Emotional Intelligence as Related to Gender, Stream and Social Intelligence

2021 ◽  
pp. 76-87
Author(s):  
Ishita Ghaonta ◽  
Pawan Kumar
Keyword(s):  
Emotional Intelligence ◽  
Data Analysis ◽  
Prospective Teachers ◽  
Social Intelligence ◽  
Intelligence Test ◽  
Initial Sample ◽  
Intelligence Scale ◽  
The Social ◽  
Extreme Groups ◽  
Intelligence Scores

This study aims to assess the social intelligence of prospective teachers in relation to gender, stream, and emotional intelligence. Initial sample of the study consisted of 400 prospective teachers on which Rogan Emotional Intelligence Test (REIT) developed and standardized by Zainuddin (2005) and Social Intelligence Scale developed and standardized by Chadha and Ganeshan (2009) were administered. The sampled teachers were categorized into two extreme groups on the basis of emotional intelligence scores. Finally, the sample consisted of 136 prospective teachers i.e. 68 of each gender as well as 68 of each stream of teacher education. Analysis of Variance (ANOVA) was applied for data analysis. Significant differences were found in their social intelligence on the basis of their emotional intelligence. However, no significant differences were observed in the social intelligence of prospective teachers on the basis of their gender and stream.

SOCIAL INTELLIGENCE OF HIGHER SECONDARY STUDENTS IN RELATION TO THEIR SOCIOECONOMIC STATUS

2016 ◽  
pp. 60-66
Author(s):  
R Gnanadevan
Keyword(s):  
Socioeconomic Status ◽  
Secondary Students ◽  
Random Sample ◽  
Social Intelligence ◽  
Economic Status ◽  
Intelligence Scale ◽  
Income Differences ◽  
Socio Economic Status ◽  
The Social ◽  
Intelligence Scores

The present study aims at finding out the social intelligence of higher secondary students in relation to their socio-economic status. Social intelligence scale by Chadha and Gananesan was administered to a random sample of 400 higher secondary students. Social Intelligence of higher secondary students was found to be high. The social intelligence scores of higher secondary students were found to differ significantly with resepect to caste, mother’s education and parent’s income. Differences with respect to gender, father’s education and mother’s occupation were not significant.

scholarly journals The Role of Enterprise Intelligence through Social Media Support on SMEs’ Performance in Increasing Sales

2021 ◽  
Vol 4 (2) ◽  
pp. 2967-2975
Author(s):  
Doni Sahputra ◽  
Ade Parlaungan Nasution ◽  
Siti Lam’ah Nasution
Keyword(s):  
Social Media ◽  
Emotional Intelligence ◽  
Data Analysis ◽  
Social Intelligence ◽  
Sampling Technique ◽  
Spiritual Intelligence ◽  
And Performance ◽  
Financial Intelligence

This study aims to analyze the effect of entrepreneurial intelligence through the role of social media on the performance of SMEs in increasing sales. The type of research used is explanatory research with Accidental Sampling technique. The number of samples determined was 80 respondents. Data analysis in this study using SmartPLS version 3.0 software. The results showed that entrepreneurial intelligence consisting of elements of financial intelligence, emotional intelligence, social intelligence and spiritual intelligence had an effect on the performance of SMEs through the role of social media, social media had an effect on performance and sales and performance had an effect on sales.

scholarly journals A Study of the Effect of Education and Academic Environment on Emotional Intelligence on Accounting Students in Iran

2015 ◽  
Vol 9 (1) ◽  
pp. 182 ◽  
Author(s):  
Mahdi Salehi ◽  
Mohammadreza Abbas Zadeh ◽  
Alireza Ghaderi ◽  
Alaleh Zhian Tabasi
Keyword(s):  
Emotional Intelligence ◽  
Pearson Correlation ◽  
Intelligence Test ◽  
Accounting Students ◽  
State Universities ◽  
Academic Environment ◽  
Pearson Correlation Coefficient ◽  
Meaningful Difference ◽  
Significant Difference ◽  
Intelligence Scores

<p class="apa">The current study aims to investigate the relation between education and academic environment on emotional intelligence of accounting students in state and non-state universities in Iran.</p><p class="apa">In order to collecting data Bar-on emotional intelligence test and SCL 90 questionnaire administrated among 476 students in different subjects including accounting in both Bachelor and Master degrees in 2014. Pearson correlation coefficient, variance analysis test and covariance analysis employed for analyzing data.</p><p class="apa">The results of the study indicate that there is not a significant difference between changes of emotional intelligence scores in accounting students with non-accounting ones and also there is no meaningful difference between students of state and non-state universities in Iran.</p><p class="apa">The current study focuses on education and academic environment on emotional intelligence of accounting students which is the first study is conducted in Iran.</p>

scholarly journals IMPACT OF THE TRAIT- BASED EMOTIONAL INTELLIGENCE ON SELF-ESTEEM FACTOR ACCORDING TO GENDER FACTOR

2018 ◽  
Vol 6 (2) ◽  
pp. 361-389
Author(s):  
Osman BAYRAKTAR ◽  
Hüner ŞENCAN ◽  
Yahya FİDAN
Keyword(s):  
Emotional Intelligence ◽  
Regression Analysis ◽  
Self Esteem ◽  
Hierarchical Regression ◽  
Intelligence Scale ◽  
Conceptual Structures ◽  
Basic Hypothesis ◽  
Gender Factor ◽  
Intelligence Scores ◽  
The Relationship

Goal. In the research, it was tried to determine the effect of the trait-based emotional intelligence scores on self-esteem evaluations, and it was attempted to determine how this effect evolved according to the gender factor. Method. In the study 175 students were partisipte and 171 questionnary were analyzed. To measure emotional intelligence, NHS Emotional Intelligence Scale was used and The Rosenberg Self-Esteem scale was used to measure self-esteem. Correlations, regression analysis, t-test and ANCOVA methods were used to determine the relationship and / or effect between two conceptual structures. Findings. As a result of the research, it was understood that emotional intelligence had no effect on the self-esteem.  Because the relations of concepts were not statistically significant (R2 = 0.00). Effect also did not occur at the female and male levels of the variable gender factor. Results. The argument that emotional intelligence, which is the basic hypothesis of the research, is effective on self-esteem scores has not been proved statistically. In the hierarchical regression analysis, which is based on the level of the gender factor, there was no relationship or effect.

scholarly journals Relationship between Emotional Intelligence with Verbal Aggressiveness in Street Children.

2020 ◽  
Vol 8 ◽  
Author(s):  
Eka Yulianty Wulandary
Keyword(s):  
Emotional Intelligence ◽  
Data Analysis ◽  
Research Method ◽  
Street Children ◽  
Correlation Technique ◽  
Sampling Techniques ◽  
Intelligence Scale ◽  
Verbal Aggressiveness ◽  
The Relationship ◽  
Scale Data

Verbal aggressiveness is a behavior that has a purpose to hurt other people’s feeling by saying harsh words, insulting, mocking, and threatening someone. Factor that underlie the emergence of verbal aggressiveness in street children, one of them is emotional intelligence. Emotional intelligence is ability to control oneself, have endurance when faced with a problem,self motivated, able to set the meed, ability to empathize and build relationships with others. The research mainly happen to understand relation between emotional intelligence and verbal aggressiveness in street children. This research method using quantitative approach. Subjects are picked by Incidental sampling techniques and involving 40 street children. Emotional intelligence scale is picked as collecting tool and also verbal aggressiveness scale. Data analysis uses Shpearman’s Rho technique. The result on Shpearman’s Rho correlation technique shows correlation (r) = -0,721 at a significant level (p) = 0,000 (p<0,05). The conclusion is there is a negative and significant correlation of the relationship between emotional intelligence with verbal aggressiveness in street children. So, if someone has low emotional intelligence, then verbal aggressiveness will be high.

scholarly journals Emotional intelligence as a determinant of leadership potential

2001 ◽  
Vol 27 (3) ◽  
Author(s):  
Anita D. Stuart ◽  
Andrea Paquet
Keyword(s):  
Emotional Intelligence ◽  
Transformational Leadership ◽  
Financial Institution ◽  
Research Data ◽  
Leadership Theory ◽  
Intelligence Scale ◽  
Leadership Potential ◽  
Positive Impression ◽  
Intelligence Scores

Emotional intelligence scores of employees of a financial institution who displayed leadership potential (n = 31) were compared with scores of a groupwho displayed little leadership potential. Leadershipwas rated by ascertaining the presence of transformational behaviour. All rated employees completed an emotional intelligence scale. Results indicated that the factors of optimism and self-actualisationwere significantly higher for the leader group. The non-leader group indicated higher scores on the positive impression scale, indicating possible positive skewing of results for that group. Generally, the research data indicates a link between the fundamental postulates of transformational leadership theory and emotional intelligence. Opsomming Emosionele intelligensie-tellings van’n groep werknemers binne ’n finansiele instelling wie leierskapspotensiaal getoon het (n = 31) is vergelyk met ’n groepwat min leierskapspotensiaal getoon het. Leierskapspotensiaal is bepaal op grond van die teenwoordigheid van transformasionele gedrag. Alle werknemerswat gemeet is het ’n emosionele intelligensieskaal voltooi. Resultate toon dat optimisme en selfaktualisasie beduidend hoer was vir die leiergroep. Die nie-leiergroep het hoer tellings getoon op die positiewe indruk-skaal, wat ’nmoontlike positiewe skeefheid van daardie groep se resultate aandui. Die navorsingsdata toon oor die algemeen’n koppeling tussen die fundamentele beginsels van transformasionele leierskapsteorie en emosionele intelligensie.

EMOTIONAL INTELLIGENCE AMONG PROSPECTIVE TEACHERS

2021 ◽  
pp. 61-63
Author(s):  
K. Subramanyam
Keyword(s):  
Emotional Intelligence ◽  
Factorial Design ◽  
Prospective Teachers ◽  
Intelligence Scale ◽  
Teacher Trainees ◽  
The Impact ◽  
Data Design ◽  
Made In

An attempt was made in the present investigation to study Aim: the impact of gender and stream on emotional intelligence among prospective teachers. Sample: Sample of the present study consists of 120 teacher trainees in Warangal district of Telangana state.Tool: Emotional intelligence scale developed by Nutan Kumar Thingujam and Usharam (1999) was used to collect the data. Design: A 2× 4 factorial design was employed and ANOVA was used to analyse the data. Conclusion: Finding of the study revealed that gender and stream have signicant impact on emotional intelligence among prospective teachers.

Explore the Motifs of Attachment and Social Intelligence in Visually Impaired Adolescents

2021 ◽  
Vol 15 (8) ◽  
pp. 2257-2259
Author(s):  
Jawairia Saleem ◽  
Qurat.Ul. Ain ◽  
Saleha Akram Nizami ◽  
Sadia Saleem ◽  
Farrukh Sarfaraz
Keyword(s):  
Visual Impairment ◽  
Visually Impaired ◽  
Social Intelligence ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Intelligence Scale ◽  
Attachment Patterns ◽  
The Social ◽  
Study Results ◽  
Significant Difference

Objective: This present study was aimed to explore the attachment patterns on the social Intelligence scale in visually and non-visually impaired adolescents. Methodology: This is a cross-sectional study which was conducted in different private and government schools of special education and mainstream from Lahore. Results and Conclusion: During the two years of study, total contributors were122 in which Visually Impaired participants were 56 and Non-Visually Impaired were 66 with the maturity era of 14 to 19 years. Two scales were used; Social Intelligence Scale (SIS), and the Attachment Questionnaire for Children (AQC). In this study, results indicated that there was no significant difference found between the level of Social Intelligence on different attachment patterns between visual and non visually Impaired adolescents. There was no difference between the three types of attachment patterns on the social intelligence level of Visually Impaired and non Visually Impaired adolescents. On the other hand, Non-Visual Impaired adolescents had shown more secure attachment while Visual Impaired adolescents showed more ambivalent attachment patterns. Key Words: Visual Impairment, Non-Visual Impairment, Social Intelligence, Attachment Patterns

scholarly journals Emotional Intelligence of Adolescents in Relation to their Test Anxiety and Academic Stress

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Dr. Syed Ahmad Shah ◽  
Mr. Aijaz Ahmad Buhroo ◽  
Dr Veena Dani ◽  
Dr. Shahnawaz Mushtaq ◽  
Miss Naureen Naseer ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Test Anxiety ◽  
Social Intelligence ◽  
Strong Relationship ◽  
Academic Stress ◽  
Self Awareness ◽  
Intelligence Scale ◽  
History Of ◽  
Age Range

Concept emotional intelligence (EI) has roots in discussions that began as early as the late 1930s, when researchers began describing a non-intellective intelligence sometimes described as “social intelligence. In simpler terms, emotional intelligence might be defined as the set of skills people use to read, understand, and react effectively to emotional signals sent by others and oneself. These are skills such as empathy, problem-solving, optimism, and self-awareness which allow people to reflect, react to, and understand various environmental situations. There was strong relationship between the emotional intelligence with the anxiety and the stress. Over the decades there is strong discussion and research going on what happens to the emotional intelligence when there is increased anxiety and academic stress among adolescents. Taking in consideration the above facts, an investigation will be carried out on the “Emotional intelligence among adolescents in relation to their test anxiety and academic stress”. This study was conducted to see the role of the emotional intelligence and its relation with test anxiety and academic stress among adolescents. We seek to test hypothesis that in adolescents at the time of test anxiety and in academic stress, emotional intelligence (EI) decreases. To test our hypothesis, a sample of around 250 adolescents (both boys and girls in equal ratio) in the age range of 18 to 23years with nonclinical history of anxiety and stress was taken from campus of Lovely Professional University located at Phagwara, Jalandhar. The level of emotional was quantified in relation to all variables (test anxiety and academic stress) using emotional intelligence scale by schute et al.scales. Taking in consideration our objective and hypothesis, data collected is analyzed by (one way ANOVA)analysis of variance. After analyzing the data my result showed the significance difference among gender in emotional intelligence as well as in test anxiety.

scholarly journals IMPACT OF THE TRAIT- BASED EMOTIONAL INTELLIGENCE ON SELF-ESTEEM FACTOR ACCORDING TO GENDER FACTOR

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Osman BAYRAKTAR ◽  
Hüner ŞENCAN ◽  
Yahya FİDAN
Keyword(s):  
Emotional Intelligence ◽  
Regression Analysis ◽  
Self Esteem ◽  
Hierarchical Regression ◽  
Intelligence Scale ◽  
Conceptual Structures ◽  
Basic Hypothesis ◽  
Gender Factor ◽  
Intelligence Scores ◽  
The Relationship

Goal. In the research, it was tried to determine the effect of the trait-based emotional intelligence scores on self-esteem evaluations, and it was attempted to determine how this effect evolved according to the gender factor. Method. In the study 175 students were partisipte and 171 questionnary were analyzed. To measure emotional intelligence, NHS Emotional Intelligence Scale was used and The Rosenberg Self-Esteem scale was used to measure self-esteem. Correlations, regression analysis, t-test and ANCOVA methods were used to determine the relationship and / or effect between two conceptual structures. Findings. As a result of the research, it was understood that emotional intelligence had no effect on the self-esteem.  Because the relations of concepts were not statistically significant (R2 = 0.00). Effect also did not occur at the female and male levels of the variable gender factor. Results. The argument that emotional intelligence, which is the basic hypothesis of the research, is effective on self-esteem scores has not been proved statistically. In the hierarchical regression analysis, which is based on the level of the gender factor, there was no relationship or effect.

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