Vol 5 Issue 9 Oct 2015 ISSN No : 2230-7850 ORIGINAL ARTICLE International Multidisciplinary Research Journal Indian Streams Research Journal Executive Editor Ashok Yakkaldevi Editor-in-Chief H.N.Jagtap
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Indian Streams Research Journal Impact Factor : 3.1560(UIF) ISSN 2230-7850 Volume - 5 Issue - 9 Oct - 2015 DOES EMOTIONAL INTELLIGENCE HAVE ANY RELATION WITH ACADEMIC ACHIEVEMENT OF HIGHER SECONDARY STUDENTS? Priyanka Datta Ph.D. Research Scholar, Department of Education, University of Calcutta, Kolkata, West Bengal. Co - Author Details : 2 3 Abhijit Guha and Mita Banerjee 2 Assistant Professor in Education, Ramakrishna Mission Sikshanamandira (Autonomous Post Graduate College of Teacher Education under University of Calcutta), Belur Math, Howrah, West Bengal 3 Vice Chancellor, West Bengal University of Teacher s Training, Education, Planning and Administration, Kolkata, West Bengal. ABSTRACT The researchers attempted to find out the relationship between Emotional Intelligence and Academic Achievement of the Higher Secondary students of Kolkata. Descriptive Survey research method and Correlational research design was used to collect data for the present study. The study comprised of 540 higher secondary students (256 male and 284 female students) randomly selected from the different undergraduate colleges of Kolkata and its suburbs. The tools that were used to collect information from the higher secondary students were the Mangal Emotional Intelligence Inventory (MEII) by Dr. S. K. Mangal and Mrs. Shubhra Mangal and the Academic Achievement Score which comprised of the mark obtained by the students in the Standard XII public examination of the West Bengal Council of Higher Secondary Examination (2014). The findings of the study revealed that there exists positive but not significant relationship between Emotional Intelligence and Academic Achievement of Higher Secondary students to a slight extent. The researchers concluded from the findings of the study that considering the cultural perspective of West Bengal, Emotional Intelligence is a necessary but not a very influential factor of Academic Achievement of the Higher Secondary students. KEYWORDS :Academic Achievement, Emotional Intelligence, Higher Secondary Students. INTRODUCTION : Kaur & Arora (2014) considered Academic achievement as one of the most important goals of education in this competitive age (p. 9). According to Steinmayr et al. (2014) Academic achievement 1
represents performance outcomes that indicate the extent to which a person has accomplished specific goals that were the focus of activities in instructional environments, specifically in school, college, and university. Mayer and Salovey (1997) defined Emotional Intelligence as the ability to perceive accurately, appraise, and express emotion; the ability to access and/or generate feelings when they facilitate thought; the ability to understand emotion and emotional knowledge; and the ability to regulate emotions to promote emotional and intellectual growth (p. 10). Low & Nelson (2004) reported that emotional intelligence skills are key factors in the academic achievement and test performance of high school and college students respectively (as cited in Roy et al., 2013, p. 127). Yahaya et al. (2012) emphasized that a high emotional intelligence helps maintain a state of harmonies and quiet in oneself and finally be more self-confident in dealing with the challenges of living and learning in educational institutions and that high emotional intelligence can contribute to a student in the learning process (Goleman, 1996; Elias, Ubriaco, Reese et al., 1992, Svetlana, 2007, p. 2). Kolachina (2014) examined relationship between emotional intelligence and academic achievement of expatriate students. The findings of the study found positive relationship between emotional intelligence and academic achievement among expatriate students. Aggarwal (2013) attempted to study the impact of High and Low levels of Emotional Intelligence, Emotional Maturity and Selfconfidence on the Academic Achievement of High School Students. The findings revealed no significant difference in the Academic Achievement of High School Students in relation to high and low levels of Emotional Intelligence and Self-confidence. Chamundeswari, S. (2013) investigated emotional intelligence and academic achievement of students at the higher secondary level. The results showed a positive significant correlation between emotional intelligence and academic achievement among the students. Roy et al. (2013) attempted to study the relationship between emotional intelligence and academic achievement motivation of 105 students of class XII of Patna. The findings of the study found positive relationship between emotional intelligence and academic achievement motivation. Upadhyaya (2013) attempted to explore the relationship between emotional intelligence and academic achievement among student-teachers. The findings of the study revealed that emotional intelligence is positively related to academic achievement (theory & practice). Mishra (2012) aimed to investigate the effect of Emotional Intelligence on Academic Achievement of senior secondary students from Government senior secondary schools of Jaipur district, Rajasthan. The study revealed that there is a positive effect of emotional intelligence on academic achievement of total group students and especially girl students. Nwadinigwe & Azuka-Obieke (2012) aimed to examine the relationship between emotional intelligence and academic achievement among senior secondary school students in Lagos, Nigeria. The results of the study showed that there is a positive relationship between emotional intelligence skills and academic achievement such that developing emotional intelligence skills of a student will lead to the enhancement of his/her academic achievement. Yahaya, et al (2012) examined the impact of the five emotional intelligence elements identified as selfawareness, emotional management, self motivation, empathy, interpersonal skills towards secondary school students academic achievement. The results showed that the significant relationship between self awareness (r = 0.21), emotional management (r = 0.21) and empathy (r = 0.21) at the level of p <0.05 with academic achievement. Akbar et al. (2011) examined the relationship between emotional intelligence and academic achievement among students of higher secondary schools. The findings indicated significant relationship found between emotional intelligence and academic achievement. Sharma (2011) aimed to examine the relationship of Emotional Intelligence, Stress, Adjustment and Academic Achievement of senior secondary students. The results of the study showed significant and positive relationship between Emotional Intelligence and Academic Achievement among senior 2
secondary students indicating that the students having high emotional intelligence show better academic achievement. Hettich (2000) remarked that Emotional Intelligence is one such factor which is instrumental in situations that call upon students to adjust successfully from one environment to another. Through emotional intelligence, one can become more successful in life as compared to individuals who gain solely, high levels of intellectual intelligence (Goleman, 1998).The present study was conducted on the higher secondary students of age ranging between 17-19 years who are at the verge of their adolescence and their emotional development during adolescence involves establishing a realistic and coherent sense of identity in the context of relating to others and learning to cope with stress and manage emotions (Santrock, 2001). The researchers find it necessary to conduct a study on the relationship of Emotional Intelligence with Academic Achievement of the Higher Secondary students as they felt, as Pool (1997) the senior editor of Educational Leadership, stated in an article in 1997 that emotional well being is a predictor of success in academic achievement and job success among others. Hence in the light of the above studies and reasons, the present study aimed to examine the relationship between Emotional Intelligence and Academic Achievement of the Higher Secondary students of Kolkata. OBJECTIVES OF THE STUDY i.to compare the Emotional Intelligence of Higher Secondary students under Gender (Male & Female) ii.to compare the Academic Achievement of Higher Secondary students under Gender (Male & Female) iii.to study the relationship between Emotional Intelligence and Academic Achievement of Higher Secondary students HYPOTHESES OF THE STUDY H01: There would be no significant difference in Emotional Intelligence between male and female Higher Secondary students. H 2: There would be no significant difference in Academic Achievement between male and female 0 Higher Secondary students. H 3: There would be no significant relationship between Emotional Intelligence and Academic 0 Achievement of Higher Secondary students. Methodology: Descriptive Survey research method and Correlational research design was used for the present study. Population: All the students with age ranging from 17-19 years who have passed Standard XII West Bengal Council of Higher Secondary Examination and have just taken admission in the First year in the General Degree Colleges affiliated to the University of Calcutta and belonging to the Humanities Department only constituted the population of the present study. Sample: The researcher selected and collected data from 650 (male= 325, female=325) students, out of which 34 were rejected from analysis because they did not completely fill in the questionnaire. Thus, the study comprised of 616 (male= 306 & female=310) sample of students. During analysis, the researcher further had to eliminate 76 students because they were found to be outliers. Thus the study comprised of 540 students (256 male and 284 female students). Sampling Technique: The researcher first collected the list of General Degree colleges affiliated to the 3
University of Calcutta were collected from the official website of the University of Calcutta and the West Bengal Higher Education Report (2012-2013) from the West Bengal Higher Education Report. Then she randomly selected 15 colleges three each from North, South, Central, East and West Kolkata and its suburbs (50 km around Kolkata) following the pin code list of Kolkata. After obtaining nominal rolls of the students from the First year Humanities department of each of the colleges the researcher then randomly selected the students from these colleges respectively. Tools Mangal Emotional Intelligence Inventory (MEII) by Dr. S. K. Mangal and Mrs. Shubhra Mangal (204). Academic Achievement Score was the mark obtained by the students in the Standard XII public examination of the West Bengal Council of Higher Secondary Examination (2014). Data Analysis The data was statistically analysed using Mean, Standard Deviation, t test, Pearson r Correlation. The 0.05 level of signi9ficance had been taken for analysis of data. The analysis of the study was done using the computer software Statistical Package for the Social Sciences IBM SPSS Version 21.00. Results of the Study: The results of the study are presented in the following tables and graphs. Objective 1: To compare the Emotional Intelligence of Higher Secondary students under Gender (Male & Female). To fulfil this objective the H01 was formulated and tested which were as follows: H01: There would be no significant difference in Emotional Intelligence between male and female Higher Secondary students Testing of H01: Groups: Emotional Intelligence of Male and Female Higher Secondary students Table 1: Descriptive and Inferential Statistics of Independent Sample Test of the Emotional Intelligence on Gender of Higher Secondary students Variables Gender N Mean Std. Std. Error Deviation Mean Emotional Male 256 64.22 11.00 0.69 Intelligence Female 284 63.13 10.18 0.60 **not significant at 0.05 level of significance t df Sig. (2 tailed) 1.186** 538 0.236 4
Fig. 1: Graphical representation of the Mean scores of the dimensions of Emotional Intelligence of Male and Female Higher Secondary Students Fig.1 shows that the mean scores of the Male students are found to be higher than the Female Higher Secondary students in Emotional Intelligence (Male= 64.22, Female =63.13). INTERPRETATION The analysis in Table 1 shows that in case of comparing the Emotional Intelligence between Male and Female Higher Secondary students the calculated t(538) value is 1.186 and p value is 0.236 (p>0.05). Hence, t is not significant at 0.05 level. So, H01 is not rejected and it can be safely said that the Male Higher Secondary students (Mean= 64.22) were not significantly different from the Female Higher Secondary students (Mean= 63.13) with respect to the Emotional Intelligence. Objective 2: To compare the Academic Achievement of Higher Secondary students under Gender (Male & Female) To fulfil this objective the H02 was formulated and tested which were as follows: - H02: There would be no significant difference in Academic Achievement between male and female Higher Secondary students Testing of H 0 2 Groups: Academic Achievement of Male and Female Higher Secondary students Table 2: Descriptive and Inferential Statistics of Independent Sample Test of the Academic Achievement _Gender of Higher Secondary students Variable Gender N Mean Std. Deviation Std. Error Mean t df Sig. (2 tailed) Academic Male 256 301.16 63.55 3.97 2.980* 538 0.003 Achievement Female 284 314.40 37.67 2.24 * significant at 0.05 level of significance 5
Fig.2: Graphical representation of the Mean scores of the dimensions of Academic Achievement of Male and Female Higher Secondary Students Fig.2 shows that the mean scores of the Male students are found to be higher than the Female Higher Secondary students in Academic Achievement (Male= 301.16, Female= 314.40). INTERPRETATION The analysis in Table 2 shows that in case of comparing the Academic Achievement between Male and Female Higher Secondary students the calculated t(538) value is 2.98 and p value is 0.003* (p<0.05). Hence, t is significant at 0.05 level. So, H02 is rejected and it can be safely said that the Male Higher Secondary students (Mean= 301.16) were significantly different from the Female Higher Secondary students (Mean= 314.40) with respect to their Academic Achievement. Objective 3: To study the relationship between Emotional Intelligence and Academic Achievement of Higher Secondary students To fulfil this objective the following null hypothesis H03 was formulated and tested which was as follows: H03: There would be no significant relationship between Emotional Intelligence and Academic Achievement of Higher Secondary students Testing of H 3: 0 Table 3: Correlation Matrix of Emotional Intelligence and Academic Achievement Academic Achievement Emotional Intelligence **not significant at 0.05 level of significance Academic Achievement Emotional Intelligence Pearson Correlation 1 0.003** Sig. (2-Tailed) 0.946 N 540 540 Pearson Correlation 0.003** 1 Sig. (2-Tailed) 0.946 N 540 540 6
INTERPRETATION The analysis in the Table 3 shows that, correlation coefficient i.e. r between score of Emotional Intelligence and Academic Achievement is 0.003. This indicates that a slight and positive correlation exists between Emotional Intelligence and Academic Achievement. The p value is 0.946 (p>0.05) which is not significant at the 0.05 level. Hence, H03 is not rejected. So, it can be said that there existed positive but not significant relationship between Emotional Intelligence and Academic Achievement of Higher Secondary students to a slight extent. CONCLUSION The results of the study indicated that the Male Higher Secondary students were not significantly different from the Female Higher Secondary students with respect to the Emotional Intelligence. The findings also revealed that the Male Higher Secondary students (Mean= 301.16) were significantly different from the Female Higher Secondary students with respect to their Academic Achievement. The results further revealed that there existed positive but not significant relationship between Emotional Intelligence and Academic Achievement of Higher Secondary students to a slight extent. The results of the present study complies with the study of Chen et al. (2015) who found that Emotional Intelligence (r=.002, p>.05) was positively but insignificantly associated with Academic Achievement. The results of the present study are partially in congruence with the studies of (Kolachina, 2014; Chamundeswari, 2013; Malik & Shujja, 2013; Roy et al., 2013; Upadhyaya, 2013; Mishra, 2012; Obieke, 2012and Sharma, 2011) whose results indicated the existence of significant positive correlation between Academic Achievement and Emotional Intelligence. On the basis of the findings of the study the researchers concluded that the results of the study to be considered not a noteworthy finding since the correlation between Emotional Intelligence and Academic Achievement although positive was found to be quite low. According to the researchers the dimensions of Emotional intelligence viz., Intra-personal awareness, Inter-personal awareness, Intra-personal management and Inter-personal management might not be directly and influentially related to Academic Achievement. The researchers further believed that there might be some factors which are restricting the higher scores of both Emotional Intelligence and Academic Achievement of the students in the study. Moreover there might be other factors like mental ability, study habits, attention, motivation, parenting styles, home environment, socio economic status and others which might be affecting Academic Achievement of the Higher Secondary students. It is also suggested that further studies are required considering these variables which might influence the Academic Achievement of the students. The researchers thus concluded from the present findings of the study that considering the cultural perspective of West Bengal, Emotional Intelligence is a necessary but not a very influential factor of Academic Achievement of the Higher Secondary students. The study however is significant and has its educational implications in that it will enable the stakeholders of education chiefly the parents and teachers to take care of the mental well being and emotional intelligence of these students to help them enhance their self determination, courage, independent thinking, and high-level processes regarding their attitudes to feelings, clarity of feelings, ability to discriminate among feelings, and mood-regulating strategies (Brackett and Mayers, 2003) to help them manage their interpersonal and intrapersonal relation with themselves and others thus paving the way for their better academic achievement. REFERENCES 1.Akbar, M., Shah, A.A., Khan, E.A., & Akhter, M. (2011). Relationship between Emotional Intelligence 7
and Academic Achievement among Higher Secondary school students. Pakistan Journal of Psychology, 42(2), 43-56. Retrieved from a. http://www.researchgate.net/publication/233755013_relationship_between_emotional_inte LLIGENCE_AND_ACADEMIC_ACHIEVEMENT_AMONG_HIGHER_SECONDARY_SCHOOL_STUDENTS 2.Brackett, M.A. and Mayers, J.D. (2003).Convergent, discriminate, and incremental validity of competing measures of Emotional Intelligence. Personality and Social Psychology Bulletin, 29(9), 1147 1158. 3.Chamundeswari, S. (2013). Emotional Intelligence and Academic Achievement among Students at the Higher Secondary Level. International Journal of Academic Research in Economics and Management Sciences, 2(4), 178-187. Retrieved from http://hrmars.com/hrmars_papers/emotional_intelligence_and_academic_achievement_among_s tudents_at_the_higher_secondary_level.pdf 4.Chen, Y. T., Choo & Lai, C. S. (2015). Personality traits, emotional intelligence and academic achievements of university students. American Journal of Applied Psychology, 4(3-1), 39-44. Retrieved on February 09, 2014 from http://article.sciencepublishinggroup.com/html/10.11648.j.ajap.s.2015040301.17.html 5.Elias, M.J., Ubriaco, M., Reese, A.M., et al. (1992). A measure for adaptation to problematic academic and interpersonal tasks of middle school. Journal of Middle School Psychology, 30, 41-57. 6.Goleman,D.(1996). Emotional intelligence. Why it matters more than IQ. Learning, 24(6), 49-50. 7.Goleman, D. (1998). Working With Emotional Intelligence, New York, NY: Bantam Books. 8.Gupta, A. (2011). A Study of Emotional Intelligence Effect on Educational Performance of Students, Educational Herald, 40(2), 23-32. 9.Hettich, P. (2000). Transition processes from college to career. Eric document no.: ED447368. 10.Kaur, J., & Arora, B. (2014). Study of academic achievement in relation to mental health of adolescents. BEST: International Journal of Humanities, Arts, Medicine and Sciences (BEST: IJHAMS), 2(4), 9-13. ISSN(E): 2348-0521Retrieved from: https://www.academia.edu/7211455/study_of_academic_achievement_in_relation_to_mental_he alth_of_adolescents 11.Kolachina, A. (2014). Impact of Emotional Intelligence on Academic Achievements of Expatriate College Students in Dubai. International Journal of Social Science and Humanities Research, 2(2), 97-103. Retrieved from http://www.google.co.in/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=1&ved=0cb4lvement s-320.pdf% 12.Low, G. R., & Nelson, D. A. (2004). Emotional Intelligence: Effectively bridging the gap between high school and college. Texas Study Magazine for Secondary Education, Spring Edition (as cited in Roy et al., 2013). 13.Mishra, P. (2012). A Study of the Effect of Emotional Intelligence on Academic Achievement of Jaipur Senior Secondary Students. International Journal of Educational Research & Technology, 3(4), 25. Retrieved from http://connection.ebscohost.com/c/articles/90473529/study-effect-emotionalintelligence-academic-achievement-jaipur-senior-secondary-students 14.Nwadinigwe, I. P., & Azuka-Obieke, U. (2012). The Impact of Emotional Intelligence on Academic Achievement of Senior Secondary School Students in Lagos, Nigeria. Journal of Emerging Trends in Educational Research & Policy Studies, 3 (4), 395. Retrieved from http://connection.ebscohost.com/c/articles/80021189/impact-emotional-intelligence-academic- 8
achievement-senior-secondary-school-students-lagos-nigeria 15.Pool, C.R. (1997). Up with emotional health. Educational Leadership, 54(8), 12-14. 16.Roy, B., Sinha, R., & Suman, S. (2013). Emotional Intelligence and Academic Achievement Motivation among Adolescents: a Relationship Study. Researchers World -Journal of Arts, Science & Commerce, 4(2), 126-130. Retrieved March 03, 2014 from http://www.researchersworld.com/vol4/issue2/paper_18.pdf 17.Santrock, J. W. (2001). Adolescence (8th ed.). New York: McGraw-Hill 18.Sharma, M. K. (2011). A study of relationship of emotional intelligence with adjustment, stress and achievement among senior secondary students (Ph.D thesis, Maharshi Dayanand University, Rohtak, Haryana, India). Retrieved February, 7, 2014 from http://shodhganga.inflibnet.ac.in/handle/10603/8345 19.Steinmayr, R., Meißner, A., Weidinger, A.F., & Wirthwein, L. (2014). Academic Achievement. Education, ISBN: 9780199756810, Published online July 2014. DOI: http://dx.doi.org/10.1093/obo/9780199756810-0108 Retrieved on 12.09.14 from http://oxfordindex.oup.com/view/10.1093/obo/9780199756810-0108 20.Svetlana, H.(2007) Emotional Intelligence And Academic Achievement In Higher Education. Pepperdine University. 21.Upadhyaya, P. (2013). A Study of the Relationship between Emotional Intelligence and Academic Achievement among Student- Teachers. European Academic Research, 1(8), 2388-2396. Retrieved March 09, 2014 from http://euacademic.org/uploadarticle/173.pdf 22.Yahaya, A., Ee, N. S., Bachok, J. D. J., Yahaya, N., Boon, Y., Hashim, S., Lee, G. M. (2012). The Impact of Emotional Intelligence Element on Academic Achievement. Archives Des Sciences, 65(4), 2-17. Retrieved December 13, 2014 from http://eprints.utm.my/25128/1/3.pdf. 9
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