A STUDY ON EMOTIONAL INTELLIGENCE AND ACHIEVEMENT MOTIVATION
AMONG HIGHER SECONDARY STUDENTS IN KERALA
- BINCY K. MATHEW UMI
INTRODUCTION
The
period of adolescence is a significant time in one's life as the personality and
its components are growing, clashing, watching, imitating, demanding, giving,
receiving, and sharing. Perhaps more than any other period in life, it is at
this period that character begins to be formed.It is a stage in life cycle
between 13 and 19 years of age. Character as a multifaceted expression of the
affective, the slow setting of the emotions, and the boundless vistas opened up
by the spiritual and intellectual. It is these many facets of the human
personality at its formative stage that the higher secondary stage must sub
serve. Intelligence is the capacity to engage in valid, abstract reasoning in
relation to an area of information. In the realm of emotions, intelligence
involves understanding the general nature of emotions, the meanings of
individual emotions and the capacity to uncover similarities and differences
among emotions. For any Higher Secondary student, the learning experience at
this stage of education becomes important for their living and decisive for
their living gainful lives. Hence the
study on emotional intelligence and achievement motivation among Higher
Secondary Students is the need of the hour.
HIGHER SECONDARY
STUDENTS
Higher
Secondary Students are the students those who are studying for Two Year courses
after the Tenth Standard, at the age group between 16 and 18 usually in
Kerala.The two-year higher secondary stage of education has an importance,
meaning, nature and scope which need a brief overview and recall. This two-year
education stage is important because for about half of those entering it, it
represents the terminal point of formal schooling, not the terminal point of
education because learning is a life long process, and the formal, non-formal
and informal learning systems must be geared to facilitate that process. Higher
Secondary Studentship is a significant stage of a person as it is the bridge
between the general information of the mind and personality which school
education is and the higher learning specializations which the college and
university represent. This 'stage is on the one Hand as strong or as weak as
the school stage is and is simultaneously a test of the soundness of the
learning culture developed at the school. The higher secondary is in relation
to the school both a mirror and a reflector. On the other hand the foundations
for higher learning are laid at this stage. In that sense the university and
the college can only build on the material formed at the higher secondary
stage. This stage is thus both a judge of the school system and the forecaster
of the learning futures of the university. The higher secondary stage also
derives its uniqueness in human terms because it is dealing with the human
person at a period of transition from childhood to youth, from infancy to
teenage. How human beings develop emotionally is of core importance in building
good interpersonal relationships. Scientific studies have suggested that
emotional intelligence helps a person to become successful in life. Hence
developing high emotional intelligence is essential for an adolescent to excel
in future life.
EMOTIONAL INTELLIGENCE
Emotional Intelligence is a cross-section of interrelated
emotional and social competencies, skills and facilitators that determine how
effectively we understand and express ourselves, understand others and relate
with them, and cope with daily demands and pressures. It is that part of the
human spirit which motivates us to perform, which gives us energy to
demonstrate behaviours such as intentionality, persistence, creativity, impulse
control, social deftness, compassion, intuition and integrity. The rapid development
of the era is challenging the adolescents to face the wave of globalization.
Thus, the ability to control the emotions has become important for not carried
away by the flow of negative and evil elements. A high emotional intelligence
helps to maintain a state of harmony in oneself and finally be more self
confident in dealing with the challenges of living and learning in educational
institutions. It is true to say that emotional intelligence involves
perceiving, understanding, and regulating emotions.
ACHIEVEMENT MOTIVATION
Achievement
motivation can be defined as the need for
success or the attainment of excellence. Individuals will satisfy their needs
through different means, and are driven to succeed for varying reasons both
internal and external. It
is one of the most important factors that lead one to their goals. It is a zest
and determination with a kind of excitement that leads one to persevere to
reach greater heights, in no matter what avenue of their life; be it - personal
or professional. The drive may come from an internal or external source. The
individual determines this. The factors that motivate an individual keep
changing as one climbs the ladder of age and maturity. And also, achievement of
one goal sets the ball rolling for another one to be achieved. Thus, to be
motivated is a constant need. There are times when one faces a period of
de-motivation and everything seems bleak. It is then that they need to find
what would motivate them back into action.
REVIEW OF LITERATURE
Review of
literature is a key step in research process. The typical purpose for analysis
or reviewing literature is to generate research questions to identify what is
known and not known about a topic. The major role of review of literature is to
develop a strong knowledge based to carry out research and other non research
and other non research scholarly activities.
A
study was conducted to examine relationship between
emotional intelligence and
academic achievement motivation among
students by Babli Roy in Patna, India. It also studies the emotional
intelligence of students with high, average and low academic achievement
motivation. Sample for the study includes 105 students (48 boys and 57 girls)
of class XII of Patna. The data were analyzed with the help of product moment
coefficients of correlation. The findings of the study reveal positive
relationship between emotional intelligence and academic achievement
motivation. The study also reveals that students with high, average and low
academic achievement motivation differ from one another on emotional
intelligence.
Another
Study was conducted by Ms. Anjum Naz, Lecturer, Department of Education,
University of Sargodha, Pakistan. This study examined the achievement and its
relationship with achievement motivation and self concept. The subjects
consisted of 336 students (146 males and 172 females) from four public and four
private schools of the Sargodha district at the secondary level. Intact groups
of all eight schools enrolled in 9th grade were involved in the study. An Urdu
translated version of ‘Academic Self-Description Questionnaire II’ (Marsh,
1990) and ‘General Achievement Goal Orientation Scale’ (McInerney, 1997) was
used. The results revealed that achievement motivation and self concept are
significantly related to academic achievement. Significant gender differences
were discovered which were in favor of girls. It was suggested that teachers
must use motivational strategies to involve students in academic activities for
improving their grades.
A study developed by John D. Mayer from the University of New Hampshire gives a framework for emotional intelligence, a set of skills hypothesized
to contribute to the accurate appraisal and expression of emotion in oneself
and in others, the effective regulation of emotion in self and others, and the
use of feelings to motivate, plan, and achieve in one's life. He start by
reviewing the debate about the adaptive versus maladaptive qualities of
emotion. He then explore the literature on intelligence, and especially social
intelligence, to examine the place of emotion in traditional intelligence
conceptions. A framework for integrating the research on emotion-related skills
is then described. Next, he reviewed the components of emotional intelligence.
To conclude the review, the role of emotional intelligence in mental health is
discussed and avenues for further investigation are suggested.
A study conducted
by Reinhard
Pekrun, Thomas
Goetz, Wolfram
Titz & Raymond
P. PerryAcademic emotions have largely been neglected by educational
psychology, with the exception of test anxiety. In 5 qualitative studies, it
was found that students experience a rich diversity of emotions in academic
settings. Anxiety was reported most often, but overall, positive emotions were
described no less frequently than negative emotions. Based on the studies in
this article, taxonomies of different academic emotions and a self-report
instrument measuring students' enjoyment, hope, pride, relief, anger, anxiety,
shame, hopelessness, and boredom (Academic Emotions Questionnaire [AEQ]) were
developed. Using the AEQ, assumptions of a cognitive-motivational model of the
achievement effects of emotions, and of a control/value theory of their
antecedents (Pekrun, 1992b, 2000), were tested in 7 cross-sectional, 3
longitudinal, and 1 diary study using samples of university and school
students. Results showed that academic emotions are significantly related to
students' motivation, learning strategies, cognitive resources,
self-regulation, and academic achievement, as well as to personality and classroom
antecedents. The findings indicate that affective research in educational
psychology should acknowledge emotional diversity in academic settings by
addressing the full range of emotions experienced by students at school and
university.
A study has done by Bhadouria Preeti from Madhya Pradesh, INDIA
on Role of Emotional Intelligence for Academic Achievement for Students .
According to this study in the current competitive environment where students
are expected to perform multi roles with efficiency and effectiveness, it is
highly needed to develop their right attitude and emotional intelligence
towards the unseen complexities of life and quality education. As emotional
intelligence is a subset of social intelligence with the ability to understand
and monitor one’s own feelings and others too which allows a student to mine
the required data for his academic achievement which is an outcome of education
and the extent at which the educational goal has been achieved. The emphasis of
this paper was to determine the factors which are affecting the development of
emotional intelligence and its role in academic achievement for students. In
this research secondary data has been collected out of which we find out the
correlation between emotional intelligence and academic achievement and
teaching emotional and social skills at school not only positively influence
academic achievement during the year when these were taught, but also leaves
the impact in long term achievement. Findings of this paper present that
academic achievement without emotional intelligence does not indicate future
success and absence of emotional intelligence also indicate the week
personality and ability to build relations at working place as well in schools
and it is highly important for quality education.
NEED AND SIGNIFICANCE OF THE STUDY
For many years educators, professionals
and the public alike have been focusing on the intellectual achievement of
individuals. In the past, perceived cognitive potential, more than any other
factor has been seen as a predictor of academic achievement. It has, however,
been established that despite an individual having the intellectual potential
to succeed at institutions of higher education, he/she may experience
difficulty dealing with emotional issues, have poor relationships, and be
ineffective in his/her decision making. These observations, among others, have
led to the realization that individuals from changing populations may require
more than intellectual abilities to exist and thrive academically.
This
study will be a significant endeavor in promoting good study environment in the
school and motivations of
its students. This study will also be beneficial to the students and
instructors in be aware of themselves corporate
strategies when they employ effective learning in
their classroom setting
particularly in different concepts related to the use of effective human
resources management. By understanding the needs of the
students and benefits of quality education,
these instructors and students be assured of a competitive
advantage. Moreover, this research will provide
recommendations on how to evaluate the performance of a certain institution in
accordance to human resources management.In addition to that this study will be
helpful to the teachers and parents in training and
informing students in the area of their strength and weakness. It will also
serve as a future reference for researchers on the subject of human resources.
And importantly, this research will educate clients in deciding on whether their
motivation is in the right direction or not.
METHODOLOGY
The
sample for the study would be randomly selected from the Higher Secondary
Students in Kerala. The data will be collected by distributing the standardized
Questionnaires on emotional Intelligence and Achievement motivation among the
students. The study would be done to measure that whether the students with
high, average and low academic achievement motivation differ from one another
on emotional intelligence. It would also focus on to understand the
relationship of emotional intelligence and achievement motivation among the
Higher Secondary Students in Kerala.
OBJECTIVES
The objectives
of the study are
Ø To
understand the emotional intelligence of the Higher Secondary Students
Ø To
understand the achievement motivation of the Higher Secondary Students
Ø To
understand the relationship ofemotional intelligence and achievement motivation
among the Higher Secondary Students in Kerala.
Ø To
study emotional intelligence of students with high, average and low achievement
motivation.
HYPOTHESIS
Ø There is a correlation among
emotional intelligence and achievement motivation among the higher secondary
students in Kerala.
Ø There is a significant relationship
between emotional intelligence and achievement motivation among the higher
secondary students in Kerala on the basis of gender.
SAMPLING TECHNIQUE
The investigator will use
convenience sampling methods to draw the samples. The
sample for the study would be comprised of 200 Higher Secondary Students (100
boys and 100 girls) from different parts of Kerala is randomly selected.
RESEARCH DESIGN
Descriptive
design
TOOLS
Ø Emotional Intelligence Questionnaire
Ø Achievement Motivation Questionnaire
Ø Personal Data Bank
STATISTICAL
TECHNIQUES
The data would be analyzed with the help
of Suitable Statistical Techniques like:
· ANOVA
Test
· t-
test
· Product
moment coefficients of correlation
REFERENCES
Preeti,
Bhadouria. (2013). Role of Emotional Intelligence for Academic Achievement for
Students Research Journal of Educational
Sciences Vol. 1(2), 8-12, May (2013)
Bhardwaj,
S. K. (1997). A psycho-social study of adjustment among adolescents. Indian educational abstracts,5, 4.
Drago,
J. M. (2004). The relationship between emotional intelligence and academic
achievement in nontraditional college students. Doctoral Dissertation. Walden University.
Elias,
M.J., Ubriaco, M., Reese, A.M., et al. (1992). A measure for adaptation to
problematic academic and interpersonal tasks of middle school. Journal of
Middle School Psychology, 41-57. (P.T.O)
Hurlock,
B. E. (1981). Developmental psychology- A
life span approach. New York: Mc Graw Hill Book Company.
Kulwinder Singh, Study of Achievement
Motivation in Relation to Academic Achievement of Students,
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Planning & Administration. Volume 1, Number 2 (2011), 161-171.
McInerney, D.M. (1997). Relationship
between motivational goals, sense of self, self-concept and cademic achievement
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July, 2000.
Mumthas,
N. S and Muhsina, M, Psycho-Social
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