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Aspects of Emotional Intelligence Aspects of Emotional Intelligence Aspects of Emotional Intelligence By Jawed Ahmad Aspects of Emotional Intelligence By Jawed Ahmad This book first published 2019 Cambridge Scholars Publishing Lady Stephenson Library, Newcastle upon Tyne, NE6 2PA, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2019 by Jawed Ahmad All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-5275-3461-8 ISBN (13): 978-1-5275-3461-2 Dedicated to my beloved father, the late Anwar Hussain; and my dear mother, Mokina Khatoon TABLE OF CONTENTS List of Tables ............................................................................................. xi List of Acronyms ..................................................................................... xiii Foreword .................................................................................................. xv Acknowledgements ................................................................................ xvii Chapter One ................................................................................................ 1 Introduction 1.1 Background 1.2 The Amygdala 1.3 Emotions in the Workplace 1.4 Emotional Intelligence—an Historical Perspective 1.5 Emotional Intelligence as a Construct 1.6 Some Concepts Related to Emotional Intelligence Competencies 1.7 The Role of the Self in Developing Emotional Competence 1.8 The Development of Emotional Awareness 1.9 EI as a Popular Concept 1.10 Mixed Models of EI and their Measurement 1.11 Researchers’ Criticisms of Mixed Theories of EI 1.12 Ability Models of EI 1.13 Measurement of Ability Models of EI 1.14 Level of Aspiration (LOA) 1.15 Development of the Concept of LOA 1.16 Factors that Influence the Level of Aspiration 1.17 Self-Concept 1.18 Statement of the Problem 1.19 Operational Definitions of Key Terms 1.20 Research Hypotheses 1.21 Objectives of the Study 1.22 Rationale 1.23 Significance of the Study viii Table of Contents Chapter Two ............................................................................................. 33 Literature Review 2.1 Studies Conducted Outside India 2.2 Studies Conducted Within India Chapter Three ........................................................................................... 49 Research Design 3.1 Research Method 3.2 Sampling Technique 3.3 Tools for Collecting Data 3.4 Statistical Techniques Used 3.5 Field Work Chapter Four ............................................................................................. 57 Analysis and Interpretation of the Data 4.1 The Emotional Intelligence of Three Groups of Student- Teachers 4.2 Dimension-wise Description of the EI of Three Groups of Student-Teachers (Science, Arts, and Social Science) 4.3 Relationship between the EI and the Level of Aspiration of Three Groups of Student-Teachers 4.4 Relationship between the EI and the Level of Aspiration of Science Student-Teachers 4.5 Relationship between the EI and the Level of Aspiration of Arts Group Student-Teachers 4.6 Relationship between the EI and the Level of Aspiration of Social Science Student-Teachers 4.7 Relationship between the EI and the Self-Concept of Three Groups of Student-Teachers 4.8 Relationship between the EI and the Self-Concept of Science Student-Teachers 4.9 Relationship between the EI and the Self-Concept of Arts Student-Teachers 4.10 Relationship between the EI and the Self-Concept of Social Science Student-Teachers 4.11 Estimating the Significance of the Difference between the Means of Male and Female Students with regard to their EI 4.12 Significance of the Difference between the Means of Male and Female Science Student-Teachers with regard to their EI 4.13 Significance of the Difference between the Means of Male and Female Arts Student-Teachers with regard to their EI Aspects of Emotional Intelligence ix 4.14 Significance of the Difference between the Means of the Male and Female Social Science Student-Teachers with regard to their EI 4.15 Relationship between the EI and the Level of Aspiration of Male Student-Teachers 4.16 Relationship between the EI and the Level of Aspiration of Female Student-Teachers 4.17 Relationship between the EI and the Self-Concept of Male Student-Teachers 4.18 Relationship between the EI and the Self-Concept of Female Student-Teachers 4.19 Summary 4.20 First Hypothesis 4.21 Second Hypothesis 4.22 Third Hypothesis 4.23 Fourth Hypothesis 4.24 Fifth Hypothesis 4.25 Sixth Hypothesis Chapter Five ............................................................................................. 89 Generalizations, Conclusions, and Implications of the Results 5.1 First Hypothesis 5.2 Second Hypothesis 5.3 Third Hypothesis 5.4 Fourth Hypothesis 5.5 Fifth Hypothesis 5.6 Sixth Hypothesis 5.7 Implications of the Findings Bibliography ............................................................................................. 97 Web URLs .............................................................................................. 115 LIST OF TABLES Table 3-1 Sample Structure of the Study in terms of Gender 50 and Academic Subject Table 4-1 Summary Table of ANOVA (One Way) for the 58 EI of the Three Groups of Student-Teachers (Science, Arts, and Social Science) Table 4-2 E-and F-Values for the Self-Awareness of the 59 Group as a Whole Table 4-3 E-and F-Values for the Empathy of the Group as 59 a Whole Table 4-4 E-and F-Values for the Self-Motivation of the 60 Group as a Whole Table 4-5 E-and F-Values for the Emotional Stability of the 60 Group as a Whole Table 4-6 E-and F-Values for the Relationship Management 61 of the Group as a Whole Table 4-7 E-and F-Values for the Integrity of the Group as a 61 Whole Table 4-8 E-and F-Values for the Self-Development of the 62 Group as a Whole Table 4-9 E-and F-Values for the Value Orientation of the 63 Group as a Whole Table 4-10 E-and F-Values for the Commitment of the Group 63 as a Whole Table 4-11 E-and F-Values for the Altruistic Behaviour of 64 the Group as a Whole Table 4-12 Relationship between the EI and the Level of 65 Aspiration of the Group as a Whole Table 4-13 Relationship between the EI and the Level of 66 Aspiration of the Science Group Students Table 4-14 Relationship between the EI and the Level of 67 Aspiration of the Arts Group Students Table 4-15 Relationship between the EI and the Level of 68 Aspiration of the Social Science Group Students Table 4-16 Relationship between the EI and the Self-Concept 69 of the Group as a Whole xii List of Tables Table 4-17 Relationship between the EI and the Self-Concept 71 of Science Group Student-Teachers Table 4-18 Relationship between the EI and the Self-Concept 72 of Arts Group Student-Teachers Table 4-19 Relationship between the EI and the Self-Concept 74 of the Social Science Student Group Table 4-20 Significance of the Difference between Male and 75 Female Students with regard to EI Table 4-21 Significance of the Difference between Male and 76 Female Science Group Students with regard to EI Table 4-22 Significance of the Difference between Male and 77 Female Arts Group Students with regard to EI Table 4-23 Significance of the Difference between Males and 78 Females of the Social Science Student Group with regard to EI Table 4-24 Relationship between the EI and the Level of 79 Aspiration of the Male Student Group Table 4-25 Relationship between the EI and the Level of 80 Aspiration of the Female Student Group Table 4-26 Relationship between the EI and the Self-Concept 81 of the Male Student Group Table 4-27 Relationship between the EI and the Self-Concept 83 of the Female Student Group LIST OF ACRONYMS * Significant at the .05 Level ** Significant at the .01 Level AD Attainment Discrepancy AGR Assumed Growth Rate ANOVA Analysis of Variance B.ED Bachelor of Education CCS Chaudhary Charan Singh DF Degree of Freedom DPBS Durga Prashad Baljeet Singh E Eta Coefficient EARS Emotional Accuracy Research Scale ECI Emotional Competence Inventory EI Emotional Intelligence EIS Emotional Intelligence Scale EISC Emotional Intelligence Scale for Children EQ Emotional Quotient EQI Emotional Quotient Inventory G General Ability G.D. Goal Discrepancy GA Ghazala Ansari IO Industrial Organization IP Ishwar Dayal Parsandi Devi IQ Intelligent Quotient LACT Level of Aspiration Coding Test MS Mean Square MSCEIT Mayer Salovey Caruso Emotional Intelligence Test N Number NCERT National Council of Educational Research and Training NCF National Curriculum Framework NCFTE National Curriculum Framework for Teacher Education NCTE National Council for Teacher Education NS Not Significant SCRS Self-Concept Rating Scale xiv List of Acronyms SD Standard Deviation SEI Social Emotional Intelligence SMCL Shiv Mandir Chhuttan Lal SPSS Statistical Package for Social Science SS Sum of Squares SSRI Schutte Self-Report Inventory TMMS Trait Meta Mood Scale YV Youth Version FOREWORD Emotional intelligence and education are intricately connected. The concept of emotional intelligence is connected with public affairs and also with teachers and students in the classroom. The ability to be aware of one’s own emotion and emotional status, constitutes a skill fundamental to the key features of emotional intelligence and is related to impulse control, persistence, self-motivation, empathy, and social deftness. Emotional
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