EFFECT OF AREA OF ORIGIN AND COURSE OF GRADUATION ON THE EMOTIONAL INTELLIGENCE OF COLLEGE GOING GIRLS

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dc.categoryJournal Article
dc.contributor.authorArockia Maraichelvi, K
dc.date.accessioned2017-02-23T19:07:06Z
dc.date.available2017-02-23T19:07:06Z
dc.date.issued2012
dc.departmentHuman Developmenten_US
dc.description.abstractEmotional 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.en_US
dc.identifier.urihttps://ir.avinuty.ac.in/handle/avu/1762
dc.langEnglishen_US
dc.publisher.nameINTERNATIONAL JOURNAL OF MANAGEMENT AND BEHVIOURAL SCIENCESen_US
dc.publisher.typeInternationalen_US
dc.titleEFFECT OF AREA OF ORIGIN AND COURSE OF GRADUATION ON THE EMOTIONAL INTELLIGENCE OF COLLEGE GOING GIRLSen_US
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