EMOTIONAL
INTELLIGENCE AND ACADEMIC MOTIVATION AMONG COLLEGE STUDENTS-AN EXPLORATION

Sreedevi.N

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Saira.A.Kalam

2nd
Semester B.Sc Psychology

KR’s
SreeNarayana College, Thozhuvaur

 

 

ABSTRACT:

Emotional
intelligence is an important area of psychology which has gained considerable
acceptance in almost every academic discipline. It is the ability to identify
and manage your own emotions and the emotions of others. Academic motivation is
one’s determination to succeed in academic studies. It is a student’s desire as
reflected in approach, persistence and level of interest regarding academic
subjects when the student’s competence is judged against a standard of
performance or excellence. Researchers in brain based learning suggest that the
emotional health is fundamental to effective learning. The present paper is an
attempt to explore emotional intelligence in relation to academic motivation
among college students.

 

Keywords:
Emotional Intelligence, Brain Based Learning, Academic Motivation.

 

 

INTRODUCTION:

One
area of emotions research that has significant and heated debate is the
construct definition of emotional intelligence. Emotional Intelligence refers
to an ability to recognize the meaning of emotion and their relationships and
to reason and problem solve on the basis of them. A high Emotional Intelligence
helps to maintain a state of harmony in oneself and be more self-confident to
deal the challenges facing and learning in educational institutions. The
current scenario is challenging the adolescents to face the wave of
globalization. Thus, the ability to control emotions has become greatest
demand.

Emotional
Intelligence represents an ability to validly reason with emotions and to use
emotions to enhance thought. Emotional Intelligence encompasses the following
four characteristics and abilities:

·        
Self-awareness – knowing
your emotions, recognizing feelings as they occur and discriminating between
them.

·        
Mood management –
handling feelings so they are relevant to be the current situation and you
react appropriately.

·        
Self-motivation
–”gathering up” your feelings and directing yourself towards a goal, despite
self-doubt, inertia and impulsiveness.

·        
Empathy – recognizing
feelings in others and tuning into their verbal and non verbal cues.

·        
Managing relationships –
handling interpersonal interaction, conflict resolution and negotiations.

Researchers
from different school of thought have discovered the contribution of emotional
intelligence. It explains the possible outcomes which can be mental and
physical health, wellbeing and social support. Most of researchers come to
agree that emotional intelligence is also a contributory factor in the positive
attitude behavior and outcomes. Though the field of emotional intelligence is a
fairly new one- the word emotional intelligence itself was coined first and
used in literary writing by Peter Salovey and John Mayer in 1990, the concept
has become immensely popular as it explains and provides evidence on how people
with a good IQ sometimes fail. High emotional intelligence can contribute to a
student in the learning process (Goleman, 1996 ;). Students low on emotional
intelligence may find failure more difficult to deal with, which undermines
their academic motivation. Academic Motivation is defined as enthusiasm for
academic achievement which involves the degree to which students posses certain
specific behavioral characteristics related to motivation. Motivation is
related to a number of other academic factors, including so called 21st
century skills identified as important in preparing students for college and
lifelong learning. All students experience frustrations and failure to achieve
their goals. If they are able to control emotions, they will achieve the
academic goals as well. Achievement encompasses student ability and
performance; it is multidimensional; it is intricately related to human growth
and cognitive, emotion, social and physical development it reflects the whole
child.

 

OBJECTIVE:

The
main aim of the present study is to explore the relationship between emotional
intelligence and academic motivation among college students.

 

CONTENT:

Emotional
intelligence skills are key factors in the academic motivation and test
performance of college students. A study conducted by Rode et al (2007)
predicted that emotional intelligence was related to academic performance for
two reasons. First, academic performance involves a great deal of ambiguity.
Second, majority of academic work is self-directed, requiring high levels of
self-management. In order to obtain good results in academics, apart from
effective learning techniques, students should be able to recognize themselves
in particular of self emotions. Hence the need to identify oneself, emotional
intelligence should be noted not only for academic interest but also for
success in life. Increasing emotional intelligence may not only facilitate the
learning process and improve career choice and likelihood of success, but could
also enhance the probability of better personal and social adaptation in
general. Students need the ability to appraise a situation correctly, react
appropriately in difficult situations and exercise stress tolerance or display
impulse control when making judgments about academic decisions. Students need
activities and advising sessions that help establish proactive patterns that
increase awareness about emotional intelligence. The goal is to improve the
skills that lead to academic success.

EI
appears to be a core ingredient that, when developed and well employed, has
wide ranging benefits for learning, relationship and wellness Academic
achievement and academic performance have been determined by variables such as
family, school, society and motivational factors (Aremu, 2004). Dr
Parthasarathy (2000), HOD, Dept. of Social Work, NIMHANS, has highlighted the
role of parents and teachers in cultivating emotional intelligence. Jaeger
(2003) delineated the fact that EI and academic achievement are positively
correlated. Abisamra (2000) reported that there is a positive relationship
between academic achievement and EI. Majority of the research suggests that EI
abilities lead to superior performance even in the most intellectual career. EI
predicts academic achievement (Zee, et al., (2000); Parker, et a;., 2004; Marquez
Martin, et al., 2006).

      The
emotional intelligence construct has important clinical and therapeutic
implications                         
because it has emerged from an amalgamation of research findings on how people
appraise, communicate and use emotion (Malekari and Mohanty, 2011).

According
to Mayer and Salovey (1995) emotional intelligence is the ability to perceive
emotions, to access and generate emotions so as to assist thought, to
understand emotions and emotional knowledge, and to reflectively regulate
emotions so as to promote emotional and intellectual growth.

Parker
and others (2005) examined the impact of emotional intelligence on the
successful transition from high school to university. Results revealed that
academically successful students had significantly higher levels of several
different emotional and social competencies. These findings suggest that emotional
intelligence plays an important role in the successful transition from high
school to university.

The
study conducted by Bai (2011) intended to examine anxiety proneness and
emotional intelligence in relation to academic achievement. Study being an
exploratory student performance in examination has been considered very
seriously to examine if there is any influence of anxiety proneness and
emotional intelligence on their academic achievement or not. .

 In essence, the importance of emotional
intelligence on academic achievement motivation has been found to be very
significant. Nevertheless, and in spite of the studies reviewed, there is still
a need to further investigate the relationship of emotional intelligence to
academic achievement motivation most especially in country like India, where
most researchers are yet to show interest in the construct. Investigations that
address the interrelatedness of emotional intelligence and elements of academic
achievement at institutions of higher education will strengthen the
relationships between these constructs. The research findings may also support
the need to incorporate emotional intelligence curriculum into college academic
programs.

 

CONCLUSION:

The
present study explored the influence of emotional intelligence on academic
motivation among college students. It can be concluded that academic motivation
is positively related to emotional intelligence. Students low on emotional
intelligence may find failure more difficult to deal with, which undermines
their academic motivation.   

REFERENCES:

Salovey,
P. and Mayer, J.D. (1990). Emotional Intelligence. Imagination, Cognition
and Personality, 9: 185-211.

Mayer,
J.D. and Salovey, P. (1995). Emotional Intelligence and the Constitution and
Regulation of Feelings. Applied and Preventive Psychology, 4(3):
197-208.

Goleman,
D. (1996). Emotional intelligence. Why it matters more than IQ. Learning, 24(6):
49-50.

Malekari,
S. and Mohanty, R.P. (2011). Constructing an Emotional Intelligence Radar for
Indian Professional College Students. International Journal of Scientific Research
in Education, 4(2): 115-130.

Parker,
J.D.A., Duffy, J.M., Wood, L.M., Bond, B.I. and Hogan, M.I. (2005). Academic
Achievement and Emotional Intelligence: Predicting the Successful Transition
from High School to University. Journal of the First-Year Experience and
Students in Transition, 17(1): 67-78.

Bai,
S. 92011). Study of Anxiety Proneness and Emotional Intelligence In Relation To
Academic Achievement of Pre-university Students. Research Analysis and
Evaluation, 2(22): 1-5

Aremu,
A. O. (2004), Psychological and Sociological determinant of academic
achievement of Nigeria Adolescents,
Ife Psychologia, An International Journal of Psychology in Africa,
12, (2), pp 149-161.

Abisamra,
N (2000). The relationship between Emotional Intelligence and Academic
Achievement. In Eleventh
Graders. Research in Education. FED. pp. 620-661.

Jaeger
(2003). A conceptual framework of Emotional Intelligence in education; Factors
affecting Academic
Achievement. Vol XIV, No.2, pp. 41-44. Unpublished Doctoral Dissertation
Texas University,
Kingville

Dr
Parthasarathy, R (29 Aug 2000). Cultivating Emotional Intelligence in Children:
Role of parents and teachers. The Hindu. Daily News paper.