CHAPTER 6 SUMMARY
CHAPTER 6 Summary Emotional intelligence enables a person to learn how to acknowledge and understand feelings in oneself and in others. It also makes oneself to appropriately respond to that feelings and effectively applying the information and energy of emotions in daily life and work. It involves the ability to generate feelings, to understand emotions and emotional knowledge, and intellectual growth. The present study is aimed at studing emotional intelligence in relation with certain psychosocial predictors viz. aggression, self-concept, extraversion, neuroticism, home-environment, and social-support, additionally with sex difference and locale effect. Following are the problems and their relevant hypotheses :- 1.The first problem to be undertaken in the present study was to examine whether subjects showing high level of aggression differ significantly in their emotional intelligence in comparision of the subjects showing low aggression. It was hypothesized that subjects scoring high on aggression would show a lower level of emotional intelligence as compared to the subjects showing low aggression. 2. The second problem of the present study was to examine whether the subjects showing bright self-concept differ significantly in their emotional intelligence in comparision of the subjects showing poor self-concept.
It was hypothesized that subjects showing bright self-concept would show high emotional intelligence as compared to the subjects showing poor selfconcept. 3.The third problem of the present study was to verify whether subjects belonging to extraversion personality dimension differ significantly in their emotional intelligence than their counterparts. It was hypothesized that the subjects belonging to extraversion personality dimension would show high level of emotional intelligence as compared to their counterparts. 4.The fourth problem of the present study was to find out whether subjects belonging to neuroticism personality dimension differ significantly in their emotional intelligence than their counterparts. It was hypothesized that subjects belonging to neuroticism personality dimension would score low on emotional intelligence as compared to their counterparts. 5.The fifth problem of the present study was to examine whether the subjects possessing a favourable home-environment differ significantly in their emotional intelligence in comparision of the subjects possessing unfavourable home-environment. It was hypothesized that subjects possessing favorable home-environment would score high on emotional intelligence as compared to the subjects possessing unfavorable home-environment. 6.The sixth problem of the present study was to verify whether the subjects perceiving high social-support differ significantly in their emotional intelligence in comparision of the subjects perceiving low social-support.
It was hypothesized that subjects perceiving high social-support would show high emotional intelligence as compared to the subjects perceiving low social-support. 7.The seventh problem of the present study was to examine whether the male subjects differ significantly in their emotional intelligence than the female subjects. It was hypothesized that the male subjects would show a low level of emotional intelligence as compared to the female subjects. 8.The eighth problem of the present study was to find out whether subjects belonging to urban locale differ significantly in their emotional intelligence than the subjects belonging to rural locale. It was hypothesized that the subjects belonging to urban locale would show a high level of emotional intelligence as compared to the subjects belonging to rural locale. The last problem of the present study was to examine the effect of the psycosocial predictors (aggression, self concept, extraversion, neuroticism, home environment, social support, sex and locale) on various dimensions of emotional intelligence (intrapersonal awareness, interpersonal awareness, intrapersonal management, interpersonal management) It was hypothesized that the emotional intelligence along with its different dimensions (intrapersonal awareness, interpersonal awareness, intrapersonal management, interpersonal management) would be significantly related to the aforesaid psycho-social variables.
Initially a larger number of students enrolled in class eleventh of different higher secondary schools belonging to Durg district of Chhattisgarh state were randomly selected as a sample. Considering urban locale, the sample was drawn from the higher secondary schools located in urban sector of Durg district whereas for rural locale, sample was drawn from the higher secondary schools located in rural areas of Durg district and were affiliated to Chhattisgarh board of Secondary Education. The subjects were matched according to their age group and sex by selecting equal number of male and female candidates. At last, 745 students were retained as final sample. Among those, as per the requirement of 2x2x2 factorial design (as explained further in the design of the study) 560 students were selected for further analysis. The following tools were used for the assessment of dependent and independent variables considered for the study. All of the following measures used, do confirm the psychometric properties. 1. The emotional intelligence among the subjects was measured by using Mangal Emotional Intelligence Inventory (MEII) prepared by, Mangal and Mangal (2004). This is a hundred item test yielding scores in four areas viz. intrapersonal awareness, interpersonal awareness, intrapersonal management and interpersonal management. 2. Aggression of the subjects was measured by using Aggression Questionnaire developed by Pati (1976). The questionnaire consisted of sixteen question describing some form of aggressive situations. The subjects were requested to choose the appropriate response out of the given three responses, elicited by the situation described in the question.
3. The self-concept of the subjects was measured by means of Swatva Bodh Parikshan (SBP)- A Test of Self Concept developed by Sherry, Verma and Goswami (1988). This is a forty-eight item test, yielding scores in eight dimensions of the self-concept and on the total. 4. Extraversion and neuroticism dimensions of personality were measured by using Eysenck s Maudsley Personality Inventory developed by Jalota and Kapoor (1965, 1975). This is having fortyeight items for assessing extraversion and neuroticism dimensions of personality. 5. The home-environment of the subjects was measured by using Home environment Inventory (HEI) prepared by Mishra (1989). This is an instrument having hundred items designed to measure the psychosocial climate of home as perceived by children. All the items were belonging to ten dimensions of home environment and each dimension has ten items belonging to it. 6. The social-support perceived by the subjects was measured by using Social Support Scale (SSS) constructed by Asthana and Verma (2005). This is a five point rating scale having thirty five items yeiding scores in three dimensions of social-support viz. emotional support, informational support and instrumental support. The present study is a research employing type-s independent variables. The study investigates the role of aggression, self-concept, extraversion, neuroticism, home-environment and social-support. Since, the subjects were drawn from both the sex and that too from urban and rural background, the study is enriched with the role of sex and locale effect also.
Therefore, the study has included eight independent variables to examine their role in predicting emotional intelligence. This is a correlational research including the above mentioned psychosocial independent variables as predictor variables and emotional intelligence along with its different dimensions was studied as outcome variable. In order to measure the level of significance, 2x2x2 factorial design (three-way ANOVA) was used by considering one of the psychosocial variables as first independent variable, and sex and locale as second and third independent variables respectively. The emotional intelligence score of the subjects was considered as dependent variable. Each of the independent variable was taken at two levels i.e. low and high (for sex it was male and female, and for locale it was urban and rural). It may be well described as under:- 1) 2 Aggression (high/low) x 2 sex (male/female) x 2 locale (urban/rural) 2) 2 Self concept (bright/poor) x 2 sex (male/female) x 2 locale (urban/rural) 3) 2 Extraversion (high/low) x 2 sex (male/female) x 2 locale (urban/rural) 4) 2 Neuroticism (high/low) x 2 sex (male/female) x 2 locale (urban/rural) 5) 2 Home environment (favorable/unfavorable) x 2 sex (male/female) x 2 locale (urban/rural) 6) 2 Social support (high/low) x 2 sex (male/female) x 2 locale (urban/rural) In order to compute three-way ANOVA, according to the above described format, the subjects were divided into low and high subgroups. For dividing the subjects into low and high level, 37.5% subjects scoring low
from the bottom and 37.5% subjects scoring high from the top (excluding the subjects falling within the semi-interquartile range) were considered as the subjects of low and high subgroups respectively, in each of the above mentioned independent variables. In this way a total of 560 subjects (280 high scorers and 280 low scorers) were obtained as final sample for computing each of the ANOVAs as mentioned above. Further, stepwise multiple regression analysis technique was used independently for different dimensions of emotional intelligence and on the whole, by considering the data obtained on all of the 745 subjects. After explaining the objectives of the research work, permission was obtained from the Principals of the selected schools to administer the questionnaires to the students of eleventh standard. It was made sure that their responses and identities would be kept confidential. In order to measure all the six variables, overall six different question booklets viz. emotional intelligence inventory, aggression questionnaire, Eysenck s Maudsley personality inventory, self-concept test, home-environment inventory and social-support scale were provided to the subjects. Afterwards the printed instructions were explained to them. The participants were seated in a small group setting. A response sheet was provided with each booklet to all of the participants to mark their responses, without consulting each other. The classroom where the test was conducted, was well organized and the seating arrangement was also made comfortable. After completion of the test, the response sheets with the test booklets were collected back. At last the participant students, principals, teachers and other staff of the schools were given thanks for their cooperation and support. Afterwards the scoring process was completed and the obtained raw data was analyzed by using appropriate statistical tools.
With the purpose to test the hypotheses made, the obtained raw scores were subjected to 2x2x2 factorial design (three-way ANOVA) and further, stepwise multiple regression analysis technique was also used to find out the contribution of each independent variables on different dimensions of emotional intelligence and emotional intelligence as such. Based on the results obtained by applying 2x2x2 ANOVA, the following conclusions were made:- 1) Aggression was found to have a significant positive relationship with emotional intelligence. Therefore, it confirmed the first hypothesis that, subjects scoring high on aggression would show a lower level of emotional intelligence as compared to the subjects showing low aggression. 2) Self-concept was found to have a significant positive relationship with emotional intelligence, which confirmed the second hypothesis that, subjects showing bright self-concept would show high emotional intelligence as compared to the subjects showing poor self-concept. 3) The extraversion personality dimension was found to have a significant negative relationship with emotional intelligence. It rejects the third hypothesis that, subjects belonging to extraversion personality dimension would show high level of emotional intelligence as compared to their counterparts. 4) The neuroticism personality dimension was found to have a significant positive relationship with emotional intelligence, which confirmed the fourth hypothesis that, subjects belonging to neuroticism personality dimension would score low on emotional intelligence as compared to their counterparts.
5) Home-environment was found to be an insignificant predictor of emotional intelligence. It rejects the fifth hypothesis that, subjects possessing favorable home-environment would score high on emotional intelligence as compared to the subjects possessing unfavorable home-environment. 6) Social-support was found to have a significant positive relationship with emotional intelligence, which confirmed the sixth hypothesis that, the subjects perceiving high social-support would show high emotional intelligence as compared to the subjects perceiving low social-support. 7) The next independent variable i.e. sex, was found insignificant in predicting emotional intelligence. Therefore, the hypothesis that, male subjects would show a low level of emotional intelligence as compared to the female subjects has been rejected. 8) Locale was found to be insignificant in predicting emotional intelligence. Therefore, the hypothesis that, subjects belonging to urban locale would show a high level of emotional intelligence as compared to rural ones, has been rejected. 9) There was also found a significant second order interaction among the independent variables, viz. aggression, sex and locale with regard to overall emotional intelligence of the subjects. However, rest of the other independent variables did not found any significant, first and second order interaction with regard to overall emotional intelligence. Following are the conclusions drawn on the basis of results obtained from stepwise multiple regression analysis:- 1. Self-concept, social-support, neuroticism, extraversion and aggression have been emerged as significant predictors of overall emotional
intelligence. However, home-environment, sex and locale were found to be insignificant in this regard. 2. Neuroticism, self-concept, social-support and aggression have been emerged as significant predictors of both interpersonal awareness and Intrapersonal awareness dimensions of emotional intelligence. 3. The interpersonal management dimension of emotional intelligence was found to be significantly predicted by social-support, self-concept, aggression, sex, neuroticism and extraversion. Unlike other dimensions of emotional intelligence, a significant sex difference was reported only among the interpersonal management dimension of emotional intelligence with a negative Beta value, which indicates that, males have better interpersonal management as compared to their female counterparts. 4. The intrapersonal management dimension of emotional intelligence was found to be significantly predicted by social-support, extraversion, and self-concept. However, none of the other criterion variables contributed significantly to intrapersonal management dimension of emotional intelligence.