipated that the day scholars who return to the

family after the school and receive daily care, affection and

warmth are having Emotional Intelligence similar to the ones

staying in hostels away from daily family care and fondness.

There being no significant difference in Emotional Intelligence in

relation to type of school i.e. Government or Private School and

also to locale i.e. Urban/Rural entail that the diverse teaching

learning and socio-cultural environment in both the types of

schools and localities is unable to have any varied influence in the

development of Emotional Intelligence.

Different levels of Social Adjustment have a varied degree of

difference in Emotional Intelligence.

Further, the family type i.e. Joint or Nuclear Family results in

varied emotional behavioural exposures, but contrary to the

expectations the children from nuclear families showed to have

more Emotional Intelligence as compared to the children from

joint families.

Scrutiny of the related literature showed that there are conflicting

evidences regarding equality or supremacy of either sex in

Emotional Intelligence, so none of the gender can be conclusively

called superior to other.

Section III:

correlations between independent variables (Socio Economic

Status, Social Adjustment, Social Maturity and Self Concept)

and dependent variable (Emotional Intelligence) are

discussed

The relationship between different variables and Emotional

Intelligence are also examined with respect to High, Above

Average, Average, Below Average and Poor scores of Socio

Economic Status and respective Components of the other

independent variables.

EI

SES (r= 0.128;

Y=0.0314X + 24.258;

R2=0.0164 )High SES (r=

0.157 Y=0.0703x +

19.696 ; R2=0.0248 )

Above Average SES(r= -0.0235;

Y= -0.0186x + 28.959 ; R2=

0.0006)

Average SES(r= 0.138; Y=

0.0916x + 19.556 ;

R2=0.0191)

Below Average SES(r= 0.27; Y= 0.3005x + 8.7692;

R2=0.0727)

Poor SES (r= -0.32; Y= -0.2714x + 37.312;

R2=0.1014)

EI

Social Adjustment

(r= -0.133; Y= -0.0205x +

28.224; R2=0.0177)

Social Maturity (r= -

0.113; Y=-0.028x + 27.827;

R2=0.0127)

Emotional Aspect (r= -0.121; Y=-0.0359x +

28.012; R2=0.0146)

EI

Social Maturity (r= -

0.037; Y=-0.0084x +

28.76; R2=0.0014)

Personal Adequacy (r= -0.046; Y= -0.0224x + 28.497 ;

R2=0.0021)

Interpersonal Adequacy (r= -0.054; Y= -0.0324x +

29.308; R2=0.0029)

Social Adequacy (r=

0.0102; Y= 0.0061x +

26.407; R2=0.0001)

EI

Self Concept (r= 0.084;

Y== 0.014x + 25.171;

R2=0.0071)

Social Self Concept (r=

0.034; Y= 0.0307x + 26.228;

R2=0.0012)

Character Component (r= 0.079; Y=

0.0235x + 25.494; R2=

0.0062)

Intellectual Component (r= 0.0083;

Y= 0.0071x + 26.672; R2=

7x10-05)

Aesthetic Component (r= 0.065; Y=

0.0889x + 25.348;

R2=0.0042)

Emotional Component (r= 0.127; Y=

0.1083x + 27.192;

R2=0.0162)

The correlations between Overall, High, Above Average, Below

Average, and Poor Socio Economic Status and Emotional

Intelligence are significant at 0.05 level of confidence. Thereby,

indicating that Socio Economic Status is significantly, though, to a

minute extent affecting shaping of Emotional Intelligence in

formative years. Further, within respective group i.e. Overall,

High, Above Average, Average, Below Average and Poor Socio

Economic Status groups, 1.64%, 2.48%, 0.06%, 1.91%, 7.27% and

10.14% of change in Emotional Intelligence is owed to Socio

Economic Status respectively.

The correlation between Overall Social Adjustment, and Emotional

Intelligence, SM (Social Maturity Component of Social

Adjustment) and EM (Emotional Maturity Component of Social

Adjustment) are significant but negative. Overall Social

Adjustment, SM and EA are ascribed to 1.77%, 1.27% and 1.46%

changes in Emotional Intelligence within the respective group.

The correlations between Overall Social Maturity, componentslike, Personal Adequacy, Interpersonal Adequacy, Social Adequacyand Emotional Intelligence are negative and not significant at0.05%. The only significant correlation is between SocialAdequacy component of Social Maturity and EmotionalIntelligence. Overall Social Maturity, Personal Adequacy,Interpersonal Adequacy and Social Adequacy are attributed to0.14%, 0.21%, 0.29%, 0.01% change in Emotional Intelligencerespectively in the respective groups.

The correlations between Emotional Intelligence and overall SelfConcept, Character component, Intellectual component andEmotional component are significant but that between Aestheticcomponent, Social Self Concept and Emotional Intelligence are notsignificant. Overall Self Concept, Social Self Concept, Charactercomponent, Intellectual component, Aesthetic component,Emotional component affect 0.71%, 0.12%, 0.62%, 7x10-3%,0.42% and 1.62% changes in Emotional Intelligence respectivelywithin particular group.

Implication of the Study

The independent variables considered in the present study likeSocio Economic Status, Social Maturity and Self Concept andtheir sub levels or sub dimensions and type of school(Government. And Private) and locale (Urban and Rural) haveno differential impact on development of EmotionalIntelligence in B.Ed. students of Himachal Pradesh.

Therefore, there is a need to keep on working for the unearthingof the variables which have a significant influence on shapingEmotional Intelligence.

Further, as assumed for IQ that rural students are poor in IQ incomparison to urban students; contrarily, Emotional Intelligencelevels of both rural and poor students are equal.

This would lead to a non differential preconception in the mindsof teachers in dealing with the respective students and theemotional sensibility displayed in classroom teaching learningprocesses in both these settings will be similar.

There is a differential impact of Social Adjustment and familytype in manifestation of Emotional Intelligence. But the levelsof correlation showed by the variables is quite less, therefore, it isrequired for the further studies to have a consolidated andcomprehensive approach for the discovery of major factors whichinfluence the shaping of Emotional Intelligence. this approachshould include updated scales of all variables considered

Though the correlation showed by most of the selected variablesare too small to be considered as major causal factors but they aresignificant.

Usually teachers are observed to have some prejudicedunderstandings of the students’ abilities in regard to their familybackgrounds, which are evident in their sincerity and commitmentto perform the expected duties. The results of the present studyindicate that there is no differential impact of the socio-cultural andfamily conditions to the development of Emotional Intelligence,therefore the teachers need to shun any of their notions aboutdifference in Emotional Intelligence among students and treat anddeal with them alike.

Education

Colloquium on "factors influencing Emotional Intelligence among b.Ed. Students of Himachal Pradesh"