Courses related to medical and engineering fields are quite extensive and demanding, which often lead to stress and anxiety among students. As optimism was hypothesized to reduce anxiety and enhance academic achievement, the purpose of the current study was to assess the level of anxiety and its relation with optimism and academic achievement among medical and engineering students. Since these two courses differ in many aspects and the gender roles in the society are changing, the secondary objective of the study was to find differences in anxiety, optimism and academic achievement across genders and academic majors. A total of 346 students (171 medical and 175 engineering) from 3 medical and 4 engineering colleges of Uttar Pradesh, India participated in the study. Academic results of the latest two semesters were considered as academic achievement of the students, whereas anxiety and optimism were tested using Sinha's Comprehensive Anxiety Test (SCAT, 2007), and Learned Optimism Scale (LOS, 2000) respectively. Both measures are constructed and standardized on Indian students. Results revealed that anxiety had a significant negative relationship with optimism and academic achievement, whereas a significant positive relationship was found between optimism and academic achievement. Significant differences were revealed between medical and engineering students, but the gender differences in the variables under study were insignificant. The results of this study provide insights for faculty members and institutions for better academic performance of the students.
Studies have revealed that emotional intelligence (EI) influences an individual's job performance in terms of organizational commitment and job satisfaction. But prior studies were limited mostly to the corporate sector. Therefore the present study was conducted to understand the correlation between EI and teaching performance in the case of faculty members at medical and engineering colleges, as courses related to these two fields are quite extensive and demanding which often leads to stress among students (Saipanish, 2003;Foster & Spencer, 2003;Schneider, 2007;Ray and Joseph, 2010). A total of 250 faculty members from three medical and four private engineering colleges of Uttar Pradesh, India, participated in the study. Emotional intelligence scale (EIS, 2007), Teacher Effectiveness Scale (TES, 2010) and Teacher Rating Scale (TRS, 2003) were administered to measure the emotional intelligence, self-reported teacher effectiveness and student rated teacher effectiveness of the faculty members respectively. All materials used in the study are constructed and standardized on Indian population. The study revealed a positive correlation between EI and teacher effectiveness, both self-reported and students rated. Among ten components of EI considered in the study; emotional stability, self-motivation, managing relations, self-awareness and integrity emerged as the best predictors of teacher effectiveness. Gender differences on the scores of EI and Teacher Effectiveness was insignificant. The EI and self-reported teacher effectiveness of engineering faculty members were relatively higher than those of medical faculty. However, according to students' rating there was no significant difference in teacher effectiveness among the two groups. Implications of this research from the perspective of training faculty members are discussed.
The main objective of this research was to find the difference between self-reported and students-rated teacher effectiveness among the faculty members of medical and engineering colleges as these two courses are highly competitive and academically very demanding. Self-reported teacher effectiveness of 310 faculty members (Medical 137 and Engineering 173; Males 180 and Females 130) from 7 private colleges (3 medical and 4 engineering) from Uttar Pradesh, India was obtained using Teacher Effectiveness Scale (TES, 2010) and their teacher ratings from 350 students of the respective colleges were acquired using Teacher Rating Scale (TRS, 2003). A significant correlation was revealed between self-reported and students-rated teacher effectiveness but the self perception of teacher effectiveness by the faculty members was found to be much higher than what was perceived by their students. No significant gender differences were found in self-reported or students rated teacher effectiveness. Comparing medical and engineering faculty, self-reported teacher effectiveness among engineering faculty members was found to be higher than those of medical faculty, however, no significant difference was observed in studentsrated teacher effectiveness among the two groups. Recommendation for direct informal feedback from the students by faculty members is discussed.
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