An Emotional Intelligence in relation to Academic Factors among post-graduate students

2. AN EMOTIONAL
INTELLIGENCE IN
RELATION TO
ACADEMIC
FACTORS AMONG
POST-GRADUATE
COLLEGE
STUDENTS
DR. B. R. DAKSHAYANI
ASSISTANT PROFESSOR
ST. FRANCIS DE SALES COLLEGE,
BANGALORE
MS. ELMY ELDHA
M.SC. PSYCHOLOGY 1ST YEAR
ST. FRANCIS DE SALES COLLEGE,
BANGALORE

3. INTRODUCTION
 An emotion is a physiological response to a situation.
 Some people are naturally cheerful or optimistic, while others are
negative or pessimistic.
 Proper use of emotions an essential tool for a successful and fulfilling
life.
 Uncontrolled emotions can result in disaster.
 The cognitive process is crucial to control our emotions.
 Emotional intelligence including individual skills and insights regarding
inter and intra personal factors.

4. INTRODUCTION
 Emotional intelligence is essential for students to maintain interpersonal and
intrapersonal relationships at college, at home and at work.
 Enhancing the level of emotional intelligence has been correlated with better
results in learning and academic performance.
 Learning is an emotional process. If learning is under the control of emotions,
then it is easy to understand how we can use them to enhance learning.
 Emotional intelligence contributes to cognitive abilities and academic
achievement and it has emerged as an important factor that influences one’s
success in life (Leena J. 2000).

5. AIM
 A study to assess an Emotional Intelligence
influencing by academic factors among post-
graduate college students.

6. OBJECTIVES
 To find out the relationship between emotional
intelligence and academic factors among post-
graduate college students.
 To analyze the influence of course of study,
academic year and type of management on
emotional intelligence.

7. HYPOTHESES
 H1- There would be significant relationship between
emotional intelligence and academic factors
among post-graduate college students.
 H2- There would be significant interaction between
Course of Study, academic year and type of
management on emotional intelligence of college
students.

8. METHODOLOGY
 Population- Post-graduate college in Karnataka.
 Sample - Post- graduate students of arts and science
groups.
 Sampling Technique - Random sampling technique.
 Sample Size - Total 180 students.
 Research Design – 2X2X2 Factorial research design.
 Data collection method - 5- point rating scale.

9. METHODOLOGY
 Independent variable - Academic factors including course of study,
academic year and type of management.
 Dependent variable - Emotional Intelligence
 Tool - Emotional Intelligence Scale (EIS) developed by Nuthankumar
Thingujam and Usha Ram (1999). The 5-point rating scale consists of 33
items. The Reliability of the Instrument 0.90 was established by Test –
Retest Method and the Validity is 0.78.
 Analysis of data – Mean, SD (Standard Deviations), ANOVA (Analysis of
Variance) and ‘t’ test.

10. RESULTS AND DISCUSSION
 Emotional intelligence is considered basically in relation to academic factors, the
data pertaining to these variables are considered in testing hypotheses. The
impact of independent variables like course of study, academic year and type of
management on emotional intelligence analyzed in the result and discussion.
 To find out the significant relationship between emotional intelligence and
academic factors among post-graduate college students” the means and SD
scores of emotional intelligence are tabulated variable wise for the whole sample
and presented in Table-I.

11. Table- I Means and SDs for Scores on
Emotional Intelligence
Type of Management
Science Group Arts Group
First Year Second Year First Year Second Year
University Affiliated
Colleges
Mean 85.05 93.01 81.01 97.38
S.D. 7.62 4.18 9.15 7.99
Autonomous Colleges
Mean 81.17 91.16 98.46 91.00
S.D. 4.71 7.70 2.20 9.32

12. Discussion
 When we consider the means of the emotional intelligence variable wise: In terms
of course of study arts group students have highest mean of 91.96 than science
group students mean is 87.59, irrespective of academic year and type of
management.
 In terms of academic year, second year students have obtained the highest mean
of 93.13 than students of first year, whose mean is 86.42 irrespective of course of
study and type of management.
 In terms of type of management, students of university affiliated colleges have low
emotional intelligence mean score 89.11 than the students of autonomous
colleges mean score 90.44 irrespective of course of study and academic year.

13. Table- II Summary of ANOVA for Scores on
Emotional Intelligence
Source Of Variance
Sum of Squares
(SS) Df
Sum of Mean Square
(SMS) F
Course of study (CS)
1598.70 1 1598.70 .785@
Academic Year (AY)
128.13 1 128.13 .063@
Type of Management (TM)
23185.20 1 23185.20 11.38**
CS * AY 639.40 1 639.40 .314@
NC * TI 23829.00 1 23829.00 11.70**
AY * TM 88.40 1 88.40 .043@
CS * AY * TM 1702.53 1 1702.53 .836@
Error 961330.60 472 2036.71
Total 5928798.00 480

14. Discussion
 The hypothesis stated that there would be significant interaction between Course
of Study, academic year and type of management on emotional intelligence of
post-graduate students the evident from the table- shows that the ‘F’ value of 0.31
course of study x Academic year, 0.43 Academic year x Type of management and
0.83 are not significant. Only, course of study x Type of management 11.70 of
first order interaction is significant.
 Based on the obtained ‘F’ values of 0.836 the hypothesis which predicted that
there would be significant interaction among these three independent variables of
course of study X Academic year X Type of Management is rejected.

15. Table – III ‘t’ Values Among Eight Groups on
Emotional intelligence
 G1: Science Group – First Year – University Affiliated Colleges
 G2: Science group – First Year- Autonomous Colleges
 G3: Science group- Second year- University Affiliated Colleges
 G4: Science group – Second year – Autonomous Colleges
 G5: Arts group – First Year – University Affiliated Colleges
 G6: Arts group – First Year – Autonomous Colleges
 G7: Arts group – Second Year – University Affiliated Colleges
 G8: Arts group – Second Year – Autonomous Colleges
 Among the eight groups of subjects, the emotional intelligence of G6 is highest and
G5 is lowest.

16. ‘t’ Test
G1 G2 G3 G4 G5 G6 G7 G8
G1 - 2.14* 1.68@ 7.39** 3.80** 3.03** 2.89** 3.45**
G2 - 1.62@ 0.08@ 1.07@ 1.27@ 1.35@ 1.17@
G3 - 6.04** 2.14* 1.34@ 1.12@ 1.77@
G4 - 4.40** 5.16** 5.83** 4.81**
G5 - 0.86@ 1.23@ 0.41@
G6 - 0.31@ 0.45@
G7 - 0.80@
G8 -

17. SUMMARY
 Course of Study has no significant impact on emotional intelligence. However, Arts
group students have high emotional intelligence when compared to Science group
students.
 Academic year has no significant impact on emotional intelligence. However, second
year students have high emotional intelligence when compared to first year students.
 Type of management has significantly related to emotional intelligence. Post-
graduate students of Autonomous colleges have a high emotional intelligence than
the students of University Affiliated colleges.
 There is no significant interaction among course of study, academic year and type of
management with emotional intelligence.
 Hence there is no significant relation between Emotional intelligence and Academic
Factors.

18. CONCLUSION
 The present study results indicated that academic
factors are not influencing on emotional
intelligence. But some of the groups have low
emotional intelligence which required to focus on
pertain strategies to improve the emotional
intelligence of the post graduate college students.
It helps in their personal and academic life to lead
into the success.

19. LIMITATIONS
 The present study has examined the impact of academic
factors on emotional intelligence of post-graduate students.
 The investigation has focused only on post-graduate
colleges of Karnataka state which does not help to
generalize the findings.
 In the present investigation, the impact of only few
academic factors were studied on emotional intelligence.

20. IMPLICATIONS
 The results of the study imply a need to develop
interventions and implement programs to develop
emotional intelligence levels of students to get the
academic success.
 It indicates the need of psychologists, counselors and
educationalists, faculty, parents to enhance the emotional
intelligence to achieve success in education as well in life. It
helps young people learn to lead better life with healthy&
positive emotions.

21. SUGGESTIONS FOR FURTHER RESEARCH
 The study is conducted at small sample size; therefore, the
similar study can be launch for large sample to make
substantial generalizations.
 Examination of several other factors relating to emotional
intelligence can be adopted like interpersonal relations in
educational
 Deploying some interventional strategies to increase
emotional control and develop positive emotions.

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