A Review Paper on Emotional

Intelligence
Hajra Shahid 2015-MC-26
Fatima Saleem 2015-MC-31
Mahnoor Asif 2015-MC-32
Farwa Ijaz 2015-MC-36

UNIVERSITY OF ENGINEERING AND

TECHNOLOGY LAHORE
 A Review Paper on Emotional Intelligence:
Models and Relationship with other Constructs
Ms. Fatima Saleem, Ms. Farwa Ijaz, Ms. Mahnoor Asif, Ms. Hajra Shahid
Department of Mechatronics and Control Engineering, University of Engineering and
Technology Lahore, Pakistan.

Abstract— The concept of Emotional Intelligence is of intelligence and musical intelligence. Gardner
unique interest in both Literature and Academia. In this referred interpersonal intelligence as the ability to
article, most of the research has been done to find out understand other people such as motivation of their
what Emotional Intelligence encompasses and what are behaviour, working style and attitude while
it’s components. Furthermore, descriptive surveys are intrapersonal intelligence as the ability to set norm
also performed among male and female students in for oneself and use that in life.
different departments of UET, Lahore. Results showed Based on a research conducted during the decade of
that there is significant correlation between main 1940’s on 85% students who are now in their middle
components of emotional intelligence including self- ages, it was proven that the most intelligent students
motivation, self-awareness, self-regulation, social in those years compared to the average students
consciousness, social skills and students’ academic were not more successful and even as far as income
achievement. Also there is meaningful difference and competence are concerned, they were at a lower
between male and female students’ emotional status. Also, they have not had much success in life
intelligence. and reactions with people around them.
Keywords—Emotional intelligence, constructs,
Karen Arnold who has conducted a lot of
academic settings.
studies on intelligent students believes, through
finding out individuals’ intelligence quotient, it is
1. Introduction only possible to discover dutiful people meaning
What is Emotional Intelligence? According to those who know how to get good grades in the
Goleman (2001), Emotional Intelligence (E.I.) educational system, but the individuals’ intelligence
contributes to the ability to recognize and regulate does not give any information as to how they act in
emotions in ourselves and others. Other than that, the ups and downs of their lives because academic
Mayer & Salovey also presented their definition of intelligence and to lent does not bring to individuals
E.I stated as follows: any skills to cope the disasters in the academic
environment, life and taking advantage of desired
“The capacity to reason about emotions, and of opportunities (Noori, 2003).
emotions to enhance thinking. It includes the As stated earlier, Teaching emotional intelligence or
abilities to accurately perceive emotions, to access seven intelligence including
and generate emotions so as to assist thought, to
understand emotions and emotional knowledge, and 1- Vocal intelligence: Spoken
to reflectively regulate emotions so as to promote 2- Logical intelligence: Mathematics
emotional and intellectual growth.” 3- Space intelligence: Visual
4- Movement intelligence: Physical
From past few years, many psychologists have tried 5- Musical intelligence
to answers queries like, “Who will be successful in 6- Interpersonal intelligences
education?” Why some people despite having high 7- Interpersonal intelligence
intelligence coefficient in education and the post
education processes, they experience huge failures?
These instructions are very important in school
and they can guarantee individuals’ success both in
David Wechsler, the Originator of intelligence tests, short and long term. When a child suffers from
described both non-Intellective and intellective chronic anxiety or anger, he/she considers them to
elements of intelligence. The non-intellective be imposed thoughts and cannot release himself or
elements, which included affective, personal, and herself from problems that bother him or her.
social factors, he later proposed were significant for Therefore, when mind is too busy with these
predicting one's ability to succeed in life. Emotional academic thoughts, there will be less possibility for
intelligence represents two of the seven intelligences learning new things. The researches indicate that
categorized by Gardner (1983): Interpersonal and successful schools are those that create an
intrapersonal intelligences while other five appropriate relation among the students, between the
intelligences include verbal intelligence, logical students and the teachers, students and other
intelligence, visual intelligence, kinaesthetic personnel at the school. In such schools, the teacher
tries to create desired relation and interaction among
the students. The educational programs including individuals’ success in different aspects of life.
emotional skills help the students to manage their Goleman states that those individuals who,
feelings and emotions and they reinforce their self- somehow, control their emotions and interact with
esteem and they will also cause them to get better other people more effectively; they have a more
grads in the standard cognition teaching. By meaningful life. Also happy people have more talent
encouraging children to nurture all of their talents in getting information and are enjoying life more
and capabilities that will practically lead them than those who are worried.
towards achieving success or helping them carry out Bribery quoting Ganji (2005) refers to the main
their tasks, schools will turn into centers for components of emotional intelligence under the title
nurturing life skills. The most important service that of self-awareness, self-control and self-motivation.
education can do to help the growth of a child is to Bradbury7 et al., (2006) defines emotional
lead him/her in the best direction and it seems that intelligence as ability, talent, recognition skill,
in our country’s educational system, this goal has assessment and self-control of emotions in the
been ignored and less time is being spent on interaction with others. Barr-on and parker (2000)
classification of children and more time is being have considered emotional intelligence as a kind of
spent and mort time is allocated on showing their intelligence that is resulted from emotions and
natural capabilities and talents; this is happening reflections and it means reaching the general
while there are countless ways for achieving structure of emotional, personal and social
success. There are also many capabilities which play capabilities which are necessary in order to cope
their roles in achieving success. In this direction, with the demands, tolerance and adaptation to the
teachers and parents should keep in mind that environment (quoted from Hajloo, 2004).
cognition intelligence IQ by itself is not effective in In the studies conducted about the history of the
the students’ educational progress; there are, emotional intelligence, it is said that the
however, other factors such as emotional philosophical analysis of the relation be teen thought
intelligence, adaptation with the educational and emotion in the west’s culture goes back to 2000
environment and gender that are influential in their years ago (Mayer, 2001) till the decade of 1990’s,
academic progress which should be paid attention research about social intelligence has been subjected
too. to change and different outlooks have come into
existence (Barr-on, 2000). The concept of emotional
2.Literature Review intelligence has its roots in the theories of
Many experts (Gardner4, 2000; Goleman, 1998; intelligence that go back to the twentieth century.
Barr-on & Parker5, 2000; Javadi, 2004 have done a Sorandik8, for the very first time considered social
lot of studies and researches about emotional ability as an important part of intelligence. Gardner,
intelligence and have presented its results in popular also, in his mind talked about interpersonal
articles and magazines in the forms of reports about intelligence which is the ability of understanding
the activities done in the field of emotional something else. (Hakim Javadi Vazhehee, 2004). On
intelligence. This matter incites the importance of the other hand, Mary and Salovey (1990) were the
emotional intelligence in today’s world. On the first who officially used emotional intelligence as a
other hand, the existence of different people block of the social intelligence. At first’ this view
interested in this subject has lead to the emergence considered the emotional intelligence have three
of different functional definitions for emotional components:
intelligence variety of measuring tools and claims 1- Assessment and expression of emotions in
based on the importance of this subject. The himself / herself or others
concepts of emotional intelligence as a very 2- Regulation of emotions in himself/herself and
important one in the academic community (Mayer, others.
Salovey; Salovey and Mayer, 1990) and also in non- 3- The application of emotions for facilitating
academic community (Goleman 1995 and 1998) thoughts Mayer’s researches (2001 quoted by Noori
have been paid attention to. (Ciarrochi, Forgas & and Nasiri(2004) are about measures that in have
Mayer6 2001) quoted by Noori and Nasiri (2004), been done in the field of psychology since 1990 and
Many experts (Gardner, 2000; Goleman, 1998; Bar- it includes 5 periods.
on and parker, 2000, Brobery & Giouz quoted by 1) The years of 1900 to 1969
Ganji 2005) have given different definitions in 2) From 1970 to 1989 during which the focus of
connected with emotional intelligence which we psychology was on were effective
will study the most important ones: 3) From 1990 to 1993 during which the emergence
- Emotional intelligence is a combination of of EI (emotional intelligence) was studied as a
interpersonal intelligence and interpersonal subject.
intelligence (Gardner, 2000). 4) From 1994 to 1997 during which this concept
- Goleman (1998) considers emotional intelligence became common.
to be a general structure than can be the reason for 5) The present time which was the time of beginning
the and defining researches in this field.
Taking into account the impact of emotional (Kennedy10, Eileen11 and Watson12, 1993). In
intelligence on the success of individuals, different addition to emotional intelligence and cognitive
experts and researchers (Shamoradloo, 2004; Javid, intelligence, social tolerance is also important in the
2002; Barr-on, 1997; Goleman, 1998; Mayer and job successes and academic progress. Social
carsoy 2002 quoted by Ebrahimi, 2004; Dahshiri, tolerance has a positive correlation with academic
2003; Barr-on and parker, 2000; and Kesler, 1943 progress (Khalatbari, quoted by Akhoondi, 1997).
quoted by Nikobin, 2004; Goleman, 1998; Petricles Although, learning social skills starts from home,
and Furunham9, 2002; Akhoondi, 1997, presented from the time children arrive at school, they come in
several views which we will point out the most contact with places for the emergence of different
important ones. emotions. Schools face teaching challenges and also
- Barr-on (2000) in his emotional pattern does not improvement and the creation of emotional skills in
only student the interpersonal relations with himself children. These challenges through adding
and others. He also considers factors such as information to the standards of educational
compromise, dealing with anxiety and public programs and the creation of conditions at school
attitude as the ones that form emotional intelligence encourage development and operation of emotional
and considers emotional intelligence as a form of skills (Chiarrochi, Forgas and Mayer 2001
intelligence that are formed from thoughts and quoted by Noori and Nasiri 2004). Mayer and
emotions and it means studying the general structure Salovey13(2008) that literary support of emotional
of personal and social emotional ability which will intelligence will cause its successful application in
have an impact on the ability or the talent of different areas.
confronting the environmental demands and There are skills that are needed to save it and social
pressure. He also states that emotional intelligence and emotional conditions are needed to Transfer it
and skills grows and changes over the years and they (the same source). Barr-on (2000) believes that
can be improved by teaching improvement having done a effective efforts to take care of the
programs such as therapeutic clinics (Brron and students’ emotional and social needs can result in
Parker, 2000). the improvement of their academic performance.
- Vexler (1943) in his report about emotional
intelligence writes”, I have tried to show that in 3. Models of Emotional Intelligence
addition to intelligence factors, special non- In reviewing the literature related to emotional
intelligence factors exist too which can clarify the intelligence, the definitions and its components are
behaviour of intelligent people.” He sought to broadly varied, and each of them bears little
compare the cognitive and non-cognitive aspects of resemblance on their own. Early theorists such as
public intelligence. His attempt can be realized by Thorndike, Wechsler and Gardner paved the way for
his use of small test for the regulation of pictures and the current experts in the field of emotional
understanding which form two major segments of intelligence. Among all the theories about emotional
his test. Understanding (Vexter quoted by Nikoobin, intelligence, the models proposed by Mayer and
2004). The level of emotional intelligence from the Salovey, Bar-on and Goleman have generated the
inheritance point of view is not permanent and it most interest in terms of research and application in
does not only form during childhood. Contrary to the other fields. Each of their theoretical framework
public intelligence that has very little changes after conceptualize emotional intelligence from one of
adolescence, emotional intelligence up to a very two perspectives: as a form of pure intelligence
high degree will be learned and during life will take consisting of mental ability only (Mayer & Salovey,
shape by learning experiences. The individual’s 1990), or as a mixed intelligence consisting of both
merit in emotional intelligence is growing. mental ability and personality characteristics like
The researches that analyse the level of emotional optimism, adaptability and well-being.
intelligence during life indicate that people will Till now, the only ability model of emotional
become abler in their abilities and find more skills in intelligence is that proposed by John Mayer and
the management of their emotions. The analyses of Peter Salovey. The two mixed models distinguish
Mayer and Salovey on hundreds of adults and from each other; the differences in which are
adolescents have indicated that adults are better than attributed to the varying beliefs of what constitutes
others in emotional intelligence skills. Mayer states emotional intelligence (Bar-On, 1997; Goleman,
that emotional intelligence is accompanied with the 1998). Reuven Bar-On conceptualized a model with
increase in age and experience from childhood to personality dimensions, emphasizing the co-
adulthood (Goleman). Emotions and emotional dependence of the ability aspects of emotional
experiences for will provide information for intelligence with personality traits and their
individuals and their environment as such that they application to well-being. On the other hand, Daniel
will interact and conform together. All types of Goleman proposed a mixed model in terms of
emotional experiences from pure and fundamental performance by combining an individual’s abilities
feelings to emotions concentrated on complicated and personality implementing their corresponding
feelings are the result of intellectual meanings effects in the workplace (Goleman, 2001).
3.1. Goleman’s Model of Emotional Intelligence
Daniel Goleman is being credited for popularizing
the concept of emotional intelligence in 1995, when
he wrote the landmark book ‘Emotional
Intelligence’. He described emotional intelligence as
"abilities such as being able to motivate oneself and
survive in the face of frustrations; to control impulse
and delay gratification; to manage one's moods and
keep distress from swamping the ability to think; to
empathize and to hope." Therefore, emotional
intelligence is defined as “the capacity for
recognizing our own feelings and those of others, for 3.2 The Mayer-Salovey-Caruso ability model
Peter Salovey and John Mayer first coined the term
motivating ourselves, and for managing emotions
"emotional intelligence" in 1990 (Salovey & Mayer,
well in ourselves and in our relationships”
(Goleman, 1998, p 317). Goleman's model outlines 1990) and have since continued to conduct research
the four main constructs of emotional intelligence. on the significance of the construct. They
conceptualised Ability-Based Emotional
The first, self-awareness, is the ability to identify
Intelligence Model (1997) which was based on the
one's emotions and recognize their impact while
work of Gardner and his view on personal
using gut feelings to guide decisions. Self-
intelligence. In 1990, they created the term
management, the second construct, involves
controlling one's emotions and impulses and “emotional intelligence” which is regarded as the
adapting to changing circumstances. The third affective dimensions of intelligence and entails five
broad areas: knowing one’s own emotions,
construct, social awareness consists of the ability to
managing one’s own emotions, self-motivation,
sense, understand, and react to other's emotions
recognizing emotions of others and handling
while comprehending social networks. Finally,
relationship management, the fourth construct, relationships with others. Salovey and Mayer (1997)
entails the ability to inspire, influence, and develop redefined emotional intelligence and proposed four
others while managing conflict (Goleman, 1998). branches from basic processes. The first branch,
emotional perception, is the ability to be self-aware
The model includes a set of emotional competencies
of emotions and to express emotions and emotional
within each construct of emotional intelligence.
needs accurately to others. It also includes the ability
Goleman opined that Emotional competencies are
not innate talents, but rather learned capabilities that to distinguish between accurate and inaccurate or
must be worked on and developed to achieve honest and tricky emotional expressions.
outstanding performance. Table1 illustrates
Goleman's conceptual model of emotional 3.3 Bar-On: A Mixed Model of Emotional
intelligence and corresponding emotional Intelligence
Bar-On (1998) introduced the term ‘Emotional
competencies. The constructs and competencies fall
under one of four categories: the recognition of Quotient’ (EQ) in his doctoral dissertation as an
emotions in oneself or others and the regulation of analogue to Intelligent Quotient (IQ). His model of
emotional intelligence can be viewed as a mixed
emotion in oneself or others.
intelligence, also consisting of cognitive ability and
aspects of personality, health and wellbeing. He
Table1: Goleman's (2001) Emotional Intelligence
defined emotional intelligence as “an array of non-
Competencies
cognitive capabilities, competencies and skills that
influence one’s ability to succeed in coping with
environmental demands and pressures” (Bar-On,
1997, p. 14). In nutshell, it includes any ability that
is not specifically cognitive. The definition
encompasses a number of areas like emotional self-
awareness, assertiveness, self-regard, self-
actualization, independence, empathy, interpersonal
relationship, social responsibility, problem solving,
reality testing, flexibility, stress tolerance, impulse
control, happiness and optimism.

4. Emotional Intelligence and Related Constructs

Numerous researched has been undertaken in the
field of emotional intelligence and to establish its
relationship with other variables like academic
achievement, personality, stress, individual students in the group that was not given the
performance, conflict, leadership. emotional intelligence curriculum.

4.1 Emotional intelligence and academic 4.2 Emotional intelligence and personality
achievement Numerous authors have evaluated the emotional
Earlier it was believed that obtaining good academic intelligence construct with the personality
results is primarily determined by general IQ of the dimensions (Higgs, 2001), Godse and Thingujam
students. But today it is well established fact that (2010), Ramo, Saris and Boyatzis (2009), Van Der
students can achieve great heights in academics if Zee, Thijs, & Schakel, 2002. Also Bar-On and
they score good in emotional intelligence along with Goleman models of emotional intelligence are found
IQ. Emotional intelligence incorporates the closely associated with personality theory. Both
important aspects of interpersonal and intrapersonal models have components and sub-components of
relationships, adaptability, moods, stress their theory of emotional intelligence which are
management skills which have a profound effect on similar to dimensions which have been previously
academic achievement of students. Barr-on (2000) studied under personality theory. Bar-On’ sub-
believes that having done a effective efforts to take components of assertiveness, interpersonal
care of the students’ emotional and social needs can effectiveness, empathy, impulse control, social
result in the improvement of their academic responsibility, and reality testing have all been
performance. Taking into account the impact of considered parts of personality inventories. For
emotional intelligence on the academic achievement example, Sjoberg (2001) devised a test battery for
of students, different experts and researchers use in the selection process in and was broadly based
(Joibaria and Mohammadtaherib,2011; Vernon et al. on the notions of emotional intelligence and social
,2008; Goleman, 1995; Peridisa, Fredericksonb and competence. In this selection process, emotional
Furnham,2002; Abdullah, Elias, Mahyuddin and intelligence contributed variance above and beyond
Uli,2004; Lam and Kirby,2002; Jaeger,2003; the standard scales of personality. Likewise, the
Panboli and Gopu,2011 presented several views California Psychological Inventory (CPI) contains
about the relationship between the two. scales that include self-assurance, , self-acceptance,
Joibaria and Mohammadtaherib (2011) found self-control, flexibility, empathy and interpersonal
significant correlation between main components of effectiveness.
emotional intelligence including self-motivation,
self-awareness, self-regulation, social 4.3 Emotional intelligence in relation to stress
consciousness, social skills and students’ academic Stress is influenced by an individual’s ability to
achievement. Vernon et al. (2008), Abdullah, Elias, manage and control their emotions in the workplace.
Mahyuddin and Uli (2004), Rozell, Pettijohn and Researches have been conducted to know whether
Parker (2001), Panboli and Gopu (2011) noticed emotional intelligence plays a prominent role in
positive correlation between Ei and academic overcoming stress and stress related outcomes and it
perdormance. Peridisa, Fredericksonb and has been established that individuals who scored
Furnham(2002) analysed the role of trait emotional high in emotional quotient experienced better health
intelligence in academic performance and in deviant and well-being, displayed better management
behaviour at school on a sample of 650 pupils in performance and suffered less subjective stress and
British secondary education. The findings indicated displayed better work performance. (Kauts and
that pupils with high trait EI scores were less likely Saroj ,2010; Slaski and Cartwright,2002; Duran and
to have had unauthorised absences and less likely to Extremera,2004; Darolia and Darolia, 2005;
have been excluded from school. Though Chabungban,2005; Abraham,2000; Spector and
Dabrawskimk(2001) confirmed negative correlation Goh,2001). Kauts and Saroj (2010) noticed
based on a research conducted on 39 intelligent emotional intelligence to be a factor useful in
adolescents and reached the conclusion that reducing occupational stress of teachers and
emotional intelligence does not help these enhancing their effectiveness in teaching.
individuals to have social and academic successes. Chabungban (2005) proposed that by developing
Rozell, Pettijohn and Parker (2001) research emotional intelligence one can bridge the gap
stressed upon the inclusion of emotional intelligence between stress and better performance.In addition, it
within the core skills taught in training and prevent negative emotions from swamping the
development programmes. Jaeger (2003) explored ability to think, feel motivated and confident and to
the effect of emotional intelligence instruction on accurately perceive emotions, to empathise and get
academic performance among a sample of 150 along well with others. Gohm, Corser and Dalsky
students of a general management graduate-level (2005) proposed that emotional intelligence is
course in the northern United States. It was seen that potentially helpful in reducing stress for some
there is statistically significant increase in EQ scores individuals, but unnecessary or irrelevant for others
among the students who completed the emotional which may be due to lack of confidence in their
intelligence curriculum compared with scores of emotional ability. Ismail, Suh-Suh, Ajis and Dollah
(2009) confirmed that the inclusion of emotional Due to the pressure exerted on the students by their
intelligence moderated the effect of occupational parents and teachers to excel in their examinations
stress on job performance. at an early age, youth today is seen having a
personality full of competitiveness but lacking in
4.4 Emotional intelligence and its association empathy, patience and concern for self’ emotions
with conflict handling and emotions of others. This eventually results in
Ayoko, Callan and Hartel (2008) The suggested poor understanding of self and of others, poor
suggested that teams with less well-defined responsibility, less confidence, poor handling of
emotional intelligence climates were associated with moods, emotions and interpersonal relationships,
increased task and relationship conflict and more aggression and stress visible in both personal
increased conflict intensity. Godse and Thingujam life and academics. Deficiency of unfulfilled
(2010), Srinivasan and George (2005), Jordan and emotional needs make students fragile in their
Troth (2004) suggested different problems expect moods and temperaments and they find it hard to
different styles of handling and emotionally face academic challenges which require patience,
intelligent individuals are capable of applying the zeal and optimistic approach to achieve heights. It is
different and better style of conflict management highly recommended that the educational
styles as the situation demands. Lenaghan, Buda and institutions should also incorporate emotional
Eisner (2007) and Carmeli (2003) revealed that intelligence in their course curriculum so that the
employees who score high in emotional intelligence students can learn how effectively they can manage
are abler to balance work-family conflict as they and utilise their emotions for a positive outcome.
recognize and manage feelings of conflict as they Workshops and trainings should also be conducted
occur. for the students after careful investigation of the
social and emotional skills they are lacking in. The
4.5 Emotional Intelligence and Leadership major responsibility of developing and nurturing
C. L. Rice (1999) used an early ability model of emotional needs lies in the hands of teachers along
emotional intelligence developed by Mayer and with the academic institutions. Teacher acts like a
Salovey to evaluate the effectiveness of teams and parent, guide, mentor and counsellor for their
their leaders and suggested that emotional students. Teachers should undertake this additional
intelligence plays a role in effective team leadership responsibility for the emotional development and
and team performance. Kamran(2010) investigated well-being of students. Also this will help students
whether Emotionally intelligent leadership (EIL) in managing their anger, stress, conflict and
could influence the faculty effectiveness and disagreement with others. But there arises a practical
identificatified 10 components of EIL which serve problem when the teachers themselves are found to
to improve the effectiveness of the faculty members be emotionally weak. For this, training and
viz. self-leadership, moral, trust, conscientiousness, workshops should be conducted for teachers also so
flexibility, participation, empowerment, capacity that they can teach effectively the emotional skills to
building, communication and motivation. Michael the students in the classrooms. The researchers also
A. Trabun (2002), Sitter (2004) and Suhaila and highlight the role of emotional intelligence tests
Zahra (2013) noticed revealed the significant and while recruiting and selecting new teachers.
positive relationship between leadership styles and Emotional intelligence programs are beneficial for
emotional intelligence. Barling, Slater and Kelloway teachers also as through these programs they can
(2000), Mandell and Pherwani (2003), Webb satisfy their psychological and emotional needs and
(2004), Srivastva and Bharamanaikar (2004) assist in good job performance, organisational
analysed the predictive positive relationship of commitment, personal and organisational
emotional intelligence with transformational effectiveness, maintaining a balance between work
leadership style. Boyatzis and Ratti (2009) in their and personal life and most importantly overcoming
study identified competencies that differentiated work stress.
effective managers and leaders. Results suggested 4.7 Emotional Intelligence and Teacher
that emotional, social and cognitive intelligence effectiveness
competencies predict performance. Teacher effectiveness is a multifaceted concept
incorporating all aspects of teachers backgrounds,
4.6 Role of Emotional intelligence in academic skills, and dispositions, ranging from personality to
settings knowledge to technical skills (Stronge & Hindman,
IQ alone would not serve its purpose in academics 2006). Haskett (2003) in her research titled,
until and unless emotional intelligence is also “Emotional Intelligence and Teaching Success in
developed and nurtured along with it. Emotional Higher Education” attempted to put emphasis on the
intelligence aspects are being avoided in educational emotions that differentiate the most effective faculty
setting owing to the main emphasis on academic at institutions of higher education. Todd (2006)
scores and grades, due to which students lack the investigated the relationship between emotional
basic social and emotional skills in their personality. intelligence and student teacher performance and
confirmed that EI and College Supervisors’ To answer this question, first, we calculated the
assessments to student teacher performance were mean score of the boy’s girls’ emotional intelligence
significantly related to each other. Tiina Vin et.al separately
(2010) conducted research to describe the level of
emotional intelligence of teachers of vocational and Exami Minim Maxim Avera Mea
professional higher education of tourism and hotel nes um um ge n
schools. The results of the study indicated Boys 72 143 105 104.
statistically significant correlation between factors 18
Sociability and Emotionality which showed that Girls 75 124 102 101.
those with good self-control and an ability to 42
understand others, also have better skills of standing
up for themselves and working in teams. The study Taking into account the data of the top chart, it is
also outlined a new and practical research-based argued that the boy’s emotional intelligence mean
approach for further planning of teacher’s training (104.18) with the standard deviation of (11.476)
programs and self-perfection. compared to the girls’ emotional intelligence with
the mean of (101.42) and the standard deviation of
Method of Research (113.821) to be more. On the other hand, the scope
This research is descriptive and of predictive type. of changes in the male students’ emotional
The statistical pool of the research includes male and intelligence (71) was more than the scope of female
female students in departments of UET Lahore students’ emotional intelligence (49) and the male
during the academic year of 2015-2019.The total students ‘grade distribution was between 72 and 143
number of the students was 50, 37 of them were boys and for female students it was between 75 and 124.
and 13 of them were girls. The sampling method is These data indicate that compared to female
relative classification and simple random. The students, the male students’ emotional intelligence
measuring tool in this research was standard Cyber was higher. Mansoori’s research (2001) indicated
Sharing emotional intelligence questionnaire. The that the total score of the test for both genders were
score of 5 is given to A and the score of 1 is given to different; therefore, his claim conforms to the
choice number 5. findings of the research. Javid (2002) claims that
girls have a higher emotional intelligence than boys
Findings of the Research However, the new research considers the difference
First question: what are the main components of in the total score to be in the boys’ favour.
emotional intelligence? The main components of The relation of emotional intelligence with other
emotional intelligence and were confirmed in personality traits is shown in the table below. People
different statistical pools. In the current research, the higher in EI (as an ability) obtain scores indicates
main components of emotional research have been they are more likely to prefer social occupations
classified based on Cyber Sharing including self- such as counselling, social work, and teaching to
motivation, self-awareness, self-control, social enterprising occupations, such as being a clerk,
awareness and social skills. salesperson, or project director
Second Question: Is there a relation between the
students’ emotional intelligence and their academic Table 6. Relation of EI with Selected Other Scales
progress? To answer this question, the total score of of Personality
the questionnaire was selected as the emotional Scal Perc Usin Underst Man To
intelligence score and the students’ CGPA till date e eivin g anding agin tal
as selected as their academic progress score and and g emo emotio g
Pearson’s coefficient correlation was presented in subs emoti tions ns emot
the following chart cale ons ions
Realisi - -
Coefficient Significant Level tic -.08
.07
.02
- .05
.02
Correlation Investi 0.02 0.08 0.12 0.10 0.1
0.833 0.00 gative 0
Social 0.07 .2 0.07 0.16 .15
Based on the data in the top chart, first the Conve - - – - –
coefficient correlation between the scores of ntional .02 .08 .05 .04 .07
emotional intelligence and academic progress were
calculated which was (r=0.881). The significance of
the co efficiency was analysed using the t test which Implications for Future Research
has a positive correlation of 99% accuracy. A number of issues require attention from future
researchers. Numerous researches have been
Third question: Is there a difference between girl’s undertaken on emotional intelligence construct
and boys’ emotional intelligence? which have been discussed in the last section of the
paper. Its relationship with other variables viz also discuss the role of emotional intelligence in
academic achievement and teacher effectiveness, academic settings and provided recommendations
personality, leadership, conflict and stress have also for the future scope for the research in the field of
been discussed in the paper. There are other areas emotional intelligence to the researchers and
also where considerable attention is required for educators.
research purpose. In the paper the researcher has
discussed about the relationship of emotional References
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