chapter 2

Topics: Mary Ainsworth, Emotional intelligence, Attachment theory Pages: 7 (1423 words) Published: March 12, 2015


CHAPTER 2
Review of Related Literatures and Studies
This chapter deals with the related literature and studies by local and foreign authors. The following were gathered from books, journals and other printed materials.

Review of Local Literature (to be followed, no reference)

Review of Foreign Literatures
Emotional Intelligence is an ability, capacity or skill to perceive, assess and manage the emotions of one’s self, of others and of groups. Emotional intelligence is an array of non-cognitive capabilities, competencies and skills that influences one’s ability to succeed in coping with environmental demands and pressures. Emotional competencies as suggested by Daniel Goleman are; Self-awareness is the ability to identify and name one’s emotional states and to understand the link between emotions, thought and action. Self-Regulation is the capacity to manage one’s emotional states or to shift undesirable emotional states to more adequate ones. Motivation on the other hand, is the ability to enter into emotional states (at will) associated with a drive to achieve and be successful. Empathy is the capacity to read, be sensitive and influence other people’s emotion. Social Skills is the ability to enter and sustain satisfactory interpersonal relationship. The view points and ideas propagated by Daniel Goleman have brought a revolution in the field of child care, home, school and workplace management. In the words of Daniel Goleman “Most of the problem in our life, whether childhood problems, adolescent problems, home and family problems, work situation problems or political, regional or international problems are the result of misinterpretation of the involved sentiments, feelings and emotions of the concerned individuals, group of individuals, society and the nations.”

With this is mind, Emotional Intelligence is a subset of social intelligence that involves the ability to monitor one’s own and other’s feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions. (Preeti,2013) Furthermore, intelligence refers to intellectual functioning. The intelligence of a student affects his academic achievement, and other scholastic activities. Academic achievement is the maximum performance in all activities at school after a period of training. Steinberg and Merriam (2005) “Achievement encompasses student ability and performance; it is multidimensional; it is intricately related to human growth and cognitive, emotional, social, and physical development; it reflects the whole child; it is not related to a single instance, but occurs across time and levels, through a student’s life in public school and on into post secondary years and working life.". Webster defines achievement as "the quality and quantity of a student's work.”. Nowadays, achievement and evaluations are interpreted in terms of not only IQ but also other factors like social intelligence, emotional intelligence, spiritual and creativity and in terms of so many aspects. Children’s performances and abilities are judged through covering various traits of personality. There is no provision in our education system to provide education which could meet all types of need of our children. The most neglected areas are social development, emotional, values, spiritual, creativity, adversity etc. Here in a need to relate and study the various factors by combining them with academic achievement. Therefore it was thought logical to conduct a study to check effect of emotional intelligence on academic achievement. Academic achievement is the major concern of educational policy makers of every country. It has been accepted that environment both inside and outside the school in which the child grows has a great influence on the academic achievement of the students. Among them, socio economic status, social phobia, anxiety, learning disabilities, parent styles, learning styles, classroom climate etc are some such...
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