Topics: Emotional intelligence, Empathy, Intelligence quotient Pages: 5 (1407 words) Published: June 24, 2013
ALBERT PINJORA ( Teacher, Anand Niketan School, A‘bad)
PROF. AREFA. J. MANSURI ( Asso. Prof. St.Xaviers College, A’bad) INTRODUCTION:
Why children succeed or fail in school is one of the most enduring questions for educational researches. The psychologist in the field of education, child psychologists and counselors. Much attention is paid in the recent years to the idea of emotional intelligence. Emotional intelligence is a new concept developed in psychology and just like intelligence it has been defined and explained through various perspectives. Emotional Intelligence is the ability which includes integration of emotion and intelligence. According to Goleman (1995) emotional intelligence consists of the abilities such as being able to motivate oneself and persist in the face of frustrations, to control impulse and delay gratification, to regulate ones moods and distress from swamping the ability to think, to empathize and to hope. As said by Dr. Stephen Covey: Researches show convincingly that EQ is more important than IQ in almost every role and many times more important in leadership roles.” Emotional Intelligence involves two types and competencies:

1. Personal Competence: Self Awareness and Self Management. 2. Social Competence: Social awareness and Relationship Management. Definitions:
1. “Emotional Self awareness is the tendency of recognizing one’s emotion and their effects.” 2. Emotional self control is keeping disruptive emotions and impulses in check. 3. Adaptability is the flexibility in handling change

4. Achievement orientation: striving to improve or match a standard of excellence. 5. Initiative: readiness to act on opportunities.
6. Optimism: Persistence in pursuing goals despite obstacles and setback. Among the social competence. 7. Social competence: the characteristic include: relationship management adeptness at including desirable responses in others. 8. Empathy: Sensing others feelings and perspectives and talking on active interest in their concern. 9. Service orientation: anticipating, recognizing and meeting others customer, clients needs. 10. Developing others: Sensing others development needs and bolstering their abilities. 11. Change catalyst: initiating or managing change.

12. Influences: having impact on others wielding effective tactics for persuasion. 2) Objectives of the study
The objective of the present study was to find clarity though concept of emotional intelligence. Secondly whether there exists any gender difference between girls and boys in their EQ. 3) Hypothesis:

The hypotheses formulated are as under:
1) There is no significant difference in the mean scores of self awareness of emotional intelligence of high school boys and girls. 2) There is no significant difference in the mean scores of self management of the emotional intelligence of high school boys and girls. 3) There is no significant difference in the mean scores of social awareness of emotional intelligence of high school boys and girls. 4) There is no significant difference in the mean scores of social skill of emotional intelligence of high school boys and girls.

4 Methodology.
The sample of the present study consisted of 30 boys and 30 girls studying in high schools. The sample was random. Students were approached personally at different schools of Ahmedabad city. Tools:

1. The personal data sheet was prepared to collect the information like Name, Age, Gender, Income-Status and Education Qualifications of parents, number of children in the family etc. 2. The Emotional Intelligence Test devised by Pallavi Patel and Hitesh Patel (V.V. Nagar, Ahmedabad) was used. The test constituted 77 items where the respondents have to “” mark among the four points at each statement. The scale consisted both positive and negative statements which were calculated as per the manual. The scale measures 4 areas namely Self Awareness, Self...
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