The present paper is an effort to analyze relationship between emotional intelligence and academic accomplishment motive. It besides surveies the emotional intelligence of pupils with high, mean and low academic accomplishment motive.
Sample for the survey includes 105 pupils ( 48 male childs and 57 misss ) of category Twelve of Patna. The informations were analyzed with the aid of merchandise minute coefficients of correlativity. The findings of the survey reveal positive relationship between emotional intelligence and academic accomplishment motive. The survey besides reveals that pupils with high, mean and low academic accomplishment motive differ from one another on emotional intelligence.KEYWORDS: Emotional intelligence, Academic accomplishment motive.
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Introduction
The rapid development of the epoch is disputing the striplings to confront the moving ridge of globalisation. Therefore, the ability to command the emotions has become of import for non carried off by the flow of negative and evil elements. A high emotional intelligence helps to keep a province of harmoniousness in oneself and eventually be more self-assured in covering with the challenges of life and acquisition in educational establishments. Emotional Intelligence is a cross-section of interconnected emotional and societal competences, accomplishments and facilitators that determine how efficaciously we understand and express ourselves, understand others and associate with them, and header with day-to-day demands and force per unit areas ( Bar-On, 2006 ) . It is that portion of the human spirit which motivates us to execute, which gives us energy to show behaviors such as intentionality, continuity, creativeness, impulse control, societal adeptness, compassion, intuition and unity ( Kapp, 2002 ) .Lam and Kirby ( 2002 ) are of the sentiment that emotional intelligence involves comprehending, apprehension, and modulating emotions.High emotional intelligence can lend to a pupil in the acquisition procedure ( Goleman, 1996 ; Elias, Ubriaco, Reese et al. , 1992, Svetlana, 2007 ) . Students low on emotional intelligence may happen failure more hard to cover with, which undermines their academic motive ( Drago, 2004 ) . Academic motive is defined as enthusiasm for academic accomplishment which involves the grade to which pupils possess certain specific behavioral features related to motive ( Hwang et al, 2002 ) .
It is the orientation to the actions which is of import to oblige with the perfect criterions. Goc ( 2010 ) has stated the factors impacting studentsaa‚¬a„? achievement motive as ; effectivity of the instructor, friends, the person 's attitude towards school, pupils ' perceptual experiences about their ain abilities, past experiences ( positive or negative ) , the importance given to the pupil 's success, parents attacks towards their kids and school.For many old ages pedagogues, professionals and the populace likewise have been concentrating on the rational accomplishment of persons. In the yesteryear, perceived cognitive potency, more than any other factor has been seen as a forecaster of academic accomplishment. It has, nevertheless, been established that despite an single holding the rational potency to win at establishments of higher instruction, he/she may see trouble covering with emotional issues, have hapless relationships, and be uneffective in his/her determination devising ( Goleman,1995 ) .
These observations, among others, have led to the realisation that persons from altering populations may necessitate more than rational abilities to be and boom academically.All pupils experience defeat and failure to accomplish their ends. They depend on the strength of fortitude to command their negative ideas and feelings. If they are able to command emotions, they will accomplish the academic ends every bit good ( Dweck, 1996 ) . Finnegan ( 1998 ) argued that school should assist pupils larn the abilities underlying the emotional intelligence. This he believes could take to achievement from formal instruction old ages of the kid.
Likewise, Abisamra ( 2000 ) reported that there is a positive relationship between emotional intelligence and academic accomplishment. He hence canvassed for inclusion of emotional intelligence in the schoolsaa‚¬a„? course of study. Parker et Al ( 2004 ) in their survey found that extremely successful pupils scored higher than the unsuccessful group on emotional intelligence. In the same vena, Low and Nelson ( 2004 ) reported that emotional intelligence accomplishments are cardinal factors in the academic accomplishment and trial public presentation of high school and college pupils severally. A survey conducted by Rode et Al ( 2007 ) predicted that emotional intelligence was related to academic public presentation for two grounds.
First, academic public presentation involves a great trade of ambiguity. Second, bulk of academic work is autonomous, necessitating high degrees of self-management. Therefore, persons with high emotional intelligence would execute better academically. Similarly, a survey conducted on kids aged 4 old ages found that commanding the urges of action have shown their ability in accomplishing good academic and good societal accomplishments when they are in their adolescence ( Shoda, Mischel, and Peake, 1990 ) . Contribution of emotional direction to academic public presentation was besides supported by research done by MacCann et Al ( 2011 ) .
The consequences suggest that better educational results might be achieved by aiming accomplishments associating to emotion direction and problem-focused header. Svetlana ( 2007 ) suggests the demand to integrate emotional intelligence preparation into secondary instruction course of study, due to a important relationship between emotional intelligence and academic accomplishment.The purpose of this survey was to analyze the relationship between emotional intelligence ( EI ) and academic achievement motive among striplings. Scant research exists on the relationship of emotional intelligence and academic accomplishment motive in India. There are two major grounds for this. First, the emotional intelligence [ EI ] concept is comparatively new ( Mayer & A ; Salovey, 1990 ) .
Second, a century of research on general intelligence and cognitive public presentation has overshadowed the function of non-cognitive EI factors that may consequence academic accomplishment. This has led to a consensus among pedagogues that cognitive factors, like high tonss on intelligence trials, predict pupil public presentation in college ( Jensen, 1998 ) . Yet, many pupils still fail to populate up to their true possible despite their IQ or old academic public presentation. Conversely, some college pupils with mediocre classs have managed to finish a college or university instruction.
Both of these illustrations suggest that other factors, specifically non-cognitive EI factors, may be at work.In kernel, the importance of emotional intelligence on academic accomplishment motive has been found to be really important. Nevertheless, and in malice of the surveies reviewed, there is still a demand to foster look into the relationship of emotional intelligence to academic achievement motive most particularly in state like India, where most research workers are yet to demo involvement in the concept. Probes that address the interrelation of emotional intelligence and elements of academic accomplishment at establishments of higher instruction will beef up the relationships between these concepts.
The research findings may besides back up the demand to integrate emotional intelligence course of study into college academic plans.Aim: The aims of the survey were-1. To analyze the relationship between emotional intelligence and academic accomplishment motive. *2.
To analyze emotional intelligence of pupils with high, mean and low academic accomplishment motive. *Methodology: The sample for the present survey consisted of 105 category Twelve pupils. Out of which 48 were male childs and 57 were misss. Simple random trying technique was adopted to choose the sample. Academic Achievement Motivation Test of Dr. T.
R. Sharma and Emotional Intelligence Inventory by Dr. S. K. Mangal and Mrs. Shubra Mangal were used as tools for the survey.
High, mean and low groups of academic achievement motive were formulated on the footing of the norms set by the Academic Achievement Motivation Test of Dr. T. R. Sharma. Product minute coefficients of correlativity were computed for the analysis of the informations.
RESULTS AND DISCUSSION
Table 1
VALUES OF COEFFICIENTS OF CORRELATION BETWEEN EMOTIONAL INTELLIGENCE AND ACADEMIC ACHIEVEMENT MOTIVATION
Groups
Sample Size
( N )
Correlation Coefficient
( R )
Entire1050.275Male childs480.225Girls570.344Perusal of Table 1 shows that the values of coefficient of correlativity between emotional intelligence and academic accomplishment motive for entire sample, male childs and misss are.275, .225 and.344 severally.
It means that there is low positive correlativity between emotional intelligence and academic achievement motive among entire sample and both male childs and misss. It may be due to the ground that as they are better motivated to manage, manage and command their emotions, their academic accomplishment motive besides increases. The above happening draws support from the findings of Mahyuddin, Elias and Noordin ( 2009 ) . They besides found important correlativity between EQ and academic accomplishment motive. However, Bissessar ( 2008 ) and Drago ( 2004 ) found no relationship between emotional intelligence and intrinsic motive and achievement motive severally.* This aim was achieved with mention to entire sample, male childs and misss individually.
Table 2
LEVEL WISE VALUES OF COEFFICIENTS OF CORRELATION BETWEEN EMOTIONAL INTELLIGENCE AND ACADEMIC ACHIEVEMENT MOTIVATION
Groups
Degree of Academic Achievement Motivation
Sample Size
( N )
Correlation Coefficient
( R )
EntireHigh250.320Average710.198Low9-0.320Male childsHigh170.422Average280.104Low30.127GirlsHigh8-0.012Average430.
200Low6-0.770Valuess of coefficient correlativity depicted in table 2 reveal that there is low positive correlativity between emotional intelligence tonss and high and mean degrees of academic accomplishment motive i.e. ( = .320 and.
198 severally ) . Value -0.320 depicts the negative correlativity between the emotional intelligence and low degree of academic accomplishment motive for the entire sample. In instance of male childs, there is positive correlativity between emotional intelligence and high, mean and low degrees of academic accomplishment motive i.
e. ( = .422, .104 and.
127 severally ) . In instance of misss, there is negative correlativity between emotional intelligence and high and low degrees of academic accomplishment motive i.e. ( = -0.012 and -0.770 severally ) .
Average degree of academic accomplishment motive is positively correlated with emotional intelligence ( = .200 ) for the selected sample of misss.
Decision
There is low positive correlativity between emotional intelligence and academic achievement motive among both male childs and misss that indicates with addition in emotional intelligence, the pupils are academically motivated.There is low positive correlativity between emotional intelligence tonss and high and mean degrees of academic achievement motive. Emotional intelligence is negatively correlated with low degree of academic accomplishment motive for the entire sample.In instance of male childs, there is positive correlativity between emotional intelligence and high, mean and low degrees of academic achievement motive. High and low degrees of academic accomplishment motive are negatively correlated and mean degree of academic accomplishment motive is positively correlated with emotional intelligence for the selected sample of misss.
Deduction
Excellent public presentation in academic is the cardinal mark and end for each pupil irrespective of cultural group. In order to obtain good consequences, apart from effectual larning techniques, pupils should be able to acknowledge themselves in peculiar of self emotions, so that it does non go a stumbling to success.Hence the demand to place oneself, emotional intelligence should be noted non merely for academic involvement but besides for success in life.The key to obtain success of larning is to give full attending and concentration during the procedure of learning larning. High degree of emotional intelligence can assist quiet the head and therefore to increase the soaking up of information received. As a consequence it will lend to their academic accomplishment. It is recommended that studentsaa‚¬a„? academic accomplishment should be enhanced with the usage of emotional intelligence preparation.
The inclusion of emotional intelligence as portion of the course of study could take to a assortment of positive personal, societal and social results. Increasing emotional intelligence may non merely ease the acquisition procedure and better calling pick and likeliness of success, but could besides heighten the chance of better personal and societal version in general. The educational experience would be more balanced or holistic as it would concentrate on educating the whole individual. There could besides be good effects for the establishments, bettering the environment in which the educational experience occurs.
Students need the ability to measure a state of affairs right, respond suitably in hard fortunes and exercising emphasis tolerance or show impulse control when doing judgements about academic determinations. Students need activities and reding Sessionss that help set up proactive forms that increase consciousness about emotional intelligence. The end is to further accomplishments that lead to academic success.
