This study had been conducted to explore the relationship of emotional intelligence with motivation for learning English. The population of the study comprised the Government high schools of the Gujranwala division. A multistage technique of sampling had been used to select the sample for the study and 758 students including 412 girls & 346 boys were chosen. Two questionnaires were used by the researchers to collect the data from the sample. English learning motivation scale was developed by the researchers and the emotional intelligence scale by Schutte (2009) was adapted for the study. Pearson Product Moment Correlation test and Independent Samples t-test were used to make an analysis of the collected data. The results of the study showed a positive significant correlation between motivation and emotional intelligence (r= .560). Data analysis showed that boys and girls were the same in their level of emotional intelligence but they were significantly different in the level of motivation. Girls showed more motivation than boys. It was concluded that more emotionally intelligent students were more motivated for learning English and also enlarged their knowledge.
Present research identified the relationship among female public-school teachers self-esteem and assertive behavior. The purposes of the research were: Firstly to find out the degrees of self-esteem.Secondly to explore the level of assertiveness of school teachers. Thirdly to determine the correlation among school teachers' self-esteem and assertiveness. The total population of the study was comprised of overall 625 public school teachers from Tehsil Hazro, District Attock. Three hundred and thirteen female public-school teachers were included in the study as a sample. The researcher employed Rathus Assertiveness Schedule Questionnaire for measuring assertiveness and Rosenberg Self-Esteem Scale for calculating self-esteem. Using SPSS software, acquired data was examined by applying descriptive and inferential statistics. In terms of the level of the investigated features, there was some pattern.Assertiveness ratings were also greater for teachers with greater self-esteem compared to those of average and little self-esteem. All teacher groups exhibit this tendency.
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