A STU DY OF EMOTIONA L INTELLIGEN CE AND FAMILY
Table 4.2 Significance of difference in Academic Achievement
N.S. – Non significant
NS – Non-significant
ENVIRONMENT AS DETERMINANTS OF ACADEMIC
ACHIEVEMENT OF TEACHER – TRAINEE
Dr. Khushvinder Kumar, Principal, B.C.M. College of Education, Ludhiana , Punjab , India
E-mail address: drkhush01@gmail.com
Ramanjeet Kaur, D.A.V. Public School , Ludhiana , Punjab , India
ABSTRACT:
The present study analyses if there is any significant difference in the Academic Achievement, Emotional Intelligence and Family Environment of male and female teacher-trainees. It also studies if there is any significant relationship between Academic Achievement and Emotional Intelligence; Academic Achievement and Family Environment; Emotional Intelligence and Family Environment of teacher-trainees. Sample consisted of 145 B.Ed. students (61 males and 84 females) selected randomly from four education colleges of Ludhiana
Key Words: Academic Achievement, Emotional Intelligence, Family Environment.
INTRODUCTION:
Although educational reforms and efforts have been made in improving academic achievement, inadequate student performance continues to be a problem. Good academic records in school build self esteem and self-confidence, which leads to better adjustment with group or society. Academic achievement in general refers to the scores obtained in the annual examination or refers to the degree or level of success or proficiency attained in some specific area, concerning scholastic or academic work. Academic Achievement is the attained ability or degree of competence in school tasks usually measured by standardized tests (Torres, 1994). Academic achievement is not predicted by a student's fund of facts or by a precocious ability to read, as much by the emotional and social measures: being self-assured and interested; knowing what kind of behaviour is expected and how to rein in impulse to misbehave, being able to wait, to follow directions, and to turn to teachers for help, and expressing needs while getting along with other students. Almost all students who do poorly in school, lack one or more of these elements of emotional intelligence. Emotional Intelligence is the ability to perceive emotions, integrate emotions, to facilitate thought understand emotions, and to regulate emotions to promote personal growth (Salovey and Mayer). How we feel about ourselves and others affects our ability to concentrate, remember, think and express ourselves. An emerging strategy today, in emotional education is not to create a new class, but to blend lessons in feelings and relationships with other topics being taught. Emotional lessons can merge naturally into reading and writing, health, science, social studies etc. at school level and educational psychology, school management and administration, special education etc. at B.Ed. level. There is a need to assess and develop emotional intelligence in teacher- trainees in order to make them more confident and emotionally prepared for the classroom. It is also important that all who are interested in the education of the child should understand the role of the family in his social, psychological and the academic development. By the time the child begins to go to school, he has already acquired many of his social patterns, has developed a definite personality and has a body of habits and knowledge and an attitude that will significantly influence his formal education in school/college and his entire future adjustment in life. Human elements around the child is called environment. It embraces the social, physical and emotional activities of the child ( Beena Shah,2001). Family environment consists not only of concrete realities such as physical safety, education and recreation but also includes social realities in terms of interpersonal relationships. Family environment and critical experiences like how dependable and responsive to the child's needs parents are, the opportunities and guidance a child has in learning to handle his/her own distress and control impulse and practice empathy go a long way in influencing the academic success and success in life.
There are various factors which influence the Academic Achievement. These include cognitive and non-cognitive factors. Cognitive Factors are Intelligence, Memory, Learning Capacity, Creativity etc. Non-Cognitive Factors are Emotional Intelligence, Level of Aspiration, Physical and Mental Health, Self concept of the learner etc. Social Factors are Family Environment, Home Environment, Community, Social Environment, Class-room Environment, Friends, Socio-economic status etc. These factors may affect the academic achievement both positively as well as adversely. In the present study, Academic Achievement will be studied as determined by Emotional Intelligence & Family Environment.
REVIEW OF RELATED LITERATURE
Academic achievement has been studied by various researchers in relation to various demographic factors like sex, socio-economic status locale, subject stream, neighbourhood risk, number of siblings, type of school and medium of the school etc. by Misra (1986), Mehrotra (1986), Sabapathy (1986), Kapoor (1987). The factors reported significant on Academic Achievement are Gender, Socio-Economic status, Locale, Medium of instruction, Type of school etc.
Emotional Intelligence has been studied in relation to various demographic factors like age, gender, education, locale by Salovey & Mayer (1990), Dalip Singh (2001), Harrod (2005), Katyal (2005). The factors reported significant on Emotional Intelligence are age and gender.
Family Environment has been studied by Kalliath (1988), Arati & Prabha (2005) in relation to demographic factors. The factors reported significant on Family Environment are levels of education, types of education, stream of study, number of siblings, father’s occupation, father’s education, family income etc. researchers in relation to demographic factors.
Academic Achievement has been studied by various researchers in relation to Emotional Intelligence. Barton (1972), Hatzes (1996), Pool (1997), Finnegan (1998), Boyce (2001), Stottlemoeyer (2002), Thi & Kirby (2002), Vela Jr. (2003), Abdullah (2004), Drago (2004), Vig. (2004) have found that Emotional Intelligence is a significant factor for Academic Achievement.
Academic Achievement has been studied by various researchers in relation to Family Environment. Morson (1961), Jagannadhan (1985), Sharma (2001), Basantia (2001), Kaur K. (2002), Kaur S. (2006), Kaur U (2006) have found that Family Environment is a significant factor for Academic Achievement.
NEED FOR THE STUDY
Intellectual ability is not the guarantee to academic success. Significant research shows that emotional states affect the ability to process information. So, there is a need to conduct a study to see whether and how far Emotional Intelligence influences the achievement of teacher-trainees in academic pursuits and if it does then Emotional Intelligence skills should be made imperative in the curriculum of teacher-trainees, hence raising their level of academic achievement by enabling them to manage their emotions well and acquire the ability to regulate their fear, worry, frustration. Further, only such teachers, who themselves are high on emotional intelligence will be aware of the emotional status of the students and can help them overcome negative feelings by enhancing their emotional competency and emotional regulation. Another purpose of the present study is to find out if there is any significant relationship between Family Environment and Academic Achievement; Emotional Intelligence and Family Environment. If yes, then educate the parents for providing an environment fostering acceptance, reasonable autonomy and control, expressiveness, bonding and cohesiveness within the family.
OBJECTIVES OF THE STUDY
1. To study the level of Academic Achievement of teacher-trainees.
2. To study the level of Emotional Intelligence of teacher-trainees.
3. To study the Family Environment of teacher-trainees.
4. To study the relationship between Academic Achievement and Emotional Intelligence of teacher-trainees.
5. To study the relationship between Academic Achievement and Family Environment of teacher-trainees.
6. To study the relationship between Emotional Intelligence and Family Environment of teacher-trainees.
HYPOTHESES
1. There exists no significant difference in the level of Academic Achievement of male and female teacher-trainees.
2. There exists no significant difference in Emotional Intelligence of male and female teacher trainees.
3. There exists no significant difference in various dimensions of Family Environment of male and female teacher-trainees.
4. There exists no significant relationship between Academic Achievement and Emotional Intelligence of teacher-trainees.
5. There exists no significant relationship between Academic Achievement and various dimensions of Family Environment of teacher-trainees.
6. There exists no significant relationship between Emotional Intelligence and various dimensions of Family Environment of teacher-trainees.
DELIMITATION OF THE STUDY
(a) The area of the study was limited to district Ludhiana (Punjab ).
(b) The number of education colleges was limited to four.
(c) The number of students was limited to 145.
PAPER BODY:
METHOD AND PROCEDURE
Design
Descriptive survey method of investigation was used in the present study.
Sample
The study was conducted on a representative sample of 145 B.Ed. students selected randomly from four Education colleges of Ludhiana
Tools
The following tools were used in the present study:
(1) Emotional Intelligence test by Dr. N.K. Chadha (2001)
(2) Family Environment Scale by Dr. Harpreet Bhatia and Dr. N.K. Chadha (2002).
(3) Graduation marks of B.Ed. students were taken as Academic Achievement.
Statistical technique
· Descriptive statistics like mean, median, mode, standard deviation, skewness, kurtosis were used to examine the nature of distribution of scores.
· t-test was applied to study the differences between Academic Achievement, Emotional Intelligence and Family Environment of male and female teacher-trainees .
· Pearson’s product moment correlation was used to study the relationship between Academic Achievement and Emotional Intelligence, Academic Achievement and Family Environment, Emotional Intelligence and Family Environment.
ANALYSIS AND DISCUSSION
There is no significant difference in Academic Achievement of male and female teacher-trainees as shown by t-value (table 4.2). There is a significant difference in Emotional Intelligence of male and female teacher-trainees as shown by t-value(table 4.3). Male and female teacher-trainees differ significantly on Cohesion and Acceptance and Caring dimensions of Family Environment while they do not differ significantly on the other six dimensions i.e. Expressiveness, Conflict, Independence Independence
EDUCATIONAL IMPLICATIONS
Now- a- days, E.Q. is more important than I.Q. for a person to be successful in life. The present study suggests which groups are more emotionally intelligent as compared to others .So, efforts can be made by teachers and parents to develop emotional intelligence skills in the less emotionally intelligent group so that they can have better control over their emotions and their lives .This can be done by starting emotional literacy classes in schools or by reforming the curriculum in such a way that the requisite emotional skills can be taught to them while teaching other subjects like Maths, English. Teachers may help the students to develop self- awareness , empathy ,art of resolving conflict and cooperation. Teachers should freely and frankly talk about feelings with students. For that, Emotional literacy programmes must be included in the training programmes of teacher-trainees. This would strengthen the ties among parents, teachers and taught. The study also suggests a relationship between Emotional Intelligence and Family Environment, so the parents should make efforts to build emotional competences in children, so that they can better fulfil their various roles in life. It means that higher emotional intelligence in females leads to better family environment. So, the contribution of females in providing a congenial family environment and developing emotional intelligence skills in their children is more than that of males.
CONCLUSION:
The results of the present study can be used by teachers, parents as well as students to improve family environment, educational environment and thus the whole society by making the future citizens emotionally intelligent.
scores of male and female teacher-trainees
| S. No. | Sex | No. of students | Mean | S.D. | t-value |
| 1. | Males | 61 | 60.094 | 7.041 | 0.913 NS |
| 2. | Females | 84 | 61.086 | 5.493 |
Table 4.3
Significance of difference in Emotional Intelligence
scores of male and female teacher-trainees
| S. No. | Sex | No. of students | Mean | S.D. | t-value |
| 1. | Males | 61 | 190.721 | 64.129 | 2.903 S |
| 2. | Females | 84 | 210.833 | 40.388 |
S.- Significant
Table 4.4
Significance of difference in various dimensions of Family trainees
Environment scores of male and female teacher
| S. No. | Dimension of Family Environment | Sex | No. of Students | Mean | S.D. | t-value |
| | Relationship Dimensions: | | | | | |
| 1. | Cohesion | Males | 61 | 50.34 | 8.179 | 1.993* |
| Females | 84 | 53.30 | 6.392 | |||
| 2. | Expressiveness | Males | 61 | 32.18 | 6.198 | 0.229NS |
| Females | 84 | 32.19 | 4.078 | |||
| 3. | Conflict | Males | 61 | 40.63 | 6.770 | 0.107NS |
| Females | 84 | 40.65 | 6.237 | |||
| 4. | Acceptance and Caring | Males | 61 | 42.95 | 6.417 | 2.086* |
| Females | 84 | 45.35 | 5.69 | |||
| | Personal Growth Dimensions: | | | | | |
| 5. | | Males | 61 | 30.68 | 4.635 | 1.123NS |
| Females | 84 | 31.76 | 4.38 | |||
| 6. | Active Recreational Orientation | Males | 61 | 28.03 | 4.593 | 1.493NS |
| Females | 84 | 28.57 | 5.88 | |||
| | System Maintenance Dimensions: | | | | | |
| 7. | Organization | Males | 61 | 8.36 | 2.496 | 0.608NS |
| Females | 84 | 8.29 | 1.61 | |||
| 8. | Control | Males | 61 | 14.81 | 3.319 | 0.503NS |
| Females | 84 | 15.04 | 2.44 |
* - Signifies Significance at 0.05 level
NS- Not Significant
Correlation of Academic Achievement
with various dimensions of Family
Environment| S. No. | Correlation with various dimensions of family environment | Correlation values (r) | Significance level |
| | Relationship dimensions: | | |
| 1. | Cohesion | 0.0493 | NS |
| 2. | Expressiveness | -0.0838 | NS |
| 3. | Conflict | 0.0349 | NS |
| 4. | Acceptance and caring | -0.00420 | NS |
| | Personal growth dimensions: | | |
| 5. | Independent | 0.1172 | NS |
| 6. | Active Recreational Orientation | 0.1457 | NS |
| | System Maintenance Dimensions: | | |
| 7. | Organization | 0.0665 | NS |
| 8. | Control | 0.0390 | NS |
Table 4.6
Correlation of Emotional Intelligence
with various dimensions of Family Environment
| S. No. | Correlation with different dimensions of family environment | Correlation values (r) | Significance level |
| | Relationship dimensions: | | |
| 1. | Cohesion | 0.4610 | 0.01 |
| 2. | Expressiveness | 0.3399 | 0.01 |
| 3. | Conflict | 0.1603 | N.S |
| 4. | Acceptance and Caring | 0.2753 | 0.01 |
| | Personal growth dimensions: | | |
| 5. | Independent | 0.1727 | 0.05 |
| 6. | Active Recreational Orientation | 0.3774 | 0.01 |
| | System Maintenance Dimensions: | | |
| 7. | Organization | 0.1493 | NS |
| 8. | Control | 0.3473 | 0.05 |
NS- Non Significant
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