Philosophy Underlying Emotional Intelligence in Relation to Level of Curiosity and Academic Achievement of Rural Area Students

Abstract

<b>Problem statement:</b> Since emotional intelligence is still not wholly-accepted despite evidences of its powerful influence in general setting, this study is therefore conducted to identify the emotional intelligence level among school students in rural areas, relationships between emotional intelligence and anxiety, as well as relationships between emotional intelligence and academic achievement. <b>Approach:</b> It involved a sample of 223 form 1 and form 4 students. Process of data collection was administered by using a set of questionnaire which includes a self report measure of emotional intelligence adapted from Schutte Self-Report of Emotional Intelligence (SSRI) and Beck Anxiety Inventory (BAI). T-test analysis showed that there were no significant differences for the emotional intelligence level within all students between ages 13 and 16. However, there were significant differences for the emotional intelligence level among female students in accordance to age. <b>Results:</b> The results showed that there were significant differences for emotional intelligence level among all students between both genders. Mean score of emotional intelligence within female students appeared to be higher than male students. Pearson correlation analysis showed that emotional intelligence levels of all students were significant negatively in relation to anxiety level. Emotional intelligence was also significant positively in correlation with academic achievement of all variables including students’ age and gender. <b>Conclusion:</b> Besides emotional intelligence, the study revealed that anxiety was also significantly correlated in a negative manner with academic achievement among all students

An Investigation of the Psychometric Properties of Emotional Intelligence Scale Using Item Response Theory

“…In addition, studies confirmed connections between emotional intelligence and several psychological positive outcomes such as self-efficacy (Adeyemo & Adeleye, 2008), social relationship and interaction (Izard et al, 2001, Lopes et al, 2004Lopes, Salovey, Cote, & Beers, 2005), social support (Ciarrochi, Chan, & Bajgar, 2001) and life-satisfaction (Martinez-Pons, 1997;Saklofske, Austin, & Minski, 2003;Wong et al, 2004). On the other hand, a negative relationship has been found between EI and stress (Pekaar, Bakker, van der Linden, & Born, 2018), depression (Schutte et al, 1998;Dawda & Hart, 2000;Saklofske et al, 2003;Hertel, Schutz, & Lammers, 2009), anxiety (O'Connor Jr & Little, 2003;Hassan et al, 2009;Rivers et al, 2012) and psychopathology (Schutte, Malouff, Thorsteinsson, Bhullar, & Rooke, 2007). In the world of work, the higher level of EI among employees is positively associated with work engagement (Xanthopoulou, Bakker, & Fischbach, 2013;Pekaar et al, 2018), and job satisfaction and lower job burnout (Wong et al, 2004;Brackett, Palomera, Mojsa-Kaja, Reyes, & Salovey, 2010).…”

“…An increasing number of studies have found that EI associated positively with overall academic performance ( Bar-On, 1997;Hassan, Sulaiman, & Ishak, 2009;Lopes, Salovey, & Straus, 2003;Mahyuddin, Elias, & Noordin, 2009;Nasir & Masrur, 2010;O'Connor Jr & Little, 2003;Parker et al, 2004;Rivers et al, 2012;Salami, 2004;Salami & Ogundokun, 2009;Schutte et al, 1998;Swart, 1996). In addition, studies confirmed connections between emotional intelligence and several psychological positive outcomes such as self-efficacy (Adeyemo & Adeleye, 2008), social relationship and interaction (Izard et al, 2001, Lopes et al, 2004Lopes, Salovey, Cote, & Beers, 2005), social support (Ciarrochi, Chan, & Bajgar, 2001) and life-satisfaction (Martinez-Pons, 1997;Saklofske, Austin, & Minski, 2003;Wong et al, 2004).…”

Learning and Thinking Styles Based on Whole Brain Theory in Relation to Emotional Intelligence

“…Hassan, Sulaiman and Ishak [30] investigated the correlations of emotional intelligence with gender and age. A sample of 223 students from different ages in Malaysia participated in the study.…”

“…To the best of the researcher's knowledge this issue has not been dealt with. The current study is an attempt to explore student's preferences in using one half of the brain over the other, and the brains correlation level with emotional intelligence [28]- [30] Students of ages (12, 14, and 16) years were involved in the study. In particular, this study attempts to answer the following questions.…”

Strategy Execution: An Empirical Analysis of Obstacles Faced by Master of Business Administration Executive Students

“…In the context of this strategy, the divergent and conflicting points of view are approved and finally accepted. Several authors have underscored the role played by management practices in relation to emotions as being relevant to strategy execution (Allen and Carifio, 2007;Hassan et al, 2009;Farzad et al, 2008). According to Vrakkling (1995), there should be an emphasis on management practices and on activities falling within the purview of the dimension of emotions.…”