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Factors affecting emotional intelligence: an empirical study for some

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Article  in  International Journal of Management in Education · January 2009

DOI: 10.1504/IJMIE.2009.023085

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 p' lJJ1@~@?
Volume V Issue No.1 March, 2008
Articles
An Analysisof Microfinance Rating Models
S. K. Mitra, Rajnish Ranjan a:Shivi Negi
Factors AffectingEmotionallntelligence:An Empirical Study of Students of
~ Secondary Schools and ProfessiomilColleges
Shamira Malekar a: R.P.Mohanty
Exchange Rate, FII and Stock Index Relationship in India
~ Ajaysingh Rajput a: Keyur Thaker
Attribute Based Perceptual Mapping of Cement Brands: an Empirical Study
P.Shahida,Rajendra Nargundkar a: Gaurav Hiremath
Work Role Characteristics as Determinants of Job Satisfaction: An empirical analysis
J. Reeves Wesley a:P.R.Muthuswamy
Empirical Examination of ACost AllocationModel: Usingthe Theory of Planned Behaviour
Ajay Kumar Pillai
Valuation of Intellectual Capital: The case of Financial Services Industry in India
Nikhi/ R. Nayak, Munmun Mohanty a:B. B. Mishra
Measuring Technical Efficiency of Coal Mines Using Data Envelopment Analysis -
A Case Study of Mahanadi Coal Fields Ltd.
Sreekumar, Rohita Kumar Mishra a: Debendra Kumar Mahalik
Perspectives
Beyond Whistleblowing: A Study on Socrates, Satyendra and Manjunath
Bibhu Prasan Patra
Private Equity - GainingMomentum
Naliniprava Tripathy
Management Cases
Fabindia Overseas Private Limited
~
+J B. Mohanty a: Rajeev Roy

J .-C ~
BSNL- Making the Elephant Dance
M. N. Tripathi
a. The Case of Raw Material Supply in the Wood Carving Clusters of Orissa
Q) Debadutta Kumar Panda
ex: Book Reviews
Managing Creativity
D. Chakraborty
New Mantras in Corporate Corridors
A. S. Abani

.
~~CD1~or. ~
.. ~E:I
III .
Factors Affecting Emotional Intelligence:An
Empirical Study for Students of Secondary
School and Professional Colleges*
Shamira Malekar1 & R.P.Mohanty 2

Abstract
Researchers and human resource management professionals across the world are actively engaged in
studying emotional intelligence (El) and its applications in various organizational settings to improve
managerial performance. It is found from literature that a very few studies are av,ailable relating to the
application ofEl among the school and management students. This paper is an attempt in that direction
to make a comparative empirical study to identify important determinants ofEl in students of professional
colleges and secondary certificate schools in the metro city ofMumbai. Such a study has the potential to
contribute in providing feedback to the parents, academicians and other authorities to better meet the
future needs of the society.

1.0 1NJRC)[X.K;Tl()N describes abilities distinct from, but

Emotional intelligence (EI) has emerged
as an important subject of research
investigation during the last several
years. Some of the pioneering
researchers have defined EI as follows:
"Emotional intelligence is the capacity
for recognizing our own feelings and
those of others, for motivatjng
ourselves, and for managing emotions
well in ourselves and in our
relationships. Emotional intelligence
complementary to, academic inteiligence
or the purely cognitive capacities
measured by IQ" (Goleman, 1998).
"Emotional intelligence is the ability to
perceive emotions, to access and
generate emotions so as to assist
thought, to understand emotions and
enlOtional knowledge, and to
reflectively regulate emotions so as to
promote emotional and intellectual
growth" (Mayer and Salovey, 1997).
"Emotional intelligence reflects one's

*
Received November 11,2007; Revised February 18, 2008
1. Research Scholar, Institute for Technology and Management (ITM) Group of Institutions,
Mumbai, email: shamira_malekar@yahoo.com .

2 Dean and Adviser, Institute for Technology and Management (ITM) Group of Institutions,
Mumbai, email: rpmohanty@gmail.com
 24\ Vilakshan, XIMB Journal of Management; March, 2008

ability to deal with daily environment in the organization's norms and

challenges and helps predict one's success routines related to the feeling.
in life, including professional and
Further, EI has been used as a predictor
personal pursuits" (Bar-Un, 1997).
of ability by parents as it has been found
"Emotional intelligence is a. way of
recognizing, understanding and
to be a predictor of life satisfaction,
choosing how we think, feel and act. It
healthy psychological adaptation,
shapes our interaction with others and positive interactions with peers and
our understanding of ourselves. It family, and higher parental warmth
defines how and what we learn, it allows (Warwick and Nettelbeck, 2004).
us to set priorities, it determines the EI has also been used in education to
majority of our daily actions" (Freedman, lay the foundations to build the
1998). culture of a school committed to

All these pioneering definitions lead us learning (Parker 2004). Every child
to conclude that EI is important in enters the world with a unique
shaping one's personality, behaviour, combination of components of
style and abilities. EI has been studied emotional intelligence such as:
scientifically in the past decade. emotional sensitivity, emotional
Goleman's 1995 book "Emotional memory, emotional processing and
Intelligence" substantially added to the problem solving ability, emotional
popular interests in accumulating learning ability (Mayer, 2000). The
knowledge regarding EI. way a child is raised can dramatically
- affect what happens to the potential
Business organizations have used EI for
in each of these components. For
organizational development and for
example, if a child is born with a high
enhancing organization effectiveness
potential for the arts, but is never
(Lowe, Kroek, and Sivasubramaniam,
given a chance to develop that
1996). EI improves managerial practices
potential, the world may miss out on
as well as helps in leadership
this person's special gift. Children
development (Druskat and Wolff, 2001).
raised in an emotionally abusive home
EI is often used to motivate emp~oyees or from a lower economic strata home
and to create a culture of high
may use their emotional potential in
performing work place. Huy (1999)
destructive ways later in their lives.
introduced the concept of emotional ,
capability to capture an organization's We have observed from an extensive
ability to acknowledge, recognize, survey of literature that a lot of studies
monitor, discriminate, and attend to its have been conducted to measure EIand
members' emotions, and it is manifested testing its validity with business
 Malekar et.al, Factors affecting emotional ...\25
organizations. We find a very little
evidence of EI application for school
students and students of B- schools.
There are studies that demonstrate the
link between EI and academic
achievement in students making
transition from high school to a post
secondary environment (Parker et al.
2004). A finding by Newsome, Day and
Catano (2000) and Van der Zee et al
(2002) proves that EI is uncorrelated to
cognitive ability relating to academic
performance (cited in Petrides et al
2004). Another study by Reiff et al2001
showed that students with learning
disabilities had lower EI scores than
their non disabled counterparts. We
could find that no study is available to
demonstrate the important
determinants of EI amongst the school
students of age group 9-14 years.
Therefore, we attempt here to measure
EI by modifying Bar - On and Parkar's
Emotional Quotient Inventory Youth
Version questionnaire (EQi YV). We
also compare the EI levels of school
students with professional student's
age group 22 - 27 years whose
measurement is done with Bar - On's
(1997) Emotional Quotient Inventory
(EQi)
We attempt here to measure EI of school
and professional college students coming
from different socio-economic
backgrounds and a large metro city like
Mumbai. We intend to understand the
important determinants of EI and
evaluate the strength of each factor. We
also intend to develop a normative
empirical relationship of EI with key
factors with a comparative study of
students of professional colleges and
secondary certificate school.
2.0 FACTORS AFFECTING EI
Salovey and Caruso (2000a) categorized
models of EI into two types; namely
ability model (Mayer and Salovey 1997)
and mixed trait ability (or-personality)
model (Bar-On 2001;Goleman 1995,1998;
Petrides and Furnham, 2001).
According to ability models, EI is a
form of intelligence involving cognitive
processing of emotional information
and is defined as a set of cognitive
abilities in emotional functioning.
Ability models conceptualize
intelligence that involves emotion
(cited in Goldenberg et.al 2006). Such
models define EI in a traditional sense
(e.g. Mayer and Salovey 1997). They are
a conceptually related set of mental
abilities with emotions and processing
of emotional information. Emotional
perception and expression, emotional
facilitation of thinking, emotional
understanding and emotional
regulation are the essential elements of
the ability model. They contribute to
logical thought and intelligence in
general. Ability ,model proposes that
emotions can make thinking more
intelligent and can intelligently handle
emotions. EI has a number of
26\ Vilakshan, XIMB Journal of Management; March, 2008

similarities to other types of Intrapersonalability

intelligences and abilities and develop Shearer (2006) defined intra personal
with age and experience. ability as an ability to think about and
In comparison, mixed trait ability understand one's self, to be aware of
models have EI as partly or wholly a one's strengths and weaknesses and to
personality-like trait, or behavioural plan effectively to achieve personal
disposition. They define EI as a goals, reflecting on and monitoring
mixture of emotion related one's thoughts and feelings and
competencies and personality traits. regulating them effectively. It's the
Mixed trait ability models also make ability to monitor one's self in
references to abilities in the processing interpersonal relationships, be aware of
and understand one's emotions,
and use of emotional information but
combine these abilities with other traits feelings, and ideas and to act with
personal efficacy. It consists of related
and characteristics such as optimism,
abilities like recognizing and labeling
motivation and social relationships
one's feelings. Intrapersonal ability
(Bar-On, 2000, 2001; Goleman 1995, includes emotional awareness and the
1998). Mixed trait ability models are ability to identify them correctly.
important as they acknowledge the Individuals scoring high on
importance of multiple aspects of intrapersonal ability tend to understand
personality that may pertain to their emotions and are able to express
emotion. They do not relate to the and communicate their feeling and
concept of emotion specifically needs.
(Matthews, Roberts and Zeidner, 2004).
Interpersonalability
Bar- On (2000) has identified 5 factors,
It is defined by Shearer (2006) as the
such as intra personal ability,
ability ~orecognize the feelings of other
interpersonal ability, stress
people that are facilitated by linguistic
management, adaptability and general skill. It's the ability to be awareof and
mood. Here we are using factors understand others' emotions and
outlined by Bar-On to find out the feelings. Skill in managing relationships
relationship of emotional intelligence with other people is also a factor in
with interpersonal ability, one's overall mood and emotionalwell-
intra personal ability, stress being. It consists of related abilitieslike
management, adaptability and general identifying emotions in others and
mood tested with students of having empathy towards others.
professional colleges and secondary Interpersonal ability deals with the
certificate schools. relationship with peers, subordinates
 Malekar et.al, Factors affecting emotional ...\27
and superiors. High on the
interpersonal ability are likely to have
satisfying interpersonal relationships,
are good listeners and are able to
understand and appreciate the feelings
of others.
Stress Management
It is defined as the ability to be flexible
and alter one's feelings with changing
situations (Day and Livingstone 2005).
It consists of abilities like delaying or
resisting an impulse. Those with high
stress management are generally calm
and work well under pressure; they are
rarely impulsive and can usually respond
to a stressful event without an emotional
outburst.
Adaptability
Day and Livingstone (2005) defined
adaptability as the ability to be
flexible and alter one's feelings with
changing situations. It consists of
abilities like being- to adjust one's
emotions and behaviuor to changing
situations or conditions. Adaptability
involves skills related to management
of change. Managing change involves
the ability to manage stressful
situations in a relatively calm and
proactive manner. Individuals who
score high on this dimension are
impulsive rarely and work well under
pressure (Bar -On, 1997, 2000, 2002).
Individuals ~ith high adaptability
scores are flexible, realistic and
effective in managing change; good at
finding positive ways of dealing with
everyday problems.
General mood
It is defined as the ability to feel and
express positive emotions and remain
optimistic (Bar -On, 1997). It represents
the ability to enjoy life and maintain a
positive disposition. Higher levels on
general mood feel satisfied with their
lives and maintain a positive outlook.
Happiness and Optimism are two aspects
of general mood including maintenance
of positive aspects and brighter side of
life.
Measures of EI
A number of assessment devices
purporting to measure EI have been
developed. The devises differ in two
significant ways:
1. They are based 'on different
conceptual frameworks.
2. They use ~ifferent measurement
approaches including performance
tests, self report inventories or
observer ratings.
Thus, there has been a lot of debate
concerning the most suitable method to
be used for measuring EI. .Some have
argued that measurement approach
rather than the theoretical approach
ultimately determines the nature of EI
model being assessed (Matthews et al
2004; Petrides and Furnham 2000). It is
argued that performance measures are
more valid if EI is a type of ability,
 281 Vilakshan, XIMB Journal of Management; March, 2008

whereas self-report instruments can be et al., (2001) assesses a single

used if EI is viewed of comprising a construct rather than the four
number of non ability related traits or branches.
attributes (Goldenberg et al 2006).
Similarly, adult self-report measures of
Thus, the measures of El for the age EI were:
group 8 - 18 years similar to ability and
mixed trait ability models are classified
. Personal excellence inventory
(PEI)of Nelson and Low (2003).An
as: a. performance based measure of EI
a-priori self-report instrument
b. self-report measures of EI. intended to extend the education
a. Performance based measures of EI model of emotional intelligence.
pertain to ability models for instance
Mayer, Salovey, Caruso Emotional
. Robert Cooper's (2000) EQ map
divides EI into 5 attributes -
Intelligence Test (MSCEIT YV) by
emotional literacy, emotional
Mayer, Salovey and Caruso (2006) which
competency, EQ values, EQ
is yet in the sampling stage. attitudes and EQ outcomes.
b. Self-report measures are pertaining to
mixed models of EI. They are
. Schutte et a1. (1998) developed a 33
determined to assess emotions within the - item Emotional Intelligence Scale
(EI scale) for use with older
personality framework and to assess adolescents and adults. The
cross - situational consistencies in
questionnaire was derived from the
behaviour (Petrides and Furnham 2000)
Salovey and Mayer (1990) model of
for instance Emotional quotient
EI, but is often referred to as a
inventory: Youth Version (EQ-i YV) by measure of trait EI because it relies
Bar-On and Parker (2000)
upon self-perceptions of ability
For adults above 18 years performance (MacCann et a1.,2003).
based report measures of EI were: .
. The instrument most strongly
A measure of workplace EI is the
Swinburne University Emotional
modeled on this theory is the Intelligence Test (SUEIT) of Palmer
performance-based Mayer- and Stough (2001) (cited in Palmer
Salovey-Caruso Emotional et al 2002). The SUEIT gives scores
Intelligence Test (MSCEIT; Mayer on five facets of EI: emotional
et a1., 2002a). recognition and expression,
. The EARS - Emotional Accuracy understanding emotions, emotions
Research Scale by Mayer and direct cognition,' emotional
Geher, (1996) modified by Geher, management and emotional control.
 Malekar et.al, Factors affecting emotional ...\29
. The Benchmark of Organizational
Emotional Intelligence (BOEI) is a
powerful organizational survey - a
self report measure designed by
Stein (2006). BOEI analyses job
happiness, compensation, work / life
stress management, organizational
cohesiveness supervisory
leadership, Diversity and anger
management and organizational
. responsiveness.
Assessing emotions scale (AES) is
also a measure to test EI devised by
Schutte et al (1998). (cross validation
of a modifies version by Austin et al
2004) It contains 33 items measuring
appraisal and expression of emotion,
utilization of emotion and regulation
of emotions.
3.0 REVIEWOF UTERATURE
EI has attracted a lot of interest in
academic literature (cited in Petrides
2004). The roots of EI can be traced back
to the concept of 'social intelligence'
coined by Thorndike (1920) to refer to
the ability to understand, manage and
act wisely in human relations. Gardner
(1983) introduced the concepts of
intra personal and interpersonal
intelligence. EI as a concept has been
included in literature by Salovey and
Mayer (1990). Along with Goleman's
1995 best selling book, there has been a
lead article in the same year by Gibbs
in TIME magazine. Thereafter articles
on EI began to appear with increasing
frequency with empirical work on the
construct along with scientific
theoretical literature.
Proponents of mixed models of EI (e.g.,
Bar-On, 1997, Cooper and Sawaf, 1997,
Goleman, 1995; 1998) have typically
been the most vocal in making claims
about the predictive promise of EI and
what EI means in terms of 'life success'.
These models have generally appeared
to assume that just about any variable
other than IQ that has been found to
show propensity towards predicting
some degree of success (Le., higher
income, more frequent promotions,
higher academic achievement, higher
tertiary attainment, more satisfying
interpersonal relationships and better
physical and psychological health) is
representative of EI. The field of EI,
however, is still relatively new and
thus many of these claims have not
been substantiated. Furthermore,
many such claims appear to be
unrealistic and to extend beyond what
could be reasonably attributed to the
EI construct.
On the basis of this research on school
students in the western context, EI has
been found, among other things, to be
positively correlated with relations with
others, perceived parental support and
fewer negative interactions with close
friends (Lopes et a1., 2003); pro-social
behaviour, parental warmth and
positive peer and family relations
(Mayer et al., 1999); more optimism
(Schutte et a1., 1998); higher empathic
 30 Vilakshan, XIMBJournal of Management; March, 2008
I
perspective taking and self-monitoring
in social situations, higher social skills
(Schutte et aI., 2001). Additionally,
negative corr.elations have been reported
with illegal drug and alcohol use, defiant
behaviour and poor relationships with
friends (Brackett et aI., 2004),
unauthorised absences and exclusions
from school (Petrides et aI., 2004) and
depression (Dawda and Ha~t, 2000;
Schutte et aI., 1998).
EI proponents also claim that family
socialization practices determine the
development of EI in children (Saarni
1999,2000; Salovey and Sluter 1997)
Parental sbcializations has been found to
impact directly child's social and
emotional competency as well as work
indirectly on the understanding of
emotions and gaining social knowledge-
(Cited in Zeidner et al 2002). Parental
socializations take effect through explicit
lessons or informal conversations about
regulation of emotion. Parental
influences also occur through the child's
observational capacity. The basic
assumption is that a child whose parent
displays constructive EI related
behaviour in everyday life is most likely
to implement it as a part of its own
behaviour. In addition to parents, school
setting is one of the most important
contexts for learning emotional skills and
competencies (Mayer and Salovey 1997).
In the process of emotional learning the
individual develops the aptitudes, skills,
attitudes and values necessary to acquire
higher emotional intelligence. Mayerand
Geher (1996) hypothesized that those
who are low in emotional intelligence
could be educated to recognize, express
and regulate their feelings better. In this
paper, we have tested Bar-On and
Parker's questionnaire of EI in the Indian
school students and differentiated the
- EQ levels of school students (9-14yrs)
primarily focusing upon to provide a
relationship between its factors. Wehave
attempted to identify these factors,
which could be implemented for
directing students to attain higher EI.We
have also attempted to compare EQlevel
of school and professional college
students and assert that similar
relationship exists between EI and its
factors for professional students in the
age group of 22 - 27 years. To achieve
our final aim, we have tested Bar-On's
(1997) questionnaire of EI in the Indian
professional college students and also
differentiated the EQ levels.
4.0 DESIGN
OFEXPERIMENT
This statistical experiment designed in
the study involves the use of correlation
coefficients determination followed by
--multiple regression analysis. It helps in
assessing the individual and the
combined effect of independent
variables (factors) on the dependent
variable (EQ).
4.1 Participants
The sample consisted of a total number
of 948 students of Anjuman Islam's
Allana High School (Muslim Trustees
 Malekar et.al, Factors affecting emotional
Board), Sir Jacob Sasso on High School
(Jewish Trustees Board), Sharon High
School (Christian Trustees Board) and
Gandhi Shikshan (Hindu Trustees
Board). The sample also consisted of a
total number of 319 professional college
students of Institute of Technology and
Management (1st year Post Graduate
Diploma in Business Administration) and
Institute for Management and Computer
studies (1st year Master in Management
studies and 1st year Master in Computer
Application).
4.2 Procedure
Participants were asked if they would
vol unteer to study on "emotional
intelligence". Participants completed the
Bar-On Emotional quotient inventory:
Youth Version (EQi YV) (Bar - On and
Parker, 2000) or the Bar-an's (2000)
Emotional quotient inventory (EQi) in
July and August 2005 depending on their
age.
School students who participated
completed the EQi:YV during a zero
period in the premises of their school. In
exchange for their participation,
individuals were provided with a
confidential feedback report on their
results of the instrument. Similarly,
professional college students were also
asked to complete the EQi after their
lecturing hours in the premises of their
institute. In exchange for their
participation, individuals were provided
with a confidential feedback report on
their results of the instrument.
"'131
4.3 Measures
The EQ-i;YV is a 60 item self-report
measure of EI developed by Bar-On and
Parker (2000).Children and adolescents
between the ages of 9 and 14 are asked
to respond to the statements which best
describe the way they feel, think, or act
in most situation's. Responses are rated
by the participant on four-point Likert
scales, ranging from 1 for "very seldom
or not true of me," to 4 for "very often
true or true of me." The instrument has
a 6-item intrapersonal scale, a 12-item
interpersonal scale, a 12-item stress
management scale, and a 10-item
adaptability scale. Along with a total EI
scale (the sum of the four previous
scales), the EQ-i;YV also has a 14-item
general mood scale and a 6-item
positive impression validity scale. A
high score on any individual ability scale
(or the total score) reflects a high level
of social and emotional competency.
Bar-On and Parker (2000) report that
the EQ-i;YV has a replicable factor
structure (developed with a normative
sample of 9172 school-aged children and
adolescents); the various scales on the
instrument correlate highly with
comparable scales on the adult version
of the inventory (the Emotional
Quotient Inventory; Bar-On,1997).
The EQ-i is a 133 item self-report
measure of EI developed by Bar-On
(1997). Professionals between the ages
of 22 and 27 are asked to respond to
the statements which best describe the
way they feel, think, or act in most
 321 Vilakshan, XIMB Journal of Management; March, 2008

situations. Responses are rated by the
participant on five-point Likert scales,
ranging from 1 for "very seldom or not
true of me," to 5 for" very often true
or true of me." The instrument similar
to its YV has an intrapersonal scale,
interpersonal scale, stress management
scale, adaptability scale and general
mood scale.
4.4 Computation of EI scores.
We computed the scores with the aid of
SPSS statistical package and Excel work
sheets. EI scores of school students had
to be calculated by the methodology
developed by Bar -On and Parker (2000)
for his youth version of the test. EI scores
of professional college students had to
be calculated by the methodology
developed by Bar -On (1997).
The sample size consisted of a total
number of 1062 students of 4 different
schools.U5 students did not complete
the main battery of measures and
therefore could not be considered.
Hence, the main sample size got reduced
to 948 students - all of them belonging
to age groups 9- 14 years. 616(64.97%)
of respondents were male and 332
(35.03%) female. Table-1 shows the
descriptive statistics of the individuals
with its EI and its factors scoring sheet
scores.
Table-1 denotes descriptive statistics of
EQ along with its factors having 65 as
lowest score and 130 as maximum. School
students ranged from 9-14 years of age;
the mean age was 12.34 years (SD1.55)
for males and 12.57 years (SD1.63) for
females.
The sample size of professional college
students consisted of a total number of
356 students of 4 different schools. Thirty

Table-1: Statistics for School students

Minimum Maximum Mean Standard

Deviation
Male Female Male Female Male Female Male Female
AGE 9 9 14 14 12.34 12.57 1.550 1.630
EQ 65 65 130 130 91.18 90.9 14.968 13.95
General mood 65 65 122 122 87.92 88.54 15.094 15.876
Adaptability 65 65 130 130 95.22 97.73 16.434 16.783
Stress 65 65 126 126 8831 87.55 13.474 12.543
Management
Interpersonal 65 65 125 125 90.06 90.88 16.949 17.989
ability
Intrapersonal 65 65 130 130 97.85 96.32 14.425 14.025
ability
 Malekar et.al, Factors affecting emotional '''133

eight students did not complete the main
battery of measures and therefore could
not be considered. Hence the main sample
size got reduced to 318 students - all of
them belonging to age groups 22- 27 yrs.
195 (61.32%) of respondents were ~ale
and 123 (38.679%)female.
Professional college students ranged
from 22 - 27 years of age; the mean
age was 25.4 years (SD1.25) for
males and 24.57 years (SD1.36) for
females.
. 5.0 RESULTS

Table-2 denotes descriptive statistics of A confirmatory Pearson's Correlation is

EQ along with it factors has 3 as lowest conducted as seen in Table-3 for School
score and 130 as maximum. students.

Table-2: Statistics for professional college students

Minimum Maximum Mean Standard
Deviation
Male Female Male Female Male Female Male Female
AGE 22 22 27 26 .25.4 24.57 1.25 1.360
EQ 3 3 130 130 90.8 94.7 14.67 13.50
General mood 2 2 75 75 62.92 61.4 15.94 15.86
Adaptability 3 3 112 112 95.22 97.73 16.31 16.83
Stress Management 2 2 81 81 68.31 67.55 13.44 12.43
Interpersonal ability 3 3 124 124 90.6 90.8 15.49 13.99
Intrapersonal ability 5 5 167 167 121.85 126.32 11.26 12.05

Table-3: Correlations of EIand its factors for school students

Factors""" 1 2 3 4 5 6
1 1 0.593(**) 0.660(**) 0.530(**) 0.707(**) 0.540(**)
2 0.203(**) 0.368(**) 0.262(**) 0.245(**)
3 0.135(**) 0.601(**) 0.639(**)
4 0.209(**) 0.099(**)
5 0.554(**)
6 \
, 1

** Correlation is significant at the 0.01 level (2-tailed).

*** 1 =EQ
2 = IntrapersonaI ability
3 = Interpersonal ability,
4 = Stress management
5 = Adaptability
6 = General mood
 341 Vilakshan, XIMB Journal of Management; March, 2008

There is a range of correlation coefficients study the former correlates highest

between the factors as described below: with EQ.
1. Adaptability realm has highest 2. Intra-personal ability correlates
correlation with EQ followed by moderately with EQ and the extent
interpersonal ability compared to the to which stress management and
study conducted by Parker et al (2004) general mood correlate is nearly the
where r = 0.707 for adaptability and same similar to the study conducted
0.660 for interpersonal ability. In that by Parker et al (2004)

Table-4: Correlations of EI and its factors (Professional college students)

Factors# 1 2 3 4 5 6
1 1 0.869(**) 0.653(**) 0.850(**) 0.708(**) 0.863(**)
2 0.553(**) 0.766(**) 0.558(**) 0.755(**)
3 0.522(**) 0.308(**) 0.604(**)
4 0.679(**) 0.589(**)
5 0.751(**)
6 1
** Correlation is significant at the 0.01 level (2-tailed).
*** 1 = EQ
2 = Intrapersonal ability
3 = Interpersonal ability,
4 = Stress management
5 = Adaptability
6 = General mood
# Factors here are same as in Table - 3.
As shown in Table-4 of correlations of EI on EI, the method of multiple regression
and its factors for professional college analysis has been chosen, as it helps in
students, Intrapersonal ability has assessing the individual and the
highest correlation with EQ followed by combined effect of independent
general mood similar to the study variables (interpersonal, intra personal,
conducted by Bar-On (2000). This is in adaptability, stress management,
contrast to correlations obtained for general mood) on the dependent
school students in which adaptability has variable (EQ).
the highest correlation coefficient.
The steps used in conducting the
As the objective of this paper is to regression analysis on the above sample
identify and assess the effect of factors of school students are as follows:
 Malekar et.al, Factors affecting emotional "'135

Firstly, School wise analysis with 5 factors significant. From the t-ratios in the
(as explanatory variables) of EQ was above regressio~s, it could be seen that
done. The regression equation for school general mood was not a significant
wise analysis with 5 factors is as follows: factor of EI. Further the overall impact
Y = A + BI~ + B2X2+ B3X3+B4X4+ BsXs
of General mood can be overcome by
+ Vi (1) using and,calculating EI as a function
of the intra personal ability,
Y ="dependent variable representing the Interpetsonal ability, 5tress
emotional intelligence management and adaptability by
BI, Bi B3,B4and Bs are the coefficients of omitting general mood. So, regression
, the regression equation analysis with 4 factors (as explanatory
variables) of EI was carried out,with
-
Xl Intrapersonal ability the following equation.
X2 = Interpersonal ability Y = A + BIXI+ B2~ + B3~ + B4X4
+ + Vi
~ =Stress management (2)

X4 = Adaptability Table-5 summarizes the results of the

~ = General mood regression analysis for 4 factors of EI.
The following points are w?rth
U.I = Disturbance term mentioning:
A = Constant term . The results were found to be
significant in the dafu of 948 school
The regression was then tested for its students.
significance using F-test for the .
regression as a whole, (i.e. to test Four explanatory variables -
whether the EI is dependent on the intrapersonal ability, Interpersonal
Intrapersonal ability, Interpersonal ability, stress management and
ability, . Stress manageI,nent, adaptability are significant factors
affecting EQ. General mood does not
adaptability and general mood at5%
seem to impact EI.
level of significance. This was followed
by t-test to test the significance of each
. General mood is not significantly
of the drivers at 5% lev~l of affecting EQ and hence cannot be
significance. The F-test results showed considered as a factor for school
that the regression as a whole was students.
significant for the first 4 factors. Hence, The steps used in conducting the
in order to improve and get more regression analysis on the sample of
significant results it was essential to professional coHege students are as
omit the factors that were not follows:
 361 Vilakshan, XIMB Journal of Management; March, Z008

Table-5: Results of the regression analysis using four independent variables (4 factors
of EI for school students)

Independent Unstandardized Standardized t Sig. F R Square

Coefficients Coefficients
Variables B Std. Error Beta 1092.927 0.823
(Constant) -28.151 1.874 -15.019 .000
* Intra personal .336 .016 .324 21.444 .000
* Interpersonal .301 .015 .341 19.826 .000
* Stress .322 .017 .290 19.504 .000
Management
* Adaptability .325 .016 .356 20.298 .000

Dependent Variable: EQ

Firstly, Institute wise analysis with 5 regression as a whole, (i.e. to test

factors (as explanatory variables) of EQ whether the EI is dependent on the
was done. The regression equation for Intrapersonal ability, Interpersonal
school wise analysis with 5 factors is as ability, Stress management, adaptability
follows: and general mood at 5% level of
Y = A + BjXj + B2X2+ B3X3+B4X4+ BsXs+
significance. This was followed by t-test
+ Vi (3)
to test the significance of each of the
drivers at 5% level of significance. The
The regression was then tested for its F-test results showed that the regression
significance using F-test for the as a whole was significa~t for all 5 factors.
Table-6: Descriptive statistics with regression analysis for 5 factors of EI for professional
college students

Independent Unstandardized Standardized t Sig. F R Square

Coefficients Coefficients

Variables B Std. Error Beta 675.602 0.914

(Constant) 7.492 1.612 4.646 .000
*lntra personal .195 .016 .346 12.164 .000
*lnterpersonal .118 .015 .162 7.631 .000
* Stress .200 .024 .195 8.490 .000
Management
* Adaptability .145 .026 .172 5.590 .000
*General Mood ,311 .035 .260 8.827 .000

Dependent Variable: EQ
 ...-
I
I
I
II
Malekar et.al, Factors affecting emotional '''13

Irs Table-6 denotes the descriptive statistics a. Adaptability was found to be ver
for professional college students with highly significant with EQ wit
regression analysis for 4 factors of EI. correlation coefficient of 0.707.
lIe
The following points are worth
b. Secondly, interpersonal ability wa
mentioning:
. The results were found to be
found to be highly significant wit
EQ with correlation coefficient a
significant in the data of 318 0.660.
professional students.
. All the five explanatory variables -
c. Intrapersonal ability was found to b
significant moderately with EQ wit]
intra personal ability, interpersonal correlation coefficient of 0.593.
ability, stress management,
d. The EQ of students can be enhance(
adaptability and general mood are
if the 4 factors identified in thl
significant factors affecting EQ.
5t regression model are strengthenec
6.0 CONCLUSION
Ie with the help of inputs and trainin~
'11 In this paper, we have attempted to imparted to them.
':y decompose EI into its factors and they e. General mood and stres5
)f have been statistically validated to test management were found to bE
5t the significance of each of the factor moderately significant with EQ with
le in 4 school students and 2 professional correlation coefficient of 0.540 and
le institutes. The objective was to derive 0.530 respectively.
n significant and consistent factors of EI.
2. Comparatively results of
5. This paper also reviews the
applicability of EI for the school professional students suggest that
ill children in Mumbai (age 9- 14 years) adaptability, interpersonal ability,
and arranges the factors affecting EI intra personal ability, stress
'e in descending manner. A comparative management and general mood are
study is also done with students important factors affecting EQ in
studying for professional courses (age contrast to 4 factors for school
22 -27 years). students.

The following remarks are worth a. Intrapersonal ability was found to

mentioning: be very highly significant with EQ
1. Results of the present study suggest with correlation coefficient (r) of
0.869.
that adaptability, interpersonal
ability and intrapersonal ability are b. Secondly, general mood was found
important factors affecting EQ for to be highly significant with EQ with
school students. correlation coefficient of 0.863.
 381 Vilakshan, XIMB Journal of Management; March, 2008
c. Stress Management was found to be
highly significant with EQ with
correlation coefficient of 0.850.
d.
Adaptability has r = 0.708 and
interpersonal ability has r = 0.653 in
contrast to school students wherein
these two factors have the highest
correlation.
7.0 KEYLEARNINGS
This study is a guiding study in
suggesting that without the measure of
more intrinsic and complex human
behaviour, setting up a correlation model
for emotional intelligence with strongly
influencing factors can actually be a
longer journey involving a study of the
evolution of human valu~~ as we grow
physically and mentally.
There is .some scope as to whether
emotional intelligence in children can be
developed or it is innate - for if it is the
former, there is real hope in literally
catching them young as far as EI / EQ is
concerned.
In this study we have only identified
factors affecting EI of students and
measured them at aggregate level.
However, each factor can be'
disaggregated or factored into
attributes at operational level. Such
studies are available for adults (Bar-on
1997) by following the same
methodology depicted in the self-
report.
We have denoted that EI depends on
these 4 factors and if we implement it,
in the form of training the future of
India, our students will be bright. The
emotionally intelligent leader evolves
into someone with the ability to move
seamlessly from one approach or style
to another, allowing the requirements
of the situation and the resources at
hand to dictate what he or she needs
to do.
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