Academic journal article Indian Journal of Positive Psychology

Emotional Intelligence and Achievement in School Children: A Comparison of Boys and Girls in Private and Public Schools

Academic journal article Indian Journal of Positive Psychology

Emotional Intelligence and Achievement in School Children: A Comparison of Boys and Girls in Private and Public Schools

Article excerpt

The term intelligence is used with a wide diversity of meanings (Stembeig, 1990). Segments of human intelligence are assessed on the basis of intelligence tests and is labeled as intelligence quotient (IQ). Over the years, intelligence quotient is not just a representative of some score on a test or measure but is understood as intelligence. The abilities within this are not constant. This means that the composition of intelligence is transitory in nature. Generally, ability increases with age and maturity and this is in the periphery of those aspects which are emphasized by the relevant environment and culture.

Psychologists have developed methodologies for this assessment and they have come out with tools and measures which they have termed as tests. Psychological tests for measurements of intelligence for different age groups, races, castes, creed and various groups have been developed. In fact, it can be said with a degree of certainty that the plethora of tests available for measuring intelligence outnumbers the number of tests available for measurements of any other trait or characteristic or ability in psychology. This is probably because of the importance of intelligence and its role in most behaviors. Mention may be made of some of the authors of intelligence tests to stress upon this point. Binet and Simon (1916), Wechsler (1939), Joshi (1981), Jalota (1976) and Bhatia (1968), among many others.

Proponents of emotional intelligence aigue that devoid of emotions, decision making and behaviors would be a bit unsatisfactory. They say that emotions are not a problem by themselves but it is their appropriateness and expression which determine as to whether they have role in behavior modification. Thus, one should not direct energies towards suppression of emotion, instead, try to strike a balance between thoughts and emotions. It needs to be so because emotions and feelings are interrelated to a large extent and hence emotional intelligence gets value and significance.

As of now emotional intelligence is a relatively new concept for researchers and even the experts. But, historically this newness can be traced to a doctoral thesis of 1985 in U.S.A. Thereafter, in 1990, two researchers Mayer and Salovey involved themselves in scientific endeavours to find out as the whether behavior and other performances associated with abilities are in any way influenced by emotions. They were quite successful and this lead to their developing measures of these emotions in the form of ability and called it "emotional intelligence". Their contributions were so revolutionary in nature because they indentified emotional intelligence as being different from general intelligence- that even today, no mention of emotional intelligence can get away without taking into cognizance Mayer and Salovey.

The next name representing a sort of milestone on the road to development of the area of emotional intelligence is Goleman's ( 1995). He defined emotional intelligence as " the ability to monitor one's and others emotion, to discriminate among them and to use the information to guide one's thinking and action." The significance of emotional intelligence derives from the fact that intelligences, other than general intelligence,, were being looked for earlier as well.

Emotional intelligence, on the evidence of initial volumes of literature, may have been more of an academic exercise but very soon it was discovered that it was an important attribute in the totality of the make up of normal human being and resultantly was significant for performances and behavior. Chemiss (2000) agreed that intelligence has partial role in successes and achievements and expressed the need to have evidence in support of emotional and social factors (constituents of emotional intelligence) for successes and failures.

Goleman's (1995) work assumed from the beginning that emotional intelligence is a type of intelligence. This assumption has been criticized. …

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