Emotional Intelligence of Rural and Urban Higher Secondary Students
Emotional Intelligence of Rural and Urban Higher Secondary Students
Emotional Intelligence of Rural and Urban Higher Secondary Students
Abstract
The present study was conducted to investigate emotional intelligence of rural and urban higher secondary students in relation to
certain demographic variables viz. gender, nature of institution, hour of study, parental qualification, parental occupation and type
of family. Emotional intelligence is denied as one of the important aspects in educating a person to be balanced as a whole.
Through emotional intelligence, one will become more successful in life as compared to individuals that gain solely high levels of
intellectual intelligence (IQ). Emotional intelligence also provides liberty for individuals to explore self-potentials, as well as
providing opportunities for individuals to harmonize themselves with their self-emotion. Descriptive survey method of research
was used for collecting the data using Emotional intelligence by Scale Anukool Kyde, Sunjyat Dethe and Upinder Dhar. (2001).
Sample included 200 randomly selected rural and urban higher secondary students from various schools at vellore City.
Descriptive and inferential statistics were used to compare the means between the groups. Findings of the study revealed that
there is no significant difference between emotional intelligence of both rural and urban higher secondary students with respect to
their gender, nature of institution, hour of study, parental qualification, parental occupation and type of family.
1. Introduction Hein (2005, 2008, 2009) [7] the mental ability we are born
Emotional intelligence is the capacity of individuals to with which gives our emotional sensitivity and potential for
recognize their own, and other people's emotions, to emotional management skills that help us maximize our long
discriminate between different feelings and label them term health, happiness and survival.” Byron Stock (2007) [3]
properly, and to use emotional information to guide thinking “Emotional Intelligence (EI) is the ability to acquire and
and behavior. Orphans learned independence and apply knowledge from your emotions and the emotions of
interdependence at a young age. As a result, they narrate and others.” You can use the information about what you’re
join well with others, enjoying networking and feeling to help you make effective decisions about what to
companionship, which suits their deep, caring, outgoing and say or do (or not to say or do) next.
affable personality. They have what is a called a common
touch to motivate others to arena in, solve problems, and just 1.1 Need and Significance of the Study
commonly do and be their best. “Emotional Intelligence is All human beings have basic emotional intelligence. This
involved in the capacity to perceive emotions, assimilate intelligence can be expressed as feelings, for example the
emotion-related feelings, understand the information of those need to feel accepted, respected and important while all
emotions and manage them.” (Mayer et al., 1999) [9]. humans share these needs, each differ in the strength of need,
“Emotional Intelligence is the ability to perceive emotions, to just as some of us need more water, more food, more sleep.
access and generate emotions so as to assist thought, to One person may need more freedom and independence;
understand emotions and emotional knowledge and to another may need more security and social connections.
reflectively regulate emotions so as to promote emotional and Knowing about one's Emotional Intelligence in terms of an
intellectual growth.” Emotion Quotient has wide educational and social
Intelligence is considered as one of the most desirable implications for the welfare of the individual and the society.
personality qualities in today's society. I.Q. tests are presently This fact has now been recognized and given practical shape
employed for many purposes such as selection, diagnosis and and implication all around the globe. A person's Emotional
evaluation in all parts of society. It claims that, "it is the Intelligence helps him much in all spheres of life through its
single most effective predictor of individual performance at various constituents or components the achievement of the
school and on the job. (Andoh, 1998) Some critics of I.Q. end results in terms of better handling of mutual relationships
believe that intelligence is more of a result of an individual's is quite essential and significant in his life. It can only be
opportunities to learn skills and information in a particular possible through his potential of Emotional Intelligence and
situation. They emphasize that successful learning in school its proper development.
depends on many personal characteristics such as persistence,
interest in school, and willingness to study. Encouragement 1.2 Aim of the Study
for academic achievement received from friends, family and The study was aimed on the emotional intelligence of rural
teachers is also important, together with other cultural factors. and urban higher secondary students.
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International Journal of Advanced Education and Research
From Table-3, it is seen that the t-values is 0.10, 0.89 and Table 7: ‘t’ value of Rural higher secondary Students of Emotional
0.23 are not significant at 0.05 level. It is understood from the Intelligence towards Parental Qualification
results that there is no significant difference in the ‘t’
government vs private, government vs aided and private vs Parental
Category N M SD Value
aided of rural higher secondary students towards emotional Qualification
Remark
intelligence. School education 56 101.82 37.64 0.78
Rural
College education 52 106.88 38.20 NS
Table 4: ‘t’ value of Urban higher secondary Students of Emotional
intelligence towards Nature of Institution From Table 7, it is clearly found that calculated value of t is
Nature of ‘t’ Value less than the tabulated value at 0.05 level of significance.
Category N M SD Hence the null hypothesis is accepted. Thus it can be
Institution Remark
Government 30 103.50 38.98 0.59 concluded that there is no significant difference in mean
Private 46 101.89 40.94 NS scores of the emotional intelligence of rural higher secondary
Government 30 103.50 38.98 0.17 students with respect to their parental qualification.
Urban
Aided 36 101.02 41.60 NS
Private 46 101.89 40.94 0.13 Table 8: ‘t’ value of Urban higher secondary Students of Emotional
Aided 36 101.02 41.60 NS intelligence towards Parental Qualification
‘t’
From Table-4, it is seen that the t-values is 0.59, 0.17 and Parental
Category N M SD Value
0.13 are not significant at 0.05 level. It is understood from the Qualification
Remark
results that there is no significant difference in the School education 58 107.43 40.41 0.46
government vs private, government vs aided and private vs Urban
College education 54 96.25 39.71 NS
aided of urban higher secondary students towards emotional
intelligence. From Table 8, it is clearly found that calculated value of t is
less than the tabulated value at 0.05 level of significance.
Table 5: ‘t’ value of Rural higher secondary Students of Emotional Hence the null hypothesis is accepted. Thus it can be
intelligence towards Hour of study concluded that there is no significant difference in mean
‘t’ Value scores of the emotional intelligence of urban higher
Category Hour of study N M SD secondary students with respect to their parental qualification.
Remark
2 20 103.70 39.03 0.53
4 57 105.82 36.99 NS Table 9: ‘t’ value of Rural higher secondary Students of Emotional
2 20 103.70 39.03 0.93 Intelligence towards Parental Occupation
Rural
6 31 101.74 39.64 NS
‘t’
4 57 105.82 36.99 0.55 Parental
Category N M SD Value
6 31 101.74 39.64 NS Occupation
Remark
Self-employ 51 100.05 36.07
From Table-5, it is seen that the t-values is 0.53, 0.93 and 0.18
Rural Government
0.55 are not significant at 0.05 level. It is understood from the 57 106.21 39.25 NS
employ
results that there is no significant difference in the 2 vs 4, 2 vs
6 and 4 vs 6 hour of study of rural higher secondary students From Table 9, it is clearly found that calculated value of t is
towards emotional intelligence. less than the tabulated value at 0.05 level of significance.
Hence the null hypothesis is accepted. Thus it can be
Table 6: ‘t’ value of Urban higher secondary Students of Emotional concluded that there is no significant difference in mean
intelligence towards hourof study scores of the emotional intelligence of rural higher secondary
‘t’ Value students with respect to their parental occupation.
Category Hour of study N M SD
Remark
2 31 104.54 42.93 0.24 Table 10: ‘t’ value of Urban higher secondary Students of
4 48 101.18 40.41 NS Emotional intelligence towards Parental Occupation
2 31 104.54 42.93 0.37
Urban Parental ‘t’ Value
6 33 100.95 36.67 NS Category N M SD
Occupation Remark
4 48 101.18 40.41 0.18 Self-employ 54 99.61 46.01
6 33 100.95 36.67 NS 0.52
Urban Government
58 104.31 38.71 NS
employ
From Table-6, it is seen that the t-values is 0.24, 0.37 and
0.18 are not significant at 0.05 level. It is understood from the From Table10, it is clearly found that calculated value of t is
results that there is no significant difference in the 2 vs 4, 2 vs less than the tabulated value at 0.05 level of significance.
6 and 4 vs 6 hour of study of urban higher secondary students Hence the null hypothesis is accepted. Thus it can be
towards emotional intelligence. concluded that there is no significant difference in mean
scores of the emotional intelligence of urban higher
secondary students with respect to their parental occupation.
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International Journal of Advanced Education and Research
Table 11: ‘t’ value of Rural higher secondary Students of Emotional 11 There is no significant difference in mean scores of the
intelligence towards Type of family emotional intelligence of rural higher secondary students
‘t’ Value with respect to their type of family.
Category Type of family N M SD 12 There is no significant difference in mean scores of the
Remark
Nuclear 53 105.11 39.49 0.55 emotional intelligence of urban higher secondary
Rural
Joint 55 103.43 36.48 NS students with respect to their type of family.
From Table 11, it is clearly found that calculated value of t is 3.4 Educational Implications
less than the tabulated value at 0.05 level of significance. Awareness programme should be conducted to the
Hence the null hypothesis is accepted. Thus it can be students about different dimensions of emotional
concluded that there is no significant difference in mean intelligence.
scores of the emotional intelligence of rural higher secondary Innovative modern teaching strategies should be
students with respect to their type of family. incorporated to develop interpersonal and intrapersonal
intelligence.
Table 12: ‘t’ value of Urban higher secondary Students of Training must be given to students regarding language
Emotional intelligence towards Type of family laboratory, digital library, e-library and CAI in order to
‘t’ Value develop verbal linguistic intelligence among the students.
Category Type of family N M SD
Remark Teaching strategies should be developed by using
Nuclear 55 105.12 39.63 0.88 different dimensions of intelligence.
Urban
Joint 57 99.07 41.04 NS Workshops and seminars may be conducted for students.
From Table 12, it is clearly found that calculated value of t is 3.5 Recommendations for the Present study:
less than the tabulated value at 0.05 level of significance. Skill based workshops, conferences and seminars must
Hence the null hypothesis is accepted. Thus it can be be organized periodically to develop these skills in these
concluded that there is no significant difference in mean areas.
scores of the emotional intelligence of urban higher Psychological skill based activities to be promoted in
secondary students with respect to their type of family. teacher education institutions to promote among the
teachers.
3.3 Major Findings of the Study Quality of the programme has to be still more improved
1 There is no significant difference in mean scores of the to develop the emotional intelligence to students.
emotional intelligence of rural higher secondary students
with respect to their gender. 3.6 Delimitations of the Study
2 There is no significant difference in mean scores of the The study is confined to measure the emotional
emotional intelligence of urban higher secondary intelligence only.
students with respect to their gender.
This study has been restricted only to the higher
3 There is no significant difference in the government vs
secondary students in Government, aided and private.
private, government vs aided and private vs aided of
This study is carried out taking 200 rural and urban
rural higher secondary students towards emotional
students.
intelligence.
4 There is no significant difference in the government vs
4. Conclusion
private, government vs aided and private vs aided of
One’s intelligence is an innate as well as acquired intellectual
urban higher secondary students towards emotional
potential. Every child is born with some intellectual potential
intelligence.
which grows and develops with the help of maturity and
5 There is no significant difference in the 2 vs 4, 2 vs 6 and
experiences. Similarly, one is also born with some innate
4 vs 6 hour of study of rural higher secondary students
emotional intelligence in terms of one's level of emotional
towards emotional intelligence.
sensitivity, emotional memory, emotional processing and
6 There is no significant difference in the 2 vs 4, 2 vs 6 and
emotional learning ability. This potential (unlike intelligence)
4 vs 6 hour of study of urban higher secondary students
is liable to be developed or damaged as a result of one's
towards emotional intelligence.
experiences. The difference here is between the development
7 There is no significant difference in mean scores of the
pattern of innate emotional intelligence and general
emotional intelligence of rural higher secondary students
intelligence as a result of maturity of experiences.
with respect to their parental qualification.
8 There is no significant difference in mean scores of the
5. References
emotional intelligence of urban higher secondary
1. Andon T. The Intrinsic Motivation Principle of
students with respect to their parental qualification.
Creativity. In Staw, B. and Cummings, L.L. (Eds.),
9 There is no significant difference in mean scores of the
Research in Organizational Behavior, volume 10.
emotional intelligence of rural higher secondary students
Greenwich, CT: JAI Press, 1988.
with respect to their parental occupation.
2. Best John W, Khan James V. Research in Education,
10 There is no significant difference in mean scores of the
Tenth Edition, New Delhi. Prentice Hall of India Private
emotional intelligence of urban higher secondary
Ltd, 2008.
students with respect to their parental occupation.
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International Journal of Advanced Education and Research
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