THE PROBLEM AND ITS SETTING
Research in brain- based learning suggests that emotional health is fundamental to effective learning. The key ingredients for this are understanding, confidence, curiosity, intentionality, self-control, relatedness, capacity to cooperate. These traits are all aspects of emotional intelligence. Basically, a student who learns to learn is much more apt to succeed (Chamundeswari, 2013).
For decades, a lot of emphases have been put on certain aspects of intelligence such as logical reasoning, math skills, spatial skills, understanding analogies, verbal skills, etc. Researchers were puzzled that while IQ could predict to a significant degree of academic performance and to some degree, professional and personal success, there was something missing in the equation. One of the major missing parts in the success equation is EQ, a concept made popular by the groundbreaking book “Emotional Intelligence” by Daniel Goleman (1994). Emotional intelligence involves, being aware of our emotions and regulate our own emotional responses (Mayer & Salovey, as cited by Aquino, 2009). The leading of emotional intelligence believe that adaptive advantages of emotional skills are important in academic success with their careers, regulate more of their own behaviors, and provide for greater responsibility and work harder to accomplish their goals (Aquino, 2009). Today, it is generally believed that procuring academic results are not only primarily determined by higher intelligence but also by the higher emotional intelligence of students. Research has demonstrated that an individual‘s emotional intelligence is often a more accurate predictor of success than the individual‘s IQ. No matter how intellectually intelligent someone is, their success is still governed by how well they communicate their ideas and interact with their peers. Emotional Intelligence has been found a reliable predictor of academic achievement than general
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