Prediction of Emotional Intelligence During Academic Transition
Emotional intelligence has been defined as mental ability we are born with, which gives us our emotional sensitivity and potential for emotional learning management skills. It is assumed that it can help us in maximizing our long term health, happiness and survival in the society. Schilling (1996) suggested that Emotional intelligence enables one to respond at optimal level and establishes individual’s position relative to environmental events and in guiding towards some situation and repelling from others. Emotional intelligence indeed helps in overcoming difficult obstacles in pursuit of goals in all areas of life. EI was also found to be negatively associated with stress at work (Nikolaou & Tsaousis, 2002). Literature so far reviewed suggest that emotional intelligence has been taken as independent factor for predicting the success and for improving one’s professional and personal life. Many of these reports suggest that EI will be a more effective predictor of academic success and life achievement than general intelligence. The question arises that what factors account variation in the prediction of emotional intelligence, specifically for those students who after completing their high school enter in colleges for an intermediate level programme. This transition phase becomes a source of different challenges that the students have to face. The students exhibit certain types of social behavior as a result of pressures of different social environment of college. Therefore, it is assumed that emotional intelligence is predictable and that the emerging predictors could help the teachers and other adults to gain more information about EI. This in turn may help teachers to develop emotional intelligence in children through their influences. Keeping in view this conceptual background a study has been designed to predict the emotional intelligence of 11th year students. It is hypothesized that the ability to cope with the new set up could be due to social skills students’ may have acquired through previous experiences. The sources of these experiences are interaction with parent, with teacher, with peer, and with other social groups of the community, and that the socioeconomic status and gender may also be taken into account as contributing predictor of EI. The EI will be measured by Emotional Quotient Inventory-(EQ-i (Bar-On 1997). The findings indeed will be useful in predicting the EI in different cultural and social settings.
Keywords: Emotional Intelligence, Social Behavior
Dr. Rehana Khan
Professor, Chairperson, Department of Secondary Teacher Education, Allama Iqbal Open University