EFFECT OF AREA OF ORIGIN AND COURSE OF GRADUATION ON THE EMOTIONAL INTELLIGENCE OF COLLEGE GOING GIRLS
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Date
2012
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Abstract
Emotional intelligence is undoubtedly a research after the heart of psychologists. In their attempt to
investigate what determines emotional intelligence of adolescents, they have come with more
questions than answers. In recent times, a prior literature has shown emotional intelligence have
been determined by such variables as family, school, society and motivational factors (Aremti arfd
Sokan, 2003; Aremu, 2000). Therefore, social scientists and educational psychologists are beginning
to uncover the relationship of emotional intelligence to other determinants. The present research
aims to fill up the lacunae of the researches held on the determinants of Emotional Intelligence and
follows the words of Salovey and Mayer (2004) that defines El as the ability to perceive and express
emotions, assimilate them in thinking, understanding and reasoning, and regulates them in the self
and others. Hence the domains of Emotional Intelligence as stated by Salovey and Mayer (2004)
namely Intrapersonal Awareness, Interpersonal Awareness, Intrapersonal Management and
Interpersonal Management are considered and empirically examined for its relation with area of
origin and course of gradation of final year undergraduates. Three hundred college going adolescent
girls of Avinashilingam Institute for Home Science and Eligher Education for Women, Coimbatore,
Tamil Nadu was selected for the present research. A genera! and persona! profile was being collected
from the selected sample through a self constructed questionnaire. A Standard Questionnaire by
Mangal and Mangal for the assessment of Emotional Intelligence level of an individual (totally as
well as separately on four dornains Intrapersonal Awareness, Interpersonal Awareness, lntrapers<.mal
Management and Interpersonal Management respectively) was being administered for the 300
respondents from the major.course streams of Elome Science, Humanities, Management and Science
respectively. ■
The percentage distribution of the selected sample based on the scores obtained by them on the
above said four dornains of emotional intelligence separately and totally indicates that the rota!
emotional intelligence score showed a satisfactory percentage of 7.5 per cent being called n.s
emotionally intelligent, however none of the respondent could be categorized as very good scorer
when considered separately. . The effect of area of origin and course of graduation on Total
Emotional Intelligence showed an increase in the computed ‘P value and a significant difference at 5
per cent level between the independent variable- area of origin and the course of graduation. Hence
the area of origin and the course of graduation affect the level of emotional intelligence of the
selected lot.