Relationship Between Emotional Intelligence and Achievement

Relationship Between horny Intelligence and AchievementPresent read was conducted to gamble out the affinity mingled with steamy acquaintance and optimism with pedantician skill in A level students. A take in of 50 students in which 25 girls and 25 boys, age ranged from 16 to 20 years were taken from 3 schools. They completed two questionnaire purport Orientation Test-Revised and Schutte ego enshroud Emotional Intelligence Test. And schoolmanian Achievement was measurable through grades of the students from their school record. Pearson correlation and t-test was utilize on data that revealed 1) highly strong family between randy intuition, optimism and academic achievement. 2) There is no meaning(a) gender difference on the scales of Life Orientation Test-Revised and Schutte Self Report Emotional Intelligence Test. Findings confronted that there is a official relationship of steamy intelligence and optimism with academic achievement thus it is important for the p bents and the teachers to deal the children learn to be affirmatory and learn to control and bear away their emotions as substanti in ally.IntroductionThis research aims to find the relation of randy intelligence and optimism with academic achievement among students of (A levels) higher secondary school. Academic achievement only did not depict that the student is franticly wakeless or optimistic and keep do fountainhead in all phases of life.Traditionally an individuals smartness is measured in terms of his or her IQ, it is assumed that passe- compositionouts and experts ca-ca high IQ, however IQ serves as only the index of numerical and analytical ability, it has little or no signifi nominatece with supremacy in professional and personal life because according to Goleman (1995) IQ alone is no much than the measure for victory emotional intelligence, brotherly intelligence, and luck similarly play a big role in a persons success, it is the Emotional Intelligen ce which turns the human organism into a roaring and prosperous because they knew their emotions and discharge identify others as well and able to manipulate them or control them in break in way and if the person is optimistic then his/her optimistic thinking and emotional intelligence bequeath definitely escorts him/her to successful life, accordingly this research aspires to stumble on the relation of emotional intelligence and optimism with academic achievement.Emotional intelligence (EI) can be defined as it is being able to monitor our own and others olfactory perceptions and emotions, to discriminate among them, and to use this to guide our thinking and actions (Salovey Mayer, 1990). The attribute of EI is essentially comprised of four-spot basic components the ability to live and express emotion being able to access and utilize emotions to enable thought the ability to understand emotions and to manage emotions. The emotionally intelligent person is hot in four bea s identifying, using, understanding and regulating emotions (Salovey Mayer, 1993). Then it can be said that success depends on several intelligences and on the control of emotions. John Mayer and shaft of light Salovey (1990) found that some people were better than others at things like identifying their own feelings, identifying the feelings of others, and solving jobs involving emotional issues. According to them EI is a true form of intelligence which has not been scientifically measured. They proposed that emotional intelligence deals with the emotions in a way that if someone is emotionally intelligent he/she impart be better able to manage his/her emotions and integrate them.According to Cooper and Sawaf (1997), emotional intelligence is the ability to logically manage the emotions, understands and to applies these controlled and managed emotions to connect and influence. These authors lay more emphasis on the application part of EI in organizations. In simple words emotio nal intelligence is using your emotions intelligently. The first step to this would be recognizing and understanding your emotions. For example, if your boss screams at you in posture today because you came in late, coming home and screaming at your kids would not be the best thing to do. It pull up stakes just keep the cast out feeling floating from one persons head to some other. An emotionally intelligent person in this situation would first recognize that he is angry because his boss yelled at him. Dr. Goleman (1999) asserts that aw arness of our feelings also enables us to perceive the feelings of others accurately -to be empathetic, to feel with another person. In this case, understanding that your boss yelled because you came late, will make you sack that being on time will make things better. Thus, dealing with our emotions rationally and intelligently will make events better.When psychologists began to write and think some intelligence, they focused on cognitive aspec ts, such as memory and problem-solving. (Cherniss, 2000). However, there were researchers who recognized early on that the non-cognitive aspects were also important. For instance, David Wechsler defined intelligence as the aggregate or worldwide capacity of the individual to act utilizationfully, to think rationally, and to deal prepareively with his environment (Wechsler, 1958) as cited in (Cherniss, 2000). Wechsler referred to non-intellective as well as intellective by which he meant actuateive, personal, and friendly factors. Wechsler was not the only researcher who saw non-cognitive aspects of intelligence to be important for adaptation and success. Robert Thorndike as cited in (Cherniss, 2000), to take another example, was writing about social intelligence in the late thirties (Thorndike Stein, 1937). Unfortunately, the work of these early pioneers was largely forgotten or overlooked until 1983 when Howard Gardner as cited in (Cherniss, 2000), began to write about octu ple intelligence. Gardner (1983) proposed that intrapersonal and interpersonal intelligences are as important as the type of intelligence typically measured by IQ.Academic achievement is the ability to analyze, synthesize, and evaluate information, effectively communicate with others, proficient in science, mathematics, com directer/technical skills, foreign languages, as well as history, geography, and global awareness, capable of collaboratively functional in culturally various(a) imbedtings, leaders who percolate projects through to completion, responsible decision makers who are self-motivated and expeditious political participants and ethical individuals who are committed to their families, communities, and colleagues (Nidds McGerald, 1996).The relationship of emotional intelligence and academic achievement can be depicted from this count conducted by Elias, M. J., Gara, M., Schuyler, T., Brandon-Muller, L. R., Sayette, M. A (1991) that the teaching emotional and social skills is very important at school, it can affect academic achievement demonstrablely not only during the year they are taught, but during the years that fol rugged as well. Teaching these skills has a long-term effect on achievement. Emotional intelligence effects the academic achievement in positive ways and it remains with the individual by the end of life.The emotions, feelings, and values are vital for a persons well being and achievement in life (Ediger, 1997). Quality emotions and feelings cooperate students give their best potential in the classroom. The students who are aversive and think negatively cannot concentrate for a long time and have more difficulty in reaching their potential than others.Abdullah, Maria., Chong., Elias, Habibah., Mahyuddin., Rahil., Uli., Jegak (2004) conducted research to examine students boilers suit level of EQ. Research findings indicate that there is positive relationship between EQ and academic achievement. The students positive relation ship with academic achievement indicated that if the student coifed better on his/her academics then he/she will be emotionally intelligent too. And the other finding of this study is the students have negative relationship of EQ with the negative affect (anger, frustration and anxiety) which evinceed that the students with high EQ have low negative affect or negative relationship with negative affect (anger, frustration and anxiety).Natalio. E. A., Durn, L. R (2006) examined the relationships between perceived emotional intelligence (PEI), dispositional optimism/pessimism and psychological adjustment (perceived stress and life satisfaction. Findings confirmed that emotional clarity and mood repair are significant in predicting perceived stress and life satisfaction after the influence of optimism/pessimism were controlled. Thus this research predicted that adolescents with high perceptions of emotional abilities (in particular, high clarity and repair) generally show higher life satisfaction and lower perceived stress. Moreover, to some degree, this effect might be considered as independent from their own optimistic or pessimistic dispositions.James, D. A., Parker, R. E., Creque, D. L., Barnhart, J. I., Harris, S. A., Majeski, L. M. (2004) found the relationship between emotional intelligence and academic achievement in high school Trent university Peterborough. Variables were compared in (highly successful students, moderately successful, and less successful based on grade-point- intermediate for the year), academic success was strongly associated with several dimensions of emotional intelligence.Considering that EI can be a potential determinant of achievement in working life, thus the study aims to determine if there is any significant difference in EI of the local and foreign students, if the emotional intelligence effect the academic achievement and it also differs in local and foreign students. This study reveals that people be evaluated on their own merit of emotional intelligence rather their academic success (James Irene, 2003).Empirical research has produced evidence suggesting that the ability to assess, regulate and utilize emotions (i.e. emotional intelligence) is important to the performance of workers, study reveals that the potential for enhanced emotional capabilities could be better and there is strong relationship of emotional intelligence and academic achievement (Jaeger, 2003).The Oxford Dictionary of English defines optimism as hopefulness and confidence about the future or the success of something.Optimism is a state where people believe that there are more chances of things going well and good, rather than their going bad. According to Seligman (1991) optimism isChanging the destructive things you ordain to yourself when you sustain the setbacks that life deals us, is the central skill of optimism.Optimism can also be defined as the tendency to believe that one will generally experience good versus bad outco mes in life (Scheier Carver, 1987). It is the mental state wherein people believe that things are more potential to go well for them than go badly, it is perpetually expecting good for the future and having faith on ones ownself.Seligman (1991) views that optimism is a belief that the actions of individual matters. Optimism is an explanatory style, and individual with this style or optimistic individuals 1) see that the causes of good events in life are permanent (e.g., due to their abilities, their traits and their genes etc.) and bad events have their causes as temporarily, (2) they generalized good events instead of bad ones, (3) dont blame themselves for bad events instead see that good events are because of them (Gatz, 1998).The main advantages of optimism may be found in increasing persistence and commitment during the phase of action toward a chosen goal, and in improving the ability to tolerate uncontrollable suffering.References and further reading may be available for th is article. To view references and further reading you must purchase Optimism is another emotional competence that leads to increased productivity. Optimistic individuals when have confidence on themselves and have good expectations and hope, it will increase the performance in better way, optimistic individuals can better deals with life stressors, when these stressors could not effect their good performance the productivity or achievement in any phase of life will increase. (Seligman, 1990).On the whole, research on optimism indicates that a positive orientation toward life leads to managing difficult situations with less subjective stress and less negative touch on on physical well-being. Optimists generally accept reality more readily and try to take active and constructive steps to solve their problems, whereas pessimists are more likely to engage in escape and tend to give up in their efforts to achieve goals (Scheier Carver, 1992).Another debate regarding optimism is that w hether it can or cannot be learned. Several researches show that optimism is a way of thinking that can be learned. Seligman (1991), in his book, Learned Optimism told that optimism can be learned.Researches support the theory that being optimistic has many benefits, and that being pessimistic has many costs, on a persons overall quality of life (McCambridge, Strang, Butler, Keaney, Anderson, 2006).According to another study, optimism leads to better academic performance as optimistic individuals can better deal with the stressors and thus they give better results (Whipple, Gootman, 2001).In one study conducted on optimism it is noted that optimism and thinking are positively related with problem solving, optimistic person tackle situation in a better way and find out better solution (Schwarz, Tesser, 2001). In another study conducted by Merrell (2001) it is proved that an optimistic person can better cope with difficulties and is more flexible and durable in bad situations and h ardships of life then a pessimistic person (Merrell, 2001). Research shows that optimist people can better deal with failure, firstly because they think of failure as something that can be changed and secondly they can manage stress and rise better from hardships (Whipple, Gootman, 2001). Page and Wayne (2007) found that academic optimism is a school characteristic that predicts student achievement even controlling for socioeconomic status.The study presented that positive psychology variables (hope, optimism, mindfulness) are stronger in high achieving students than in low achieving students. (Pajares, 2001).Nonis, A. S. Wright, D (2003) investigated that student performance has become an increasingly important melodic theme in higher education, the study aimed to discover that to what extent student ability, achievement, striv1ing and situational optimism influence performance outcomes and to investigate the interactive effects of ability and achievement as well as situational optimism on student performance outcomes.In educational institutions, success is measured by academic performance, or how well a student meets standards set out by local government and the institution itself. In academic achievement students performance will be measured through grades of a year. Academic achievement is defined as the quality and quantity of a students work.The study aims to measure the academic achievement in terms of emotional intelligence and optimism, for this mark the prove will be taken from the higher Secondary direct students of A levels. A levels is considered the preference competency in Pakistan. Most common alternative qualification is the General Certificate of Education or GCE, where HSSC is replaced with Advanced direct or A Level respectively. GCE AS/A Level are managed by British examination boards of Cambridge Assessment or CIE of the company of University of Cambridge Local Examinations Syndicate or UCLES. Another British examination board th at offers GCE AS/A Level is Edexcel of the company of Pearson PLC. However, CIE qualifications of GCE are oftentimes preferred option than those of Edexcel. These qualifications are coming to be more respected socially and in terms of job employment. In Pakistan the near of the students are in schools which are SCC or HSSC but for few years people who are stable financially preferred the alternative qualification system because there is a big difference in two school systems, from courses to extracurricular activities, even teaching style is different and most of the cosmos of Pakistan belongs to the middle class so people cannot afford their children to be in O/A levels.Academic success is important because it is strongly linked to the positive outcomes value for children. Research shows that adults with high levels of education are more likely to be employed, and to earn higher salaries (National Center for Education Statistics, 2001 U.S. Department of Commerce, Bureau of the Census, 1999). spick-and-spanhouse Beegle (2005) evaluated the impact of school type on academic achievement of junior secondary school students in Inthroughsia. The findings are from Indonesia showed that private schools provide with children the best education and put more effort in the studies of children. In the present study sample is from the private (British school), emotional intelligence and optimism will be measured from the participants from these schools.Research also shows that people who are academically successful are more stable in their employment more likely to have health insurance are less dependent on public assistance are less likely to engage in criminal activity are more active as citizens and charitable volunteers and are healthier (National Alliance of Business, 1998).Researchers have been challenged to go beyond socioeconomic status in the search for school level characteristics that make a difference in student achievement. The purpose of the study was t o identify a new construct academic optimism that is having a positive attitude towards the academic achievement and towards education and then rationalize the student achievement while controlling socioeconomic status (Hoy et al, 2006).RationaleA level students are largely at the age of adolescent which is the peak time to decide their career and personality development is completing and they are going through lots of emotional disturbances because there is a lot of studies pressure which can lead to depression and low self-esteem and sometimes resulted in suicide so the study will help to understand that being positive and emotionally intelligent students will be booming in academic achievement. It will provide the level of optimism in A level students that can help teachers and parents to develop optimism in their adolescents because optimism is not always inborn, it can b erudite as well. It will reveal the relationship of optimism, emotional intelligence and academic achievem ent to facilitate the students opt their line of business prospects, and career selection. A levels students are taken as a sample because of their more or less same socio economic status.HypothesesThe study hypothesized thatThere is a positive correlation between emotional intelligence and optimism with academic achievement.The more higher the emotional intelligence and optimism the greater will be the academic achievement.MethodParticipantsFor the present study Purposive sampling technique was used for the sample selection, the sample consisted of the 45 girls and boys in equal number from the British schools (Cambridge board and Edexcel affiliated schools) of Rawalpindi. selective information was collected from three schools including Froebels, Saint Marry and Roots School System. All the students of A Levels from these schools were taken as the sample and the age of participants ranged from 16-20 years.Inclusion CriteriaAll the adolescents age ranging from 16 22 years and stude nts of A levels were the part of the study. New inductions or the students at least in school for more than one year were also include in the sample.Exclusion CriteriaAdolescents with any disability (mental or physical) and below age 16 years or above 20 years were not included in the study.InstrumentThe protocol consists of the following data demographic SheetSchutte Self Report Emotional Intelligence Test (Schutte, Malouff and Bhullar, 1998)Life Orientation Test ( Scheier, Carver and Bridges, 1994)Data Demographic SheetDemographic data was collected in terms of age, gender, school, main subject, favourite Subject, extracurricular activities, birth order and personal evaluation for academic achievement.Schutte Self Report Emotional Intelligence Test (SSEIT) (Schutte, Malouff and Bhullar, 1998)In the present study emotional intelligence was operationally defined in terms of sums on the Schutte Self Report Emotional Intelligence Test, where high scores indicate more characteristic o f emotional intelligence and low scores indicate that the person is not much emotionally intelligent.Schutte self report emotional intelligence scale is a 33 item self report measure of emotional intelligence create by Nicola S. Schutte, John M. Malouff and Navjot Bhullar in 1998. Schutte self report emotional intelligence scale (SSEIT) is based on Salovey and Mayers (1990) original model of emotional intelligence. This model comprised of four basic components the ability to recognize and express emotion being able to access and utilize emotions to enable thought the ability to understand emotions and to manage emotions.The most widely used subscales derived from the 33 item Assessing Emotion Scale are those based on four factors. Which were described as perception of emotion, managing emotions in the self. affable skills or managing others emotions and d utilizing emotion. The items comprising the subscales based on these factors are perception of emotion (items 5, 9, 15, 18, 19, 22, 25, 29, 32, 33), managing emotions in the self. Social skills or managing others emotions (items 2, 3, 10, 12, 14, 21, 23, 28, 31) and utilizing emotion (items 6, 7, 8, 17, 20, 27). All items are included in one of these subscales.Respondents rate themselves on the item using the five point scale. Respondents require fair(a) five minutes to complete the scale. Total scale score are deliberate by reverse rack up item 5, 28 and 33, and then summing all items. Scores can range from 33 to 165, with higher scoring indicate more characteristic emotional intelligence.The items for the original Assessing Emotions Scale were in English (Schutte et al, 1998) and most studies utilizing the scale have used the English language discrepancy of the scale. In the present study the original English language version was used.Life Orientation Test (LOT) (Scheier, Carver and Bridges, 1994)In the present study Life Orientation Test is operationally defined in terms of Life Orientation Test wher e high scores indicate that there is more optimism and low scores indicate the pessimism.Life orientation test is the 10 item test developed by Michael F. Scheier, Charlse S. Carver and Michael W. Bridges in 1994. Respondents rate themselves on the item using the five point scale (1-5). Respondents require average five minutes to complete the scale. Total scale score are calculated by reverse scoring item 3, 7 and 9, and then summing all items. Scores can range from 10 to 50, with higher scoring indicate more optimism.In the present study the original English language version was used.Academic AchievementAcademic achievement was measured through the grades of the participants of their last semester all the schools included in the study had the same grading system of Cambridge System and Edexcel. The division of grades according to the percentages are given belowA* = Above 90%A = 80 89%B = 70 79%All the participants fall between these grades. No participant was below 70%.ProcedureD ata was collected from the British schools of Rawalpindi, three schools including Froebels, Saint Marry and Roots School System. For the purpose of collecting data consent was taken from the school authorities and the purpose of the study was explained to them (school administration). After getting their approval, reference letters were taken for their schools. Consent from participants was taken after explaining them about the nature and purpose of study.Pilot study was done in the school Froebels to check the reliability of both scales Schutte self report emotional intelligence scale (r = .72) and life orientation test (r = .67). Six students were included in the pilot study.After the pilot study the reliability obtained from questionnaires showed that the questionnaires are reliable then data line of battle process was started. Participants were taken from the British schools of Rawalpindi with the help of respected coordinator of A levels. Participants were given verbal instruc tion regarding questionnaires, and they were provided with two questionnaires (SSEIT, LOT-R and demographic sheet) and their questions about topic were answered. Average time taken by participants to fill the questionnaire was about 15 minutes. After the completion of the data collection the grades of the each participant of their last semester were taken from their school record with the permission of the school authorities. Data collection was completed in about 20 days.After data collection, data was entered in Statistical Package for Social Sciences (SPSS 0.13) and analyzed the data i.e. frequencies, percentages, pearson correlation and t-test was applied on the data.ResultsStudy was conducted to find out the relationship between emotional intelligence and optimism with academic achievement. A sample of 50 A level students (both girls and boys=25) were selected from 3 schools of Rawalpindi, and protocols were administered on them. Then the data collected was analyzed in SPSS. Fo r this purpose Pearson correlation was used. And also to see whether there is any Gender difference regarding variables of optimism and emotional intelligence in the data independent sample t-test was applied. accede 1Frequency and Percentage of demographic variable. (N = 50)Table shows frequency and percentage of participants according to demographic variables of age, gender school name and grades.Table 2Frequency and percentage of demographic variables in terms of main subject, personal evaluation of grades and extracurricular activities. (N = 50)Table shows frequency and percentage of participants according to demographic variables of main subject, personal evaluation of grades and extracurricular activities.Table 3Pearson Correlation between Life Orientation Test-Revised (LOT-R), Schutte Self Report Emotional Intelligence (SSEIT) and Academic Achievement.Table shows person co-relation (two-tailed level) between optimism, emotional intelligence, academic achievement and sub scale s of emotional intelligence (perception of emotion, managing emotion in self and utilizing emotion). Relationship between the optimism and academic achievement is importantly positive (r=.322*, p .05). Relationship between optimism and emotional intelligence is significant and positive (r=.367**, p0.01). Relationship between emotional intelligence and academic achievement is also positive and significant (r=.421**, p0.01).Table 4Table shows that there is no significant difference in level of optimism in girls and boys. It showed that on average scores on life orientation scale (measuring optimism) have no hefty gender differences.Table 5Table shows that there is no significant difference in level of optimism in girls and boys. It showed that on average scores on Schutte Self Report Emotional Intelligence Test (emotional intelligence) have no considerable gender differences.Table 6Table shows that the students with A* grades 15(30%) were above average which indicates that the studen ts are more optimistic than the students with B grade 1(2%) 0f average and (0%) of above average. A graders are only (8%) above average, which means more optimistic students perform well in academics.Table 7Table shows that the students with A* grades 17(34%) were above average which indicates that the students are more emotionally intelligent than the students with B grade 1(2%) 0f average and (0%) of above average. A graders are only 6(12%) above average, which means more emotionally intelligent students perform well in academics.DiscussionThe present study examined relationship of emotional intelligence and optimism with academic achievement in A level students. Main objectives of the study were to find out the relationship of emotional intelligence and optimism with academic achievement in A level students that whether the student achieving high grades is emotionally intelligent and optimistic.To accomplish the objective fifty Students were selected from three different schools of Rawalpindi, both girls and boys. And they completed the protocols (Schutte Self Report Emotional Intelligence Test and Life Orientation Test-Revise).Results indicate the relationship of emotional intelligence and optimism with academic achievement. Table demonstrates that emotional intelligence and optimism has a significant relationship with academic achievement. It means that if emotional intelligence and optimism is high in students it would result in better positive academic achievement. If the student is emotionally intelligent and optimistic then he or she will excel in his academics. Results showed the positive relationship of emotional intelligence and optimism with academic achievement that if the student is performing well in academics he/she is emotionally intelligent and optimistic.Relationship is also been proved with the previous research, Abdullah et al (2004) found the positive relationship between EQ and academic achievement. Another study examined that the emoti ons, feelings, and values are vital for a persons well being and achievement in life, and if these emotions are used in positive manner then it will lead to success. (Ediger, 1997). Abisamra (2000) found no significant relationship between emotional intelligence and academic achievement, the study was conducted on eleventh graders. Another study showed the positive relationship among emotional intelligence and academic achievement that students who score high on emotional intelligence tend to have good academic performance as compared to those who score low on emotional intelligence scale (Farooq, 2003). There is significantly positive relationship between emotional intelligence and academic achievement (r=.421**, p0.01) which means the student doing well in his/her academics also scored high on emotional intelligence (see Table 3).The relationship of optimism and academic achievement has also been proved with previous researches, optimism leads to better academic performance as opt imistic individuals can better deal with the stressors and thus they give better results (Whipple, Gootman, 2001). Another study conducted by Pajares (2001) findings indicates that constructs like optimism drawn from positive psychology can help explain academic motivation and achievement. The optimistic student can better cope with his/her the daily stressors of academic life and have the positive expectations for the future, results showed the significantly positive relationship between optimism and academic achievement (r=.322*, p0.05) (see Table 3).Results on gender difference indicated no significant difference in girls and boys. It reveals that no gender differences regarding emotional intelligence and optimism.T-test was applied to see the gender difference in data. It revealed the same results as concluded by the He