Page 1 of 7

Journal for Studies in Management and Planning

Available at

http://edupediapublications.org/journals/index.php/JSMaP/

ISSN: 2395-0463

Volume 03 Issue 13

December 2017

Available online: http://edupediapublications.org/journals/index.php/JSMaP/ P a g e | 487

A Study of Emotional Intelligence in

Relation to Academic Achievement and

Family Environment

Shailja Rai

Research Scholar Nehru Gram Bharti University Kotwa Jamunipur Allahabad

Abstract

In today’s modern era life is changing very rapidly. In this situation our adolescent facing a

lots of challenges and adjustment problems at home , on work place in social relationship

and other areas of his life. Many times it happened due to lack of self- awareness, self- regulation and social skills. These all are component of emotional intelligence. In spite of

great recognition of emotional intelligence till now some researcher and educationist says

that emotional intelligence affect only success in business and corporate world but it seems

that emotions affect all our performance and abilities. Analysis of studies indicates that

several important variables, e.g. creativity, academic achievement, achievement in

mathematics and socio-demographical and environmental variables are significantly related

with Emotional Intelligence. This paper will provide researchers, educationist, policy

makers, school administrators, teachers and counsellors a better view about the process and

application of Emotional Intelligence.

Keywords: Emotional intelligence, creativity, Environment, corporate world, Counsellors.

Introduction

Emotional intelligence is the innate

potential to feel, use, communicate,

recognize, remember, describe, identify,

learn from, manage, understand and

explain emotions (Hein, 2007). Emotional

intelligence affects adolescent’s

relationship between themselves and with

other people. That is to say emotional

intelligence both defines adolescent’s own

development and maturity and also

adolescent’s relationships with others

(Akkoc, 2007). The aspects of emotional

intelligence viz., accurate perception and

expression of emotions, ability to access

and generate emotions; understanding

emotions and emotional meanings;

emotional regulation (Mayer and Salovey,

1997; Mayer et al., 2000) Emotional

intelligence is considered as an important

construct to understand human behavior

and future success in life. Although low

positive correlation has been found

between emotional intelligence and

creativity, regarding stress management,

emotional intelligence has been found a

potent factor. As far as academic

achievement is considered, contradictory

findings have been reported between

emotional intelligence and academic

achievement. Similarly, a few numbers of

studies have been conducted regarding

impact of emotional intelligence on the B.

Ed. students, though there are variance in

sample size and areas of Indian context

itself. Studies are also found concentrating

on the relationship between different

independent variables of study

Studies related to International

perspective on Emotional intelligence

Quy, Nguyen Huy. (1999) presented a

multilevel theory of emotion and change,

Page 2 of 7

Journal for Studies in Management and Planning

Available at

http://edupediapublications.org/journals/index.php/JSMaP/

ISSN: 2395-0463

Volume 03 Issue 13

December 2017

Available online: http://edupediapublications.org/journals/index.php/JSMaP/ P a g e | 488

which focuses on attributes of emotional

intelligence at the individual level and

emotional capability at the organizational

level.

Landau, E. and Weissler, K. (1998)

examined the relationships among

emotional maturity, intelligence, and

creativity in 221 gifted children at a

special school in Israel. They found that

highly intelligent and emotionally mature

children were more creative than less

emotionally mature gifted children.

Radford, Mike. (2004) opined that creative

acts consist of novel reorganizations and

combinations of information and challenge

the boundaries of sense as defined by the

space. Information is not emotionally

neutral. When the creative act challenges

the boundaries of sense, a higher level of

emotional consonance takes place.

Dunham (1978) identified three common

stress situations- (1) reorganization of

schools into comprehensive types (2) role

conflict and role ambiguity and (3) poor

working conditions like inadequate

building and high noise levels. He

concluded from his survey on 658 teachers

in the United Kingdom that ‘more teachers

were experiencing stress’ and ‘severe

stress was being experienced by more

teachers’.

Murphy, M.L. (1986) found that female

teachers experienced more stress than

males in the area of time management and

even reported high scores of physical

symptoms of stress in teacher-to teacher

relationship.

Reynolds, Christy H. and others. (2008)

examined the relationships among

emotional intelligence, coping mechanisms

for stress and leadership effectiveness for

middle school principals.

Tellanback, Brenner and Lofgren (1983)

conducted two studies on Swedish

schoolteachers. In the first study on 1.838

teachers, 40.15% said teaching was

‘always’ or ‘often’ a mental strain and in

the second study on 445 teachers, 31%

found their work to be ‘very much’ a

mental strain.

Afolabi, Olukayode Ayooluwa and others

(2009) examined the influence of

emotional intelligence and need for

achievement on interpersonal relations and

academic achievement of undergraduates.

Results confirmed that emotional

intelligence has significant influence on

need for achievement among

undergraduates.

Bradach, Robert H. (2008) explored the

degree of association between emotional

intelligence and school performance and

indicated that various components of a

middle school principal’s emotional

intelligence level is closely related to

higher level school success.

Deniz, M. Engin and others (2009) found

that adaptability and general mood, could

significantly predict the students’ locus of

control scores. A negative correlation was

found between emotional intelligence

skills and academic procrastination.

Giroir, Elizabeth M. E. (2009) observed

that sub scores of student who persist,

stress management had the highest mean

of 101.15, while general mood had a mean

score of 99.46 based on Emotional

Quotient inventory.

Qualter, Pamela and others (2009)

considered the effects of emotional

intelligence upon retention, revealing the

students with higher levels of emotional

intelligence are more likely to progress in

study and the prospects for emotional

intelligence based intervention

programmes.

Page 3 of 7

Journal for Studies in Management and Planning

Available at

http://edupediapublications.org/journals/index.php/JSMaP/

ISSN: 2395-0463

Volume 03 Issue 13

December 2017

Available online: http://edupediapublications.org/journals/index.php/JSMaP/ P a g e | 489

Virginia tech Researchers (2005) found

emotional intelligence is not directly

linked with emotional success, students

with higher levels of emotional

intelligence has more self-efficacy and

having more self-efficacy in turn enhanced

their academic performance.

Bachman (2000) found that the most

successful collectors scored significantly

higher in the emotional intelligence

competencies like self-actualization,

independence and optimism.

Bar-On (2000) found correlations of

emotional intelligence and intelligence

ranging positive but not significant.

Caruso & Wolfe (2004) define emotional

intelligence as the ability to perceive

emotions, access and generate emotions so

as to assist thought, understand emotions

and emotional knowledge and reflectively

regulate emotions to promote emotional

and intellectual growth.

Elians, Maurice J. and others (2000) based

on the formula of love, laughter, limits,

and linkages, this book presents practical,

parent-tested ways parents can help their

adolescent children become emotionally

intelligent.

Le Page-Lees, Pamela (1997) explored the

educational experiences of 21

academically successful women who were

disadvantaged as children. Results indicate

that resilient women who had endured

stress as children often developed a highly

advanced level of “emotional intelligence”

or “interpersonal and intrapersonal

intelligence.”

Liau, Albert K. and others (2003)

discussed the need to incorporate

emotional literacy programs, analyze the

influence of emotional literacy on problem

behaviors in Malaysian secondary school

students and links results of emotional

literacy to internalizing and externalizing

problem behaviour.

Qualter and Gardner (2007) found that

adolescents who score high on emotional

intelligence scale are rated by their peers

as less aggressive and more pro-social,

more empathic and less likely to engage in

tobacco and alcohol consumption.

Studies related to Indian perspective on

Emotional intelligence

Arora R. K. (1992) found that high

creative, high intelligent group was

significantly highest in emotional stability

than the remaining three creative

intelligence groups. Those possessing high

intelligence performed better than the low

ones in total academic achievements.

Arunmozhi, A. Rajendran, K. (2008)

observed that the selfhelp group members

do not differ in their emotional intelligence

based on their age, marital status, type of

family, Community and family status.

Pandey, R. and Tripathy, A.N. (2004)

investigated the developmental changes

and gender differences in EI in Indian

context. The results indicated that there

was increase in EI with age and females

were more proficient in managing and

handling their own emotions as well as of

others.

Saxena. P. and Basu S. (2010) revealed

that B.Ed. trainees from aided colleges

possessed significantly higher levels of

emotional intelligence than the trainees

from self-finance colleges. The female

teacher trainees significantly outscored

their male counterparts in terms of

emotional intelligence.

Dutta B.S.V. (2004) makes an attempt to

present the psychological as well as the

physical aspects of creativity dealing with

issues like creativity in early childhood,