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A Study of Relationship between Emotional Intelligence and Adjustment Among College Going Students

Chauhan, Sangeeta. International Journal of Education & Allied Sciences 3. 2 (JulDec 2011): 79-82. Turn on hit highlighting or !"ea#ing $ro%!er! &i'e highlighting

Abstract summary!
Tran!late ($!tractTran!late )n the "re!ent in*e!tigation 'ata %ere collecte' ro+ a !trati ie' ran'o+ !a+"le o 200 college !tu'ent! $, u!ing -+otional )ntelligence te!t an' Sel --!tee+ )n*entor,. The t%o-taile' te!t o !igni icance or 'i erence $et%een +ean! an' .ear!on/! "ro'uct +o+ent correlation! %ere the !tati!tical techni0ue! u!e' in a''ition to co+"utation o *ital !tati!tical in'ice!. The re!ult !ho%e' that no 'i erential e ect o gen'er on the $a!i! o e+otional intelligence an' !el -e!tee+. 1herea! highl, an' !igni icant correlation %a! oun' to $et%een e+otional intelligence an' !el -e!tee+. 2.345)C(T)67 (4ST8(CT9

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(4ST8(CT )n the "re!ent in*e!tigation 'ata %ere collecte' ro+ a !trati ie' ran'o+ !a+"le o 200 college !tu'ent! $, u!ing -+otional )ntelligence te!t an' Sel --!tee+ )n*entor,. The t%o-taile' te!t o !igni icance or 'i erence $et%een +ean! an' .ear!on/! "ro'uct +o+ent correlation! %ere the !tati!tical techni0ue! u!e' in a''ition to co+"utation o *ital !tati!tical in'ice!. The re!ult !ho%e' that no 'i erential e ect o gen'er on the $a!i! o e+otional intelligence an' !el -e!tee+. 1herea! highl, an' !igni icant correlation %a! oun' to $et%een e+otional intelligence an' !el -e!tee+. %eadnote <e, %or'!: -+otional )ntelligence, Sel -!tee+ an' College Stu'ent! )ntro'uction

-ach chil' enter! the %orl' %ith !o+e intellectual "otential %hich gro%! %ith the hel" o +aturit, an' al!o $orn %ith a certain, uni0ue "otential or e+otional !en!iti*it,, e+otional +e+or,, e+otional "rogre!!ing an' e+otional learning a$ilit,. The!e are our in $orn co+"onent! an' core o one/! =.=.>. The "otential i! lia$le to $e 'e*elo"e' or 'a+age' a! re!ult o one/! li e e;"erience! $ecau!e li e i! not a $e' o ro!e!. )t i! $e!et %ith nu+erou! "etal! li#e !orro%!, unculture' an' un%ante' ele+ent!. The $ri!tle! o +ala'?u!t+ent etc. continue to !tir hu+an e+otion! throughout their li e. So+eti+e! hu+an e;"re!! their e+otion! $ut on +o!t o the occa!ion! the, cur$ their !ociall, un'e!ira$le e+otional e;"re!!ion! to +aintain har+on, %ith !urroun'ing! an' their $alance. @an, ti+e! the ?o, o acco+"li!h+ent! a ection an' une;"ecte' ul il+ent o nee' cau!e cogniti*e e+otional 'i!!onance. Thi! 'i!e0uili$riu+ u!uall, increa!e the "ro$a$ilit, o uture !hoc#! an' "re!ent !train! the onl, ra, o ho"e or !a*ing our!el*e! ro+ e+otional tur+oil an' +ulti ariou! +ulti unction lie! in the 'e*elo"+ent o e+otional intelligence. )t hel"! "eo"le har+oniAe. -+otionall, +ature in'i*i'ual! ca"a$le to not onl, "ercei*e e;ten!ion range o eeling! in the+!el*e! an' other! $ut al!o to 0uic#l, a!!ign the +o!t !"eci ic la$el to the eeling! an' e+otional "roce!! i! not an i!olate' "heno+enon $ut co+"onent o general e;"erience, con!tantl, in luencing an' in luence' $, other! "roce!!e! going on at !a+e ti+e. )n to'a,/! a!t gro%ing %orl' li e ha! $eco+e +ore +echanical an' co+"etiti*e. Bouth a! %ell a! chil'ren are acing +an, 'i icultie! %hich are gi*ing ri!e to +an, "!,cho!o+atic "ro$le+! !uch a! e+otional u"!et!, an;iet,, in con!i!tenc, o $eha*iour etc. con!tant e+otional "re!!ure! 'i!tur$! learning a$ilit, an' or a long "erio' 'i!tur$ the total "er!onalit, o in'i*i'ual! an' +a, lea' to neurotici!+, "eo"le %ho are !la*e o their e+otion!, in !"ite o their ca"acitie! are una$le to "er or+ their $e!t in their iel' %or# $ecau!e the, are ailure to un'er!tan' goal-!tructure 'ue to learning unhealth, e+otional ha$it! that re!ult! in +ala'?u!te' $eha*iour an' controlling the+ i! *er, e!!ential o$?ecti*e o e'ucation. Control 'oe! not +ean re"re!!ion $ut it +ean! learning to a""roach a !ocial !ituation %ith rational attitu'e an' re"re!!ion o tho!e e+otion! %hich are !ociall, unacce"ta$le. There ore, goal o e+otional 'e*elo"+ent i! to attain e+otional health, $eha*iour an' e!ta$li!h !el a%arene!! $ecau!e !el ha! uni0ue attri$ute o #no%ing eeling, lo*ing an' "rai!ing it!el . The !"ecial con!i'eration o the !el or the !el i! #no%n a! !enti+ent! o >!el -regar'>. )t i! onl, +a#ing the in'i*i'ual! con!ciou! a$out their "o!iti*e e+otion! %hich the, e0uall, con!tantl, tr, to +itigate. )n'i*i'ual/! !el -e!tee+ i! in luence' $, e+otional reaction! o other! "eo"le %ith high !el -e!tee+ are o"ti+i!tic an' 'e*ote +ore ti+e in e;ternal acti*itie!, too# lea'er!hi" role! an' %ell a'?u!te' in 'i erent !ituation!. .eo"le %ith lo% !el -e!tee+ are +ani e!te' $, lo% le*el o ego!trength. )n *ie% o %i'e !igni icance o e+otional intelligence ro+ in'i*i'ual! a! %ell a! !ocial angle!, $eco+e! 0uite i+"erati*e that !eriou! e ort! !houl' $e +a'e or the "ro"er

'e*elo"+ent, right ro+ the earl, chil'hoo' a+ong hu+an $eing!. To 'e*elo" thi! co+"etence it i! e!!ential to teach e+otional e'ucation $ecau!e teacher can "la, an i+"ortant role to re'uce "re!!ure! that inter ere %ith Chil'/! e+otional 'e*elo"+ent. 4, a!!e!!ing an' 'e*elo"ing the !#ill! an' a$ilitie! teacher! can i+"ro*e their !el -e!tee+ an' "ro+ote +ore "o!iti*e attitu'e their e'ucation an' li e. 7ee' an' 8ele*ance o the Stu',: :or +o'ern !ocietie! the u!ual goal o e*er,one i! to !uccee' un'er!tan'ing !ucce!! a! the "o!!e!!ion o +ore +one,, a+e an' "o%er. )t i! e*i'ence the i+"ortance o e+otional intelligence in thi! en'ea*our #no%ing a$out one/! e+otional intelligence in ter+! o an e+otional 0uotient ha! %i'e e'ucational an' !ocial i+"lication! or the %el are o the in'i*i'ual! an' !ociet,. )n'i*i'ual! %ith high 'egree o !el -e!tee+ an' e+otional intelligence not onl, their inner 'e+an'! $ut al!o +aintain their +oral *alue!. 6n the other han' in'i*i'ual! %ith lo% e+otional intelligence are +ore *oci erou!, 'e"re!!e' an' ru!trate'. To o*erco+e the!e "ro$le+! "re!ent !tu', %ill hel" the in'i*i'ual! to control their negati*e e+otion! an' %ill hel" the+ not onl, to un'er!tan' their go al -!tructure' $ut al!o to achie*e !ucce!! e ecti*el,. The !tu', %ill +oti*ate e'ucationi!t! an' "olic, +a#er! to $uil' curriculu+ or i+"ro*ing e+otional co+"etencie! an' %ill al!o "ro*i'e !u icient !u""ort to gui'ance an' coun!elling !er*ice! inclu'ing "h,!ical an' +ental health "rogra++e!. .!,chological nee' o the !tu', %a! elt $ecau!e e'ucationi!t! tr, to !ol*e the !tu'ent/! "ro$le+! !,+"atheticall, %ith the hel" o !cience an' "!,cholog,. )n +o'ern era e+otional i++aturit, hin'er !tu'ent/! "rogre!! !o "re!er*ation o +ental health an' increa!ing a%arene!! o !el , "re!ent !tu', %ill "ro*e great a!!et in the iel' o "!,chological e'ucation. The !tu'ie! o Shar+a (2000), Sri*a!ta*a, <.4. (200C), Singh, S. (200D), (nan'+ani (200E), Du$e,, 8. (2007) on i+"ortance o e+otional intelligence highlight! that !tu'ent/! !ucce!! through e+otional e'ucation are +ore than general e'ucation. So+e 8elate' 8e!earche! : Daniel Fole+an, John @a,er an' .eter Salo*e, are +o!t i+"ortant e'ucationi!t! %ho ha*e concentrate' their attention on e+otional intelligence. Fu"ta (1977) oun' that three !cience "roce!! na+el,, 'ra%ing in erence!, e;clu!ion o *aria$le!G 'e!igning e;"eri+ent! are not !igni icantl, relate' to e+otional intelligence. Dhillon an' 4eri (1983) oun' that aca'e+ic "er or+ance i! not relate' to eeling! o e+otional !ecurit,. @a,er et. (l (1990) re"orte' a "o!iti*e relation!hi" $et%een *er$al intelligence an' e+otional intelligence. Con%a, (1993) oun' a !igni icant correlation $et%een !el re lection an' internal !tate a%arene!!. Sel con!ciou!ne!! %a! !igni icantl, relate' to high !el e!tee+. <a+ath an' #ane#ar (199D) oun' co+"are' to +en, !h, an' lonel, %o+en %ere +ore li#el, to ha*e lo% !el -e!tee+.

@a,er an' Fahen (199E) ha*e re*eale' "o!iti*e relation!hi" $et%een e+otional intelligence an' e+"ath,. Schute, et. al (1998) oun' that e+otional intelligence i! "o!iti*el, relate' to o"enne!! to e;"erience, negati*el, relate' to neurotici!+ an' not !igni icantl, relate' to agreea$lene!!. Chino (1999) oun' e+otional intelligence i! "o!iti*el, relate' to e;tra *er!ion an' e+otional !ta$ilit,. Singh (2000) re"orte' that ?o$ !ati! action a+ong 4.-', !tu'ent! to $e "o!iti*el, relate' to e+otional intelligence. Singh (2001) oun' rural $o,! %ere +ore e+otionall, intelligence than ur$an $o,! an' rural girl! %ere +ore e+otionall, intelligence than ur$an girl!. Sri*a!ta*a (2002) oun' that e+otional intelligence i! negati*el, relate' to alienation ten'enc, an' croo#e'ne!! a+ong $o,! an' girl!. -++erling (2003) re"orte' that e+otional intelligence acilitate! career 'eci!ion +a#ing. 1ell! (200C) oun' "o!iti*e relation!hi" $et%een e+otional intelligence an' le*el o a!"iration a+ong "ro e!!ional an' non-"ro e!!ional !tu'ent!. @ac#(llen (200D) oun' !igni icant correlation $et%een e+otional intelligence an' !el e!tee+ an' e+otional a'?u!t+ent. @anh! an' Fa#har (200E) oun' no !igni icant !e; 'i erence! in e+otional intelligence. Du$e, (2007) oun' no !igni icant relation!hi" $et%een e+otional intelligence an' aca'e+ic achie*e+ent a+ong un'ergra'uate !tu'ent!. 6$?ecti*e!: - The +ain o$?ecti*e! o the !tu', %ere a! ollo%! : 1- To !tu', the gen'er e ect on e+otional intelligence. 2- To !tu', the gen'er e ect on 'i+en!ion! o a'?u!t+ent. 3- To in' out the relation!hi" $et%een e+otional intelligence an' a'?u!t+ent. &,"othe!e!: 1- There i! no !igni icant gen'er e ect on e+otional intelligence. 2- There i! no !igni icant gen'er e ect on 'i+en!ion! o a'?u!t+ent. 3- There i! no !igni icant relation!hi" $et%een e+otional intelligence an' a'?u!t+ent. .roce'ure: The !tu', %a! con'ucte' in the 'e!cri"ti*e !ur*e, 'e!ign an' "roce'ural 'etail! ha*e $een articulate' a! ollo%! : .o"ulation: - college !tu'ent! o the age (1722,ear!) o <an"ur cit, %ere con!i'ere' a! the "o"ulation o the !tu',. Sa+"le: - the !a+"le o the !tu', inclu'e' 200 !tu'ent! ro+ *ariou! college! o <an"ur cit,. )n all 200 !tu'ent! are ta#en hal o $o,! an' hal o girl!.

Sa+"ling techni0ue!: - in the "re!ent !tu', or !election o !a+"le !trati ie'- ran'o+ !a+"ling techni0ue! ha! $een u!e'. College! an' !u$?ect! are cho!en $, lotter, +etho'. a- 1!t !tage !a+"ling unit- college. $- 3n' !tage !a+"ling unit-!u$?ect! Tool!: a- -+otional intelligence te!t $, <.S. @i!hra %a! u!e' to +ea!ure e+otional intelligence. Te!trete!t relia$ilit, %a! oun' 0.E9D7. $- ('?u!t+ent in*entor,, con!tructe' $, 4ell!, &.@. an' a'o"te' in &in'i *er!ion $, Dr. 8.<. 6?ha ha! $een u!e'. Collection o 'ata: Score! %ere collecte' $, te!t -%i!e an' +ale- e+ale %i!e. Stati!tical techni0ue!: - .ear!on >r> %a! u!e' to !tu', relation!hi" $et%een t%o *aria$le!. The >t> te!t %a! u!e' to in' out the !igni icance 'i erence! $et%een t%o +ean!. (nal,!i! o 'ata an' 'i!cu!!ion o re!ult!: ($o*e ta$le !ho%! that $oth +ale an' e+ale are e0ual on the e+otional intelligence. )t i! 'ue to the act that gen'er 'i!cri+ination on e+otion! in our !ociet, i! $eco+ing le!!er. )t i! a""arent ro+ the a$o*e ta$le that none o the t*alue! i! !igni icant at 0.0D le*el o !igni icance there ore it +a, $e inter"rete' that there i! no 'i erence $et%een +ale an' e+ale college !tu'ent! on 'i+en!ion! o a'?u!t+ent. )t i! 'ue to the act $oth +ale an' e+ale !tu'ent! get e0ual acilit, an' o""ortunit, in college! an' ai!o at ho+e, ($o*e ta$le !ho%! that correlation $et%een e+otional intelligence an' a'?u!t+ent o !tu'ent! i! !igni icant at 0.01 le*el!. )t +a, $e inter"rete' that e+otionall, intelligent "er!on! are %ell a'?u!te' in 'i erent !ituation. -'ucational i+"lication!: 1- :or !tu'ent!: () .re!ent !tu', %ill hel" the !tu'ent! to $uil' their e+otional co+"etencie! an' re!ol*e con lict non*iolentl,. 4) Thi! !tu', %ill hel" the !tu'ent! to #no% their %ea#ne!! an' !trength! $, #no%ing their le*el o !el e!tee+.

C) .re!ent !tu', %ill $e u!e ul in "re'icting the aca'e+ic an' "ro e!!ional !ucce!! o !tu'ent!. :or teache!: - 2 () 4, teaching e+otional !#ill! teacher! can gi t their !tu'ent! %ith !el -acce"tance, anger +anage+ent a$ilit, an' +oti*ation to coo"erate %ith other! an' un'er!tan' to their goal-!tructure. :or "arent!:- 3 () .re!ent !tu', !ugge!t! that "arent! !houl' 'e*ote enough ti+e to their chil'ren an' +oti*ate the+. 4) .re!ent !tu', !ugge!t! that the "arent! !houl' tr, to !ati! , the 'e!ira$le e+otional nee'! o their chil'ren. :or Fui'ance 1or#er!: - C () Fui'ance %or#er! can hel" !tu'ent! a! %ell a! teacher! to !et their $oun'arie! in or'er to "rotect their "h,!ical an' +ental health. 4) .re!ent !tu', %ill hel" the e'ucationi!t! an' "olic, +a#er! to 'e!ign curriculu+ inclu'ing e+otional e'ucation an' 'e*elo"+ent o ne% e'ucational "rogra++e!. Sidebar (8T)C5- )7:6 (rticle hi!tor, 8ecei*e' 29H08H11 (cce"te' 20H10H11 (*aila$le online 31H12H11 References 8e erence!: 4aron, 8. an' .ar#er, J.D.(. (2000). The &an'$oo# o -+otional )ntelligence: Theor,, De*elo"+ent, (!!e!!+ent an' (""lication at &o+e, School an' 1or# .lace. San :ranci!co. 4runo, :ran#, ). an' 1ile,, ). (197E). &u+an ('?u!t+ent an' .er!onal Fro%th: Se*en .ath%a,!, "". 183-220, 7e% Delhi.

Con!ortiu+ or 8e!earch on -+otional )ntelligence in 6rganiAation! (1990). -+otional )ntelligence Ser*ice!, 1C2,7orth Su'!$ur,, @.(. 0177E, 3S(. Fil+er, 4. (19E7). (""lie' .!,cholog,, .ro$le+! in 5i*ing an' 1or#, Tata @cFra%&ill .u$li!her!, 7e% Delhi, "". 180-183. Fra,,).S. (19DC). .!,cholog, (""lie' to &u+an ( air( 2n' e'.), @cFra%, &ill .u$li!her!, 7e% Delhi, "". 180181. Fu"ta, @.<. (200C). &o% to Control (nger-The Dea'l, -ne+,, .u!ta# @ahal, 7e% Delhi. &ein (199E). -+otional Iuotient or -*er,$o',: ( .ractical Fui'e to -+otional )ntelligence, 7e% Bor#: 4a!ic 4oo#!. 5in'!le,, D.4. (19D1). &an'$oo# o -;"eri+ental .!,cholog,, "". 2E7-309 7e% Bor#: lohn 1ile,. @angal, S.<. (2007). -!!ential! o -'ucational "!,cholog,, "". 203-2DE .rentice &all o )n'ia, .*t. 5t'. 7e% Delhi. .a"arao, 7. (2007). (-'itor). lournal o -'ucational 8e!earch in )n'ia (Iuarterl,), 1(1), "". 1-E, Su'i*,a .ra#a!han, Chhatti!garh. 8ui!el, .. (1992). Social )ntelligence: Conce"tion an' @etho'ological .ro$le+!, Stu'ie! .!,chological, 3C(C-D) "". 281-29E. Talent, 7or+an (1978). .!,cholog, o ('?u!t+ent 3n'er!tan'ing 6ur!el*e! an' 6ther!, 7e% Bor#, "". 1-CD. AuthorAffiliation 1 (!!t .ro . De"t. o -'ucation S.S.J.J., Jarana!i-221002 Co",right (!!ociation or the ('*ance+ent in Co+$inatorial Science! Jul-Dec 2011 1or' count: &'() Sho% le!!

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-+otion!G Sel e!tee+G -'ucationG TeachingG ('?u!t+entG 5earningG @ental healthG Succe!!G -+otional intelligenceG Sa+"ling techni0ue! Title ( Stu', o 8elation!hi" $et%een -+otional )ntelligence an' ('?u!t+ent (+ong College Foing Stu'ent! (uthor Chauhan, Sangeeta .u$lication title )nternational Journal o -'ucation K (llie' Science! Jolu+e 3 )!!ue 2 .age! 79-82 7u+$er o "age! C .u$lication ,ear 2011 .u$lication 'ate Jul-Dec 2011 Bear 2011 .u$li!her (!!ociation or the ('*ance+ent in Co+$inatorial Science! .lace o "u$lication @eerut Countr, o "u$lication )n'ia Journal !u$?ect -'ucation, Science!: Co+"rehen!i*e 1or#! )SS7 097D8380 Source t,"e Scholarl, Journal! 5anguage o "u$lication -ngli!h Docu+ent t,"e

:eature Docu+ent eature 8e erence!GTa$le! .roIue!t 'ocu+ent )D 1039EC1002 Docu+ent 385 htt":HH!earch."ro0ue!t.co+H'oc*ie%H1039EC1002=accounti'L3CD98 Co",right Co",right (!!ociation or the ('*ance+ent in Co+$inatorial Science! Jul-Dec 2011 5a!t u"'ate' 2012-09-17 Data$a!e .roIue!t 8e!earch 5i$rar,

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