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International Indexed & Refereed Research Journal, ISSN 0975-3486, (Print) E-ISSN-2320-5482, July,2013 VOL-IV *ISSUE- 46

Research Paper—Education

General Intelligence and Emotional Intelligence as Predictors of Academic Success * Anuj Datt Sharma July ,2013 * Research Scholar, Faculty of Education, Dayalbagh Educational Institute, Deemed University, Agra A B S T R A C T The present study seeks to explain the combined and relative effects of general intelligence and emotional intelligence on academic success among senior secondary school students. A total of 600 respondents selected through simple random sampling technique participated in the study. The study sample responded to two valid and reliable instruments namely: Group Test of Intelligence by G.C.Ahuja and Emotional Intelligence Inventory by Mangal & Mangal. Data analysis involved the use of Pearson correlation and multiple regression procedure to investigate predictive capacity of the independent variables on the dependent variable. The results indicated that two independent variables, when taken together, were effective in predicting academic success. Key words: Intelligence quotient, Emotional intelligence, Academic success

Introduction Modern period is the age of competitions in which intellectual capabilities of an individual are assessed by scholastic achievement. We educate students with one main objective in mind, their success in academics. Academic success has been a topic of considerable interest and research for a very long time. What is the key to academic success: has been one of the perennial questions that have engaged the attention of teachers, parents, counselors & universally. Out of large number of cognitive and non-cognitive factors predicting academic success, intelligence has been proved to be the most effective through a number of studies conducted in foreign countries as well as in India (Mathur & Hundal, 1972). Today it is generally believed that obtaining good academic results are not only preliminary determined by the general intelligence of the students. In the early 1990's Daniel Goleman gave a short of answer when he asserted that success depends on other intelligences. With the dawn of the new century great stress has been placed on the emotions working behind the intellect. Here comes emotional intelligence. Emotional intelligence has a great importance in the determination of the academic success of the students. A vast essay of research literature in education psychology has brought it to common knowledge that; intelligence is one of the most important correlates and has a significant role in determining the academic achievement of the learners. The direct relationship between intelligence and academic achievement has also been widely studied (Ediseth, 2002; Parker et al., 2004). Research Questions The following two research questions were posed and investigated in the study:

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i. What are the combined effects of general intelli gence and emotional intelligence on academic suc cess of senior secondary school students? ii. What is the relative contribution of general intelli gence and emotional intelligence to academic suc cess of senior secondary school students? Methodology In the present study the Correlation method of research was employed, where the dependent variable is academic success and the independent variables are general intelligence and emotional intelligence. The following methodological steps were taken in order to conduct the present study. Sample The target sample of 600 students of the age group between 16 to 18 years and studying in XIIth grade of science stream from CBSE schools of Agra city were selected by simple random sampling method of sample selection. Tools used For measuring General intelligence and Emotional intelligence, G.C.Ahuja,s Verbal Group Intelligence Test (2009) and Mangal & Mangal's Emotional intelligence inventory (2004) were used respectively. To measure Academic success of students, the senior secondary board examination marks were recorded. Procedure After establishing the rapport, a set of these measures was administered on each respondent and their responses were scored, tabulated and analyzed the data using appropriate statistical techniques. Analysis of Data To analyze the data, descriptive statistics such as Mean, SD were used and inferential statistics such as Pearson correlation, ANOVA, multiple regression procedure were employed.

RESEARCH ANALYSIS AND EVALUATION


International Indexed & Refereed Research Journal, ISSN 0975-3486, (Print) E-ISSN-2320-5482, July,2013 VOL-IV *ISSUE- 46

Table 1: Descriptive Statistics and Correlation Matrix among the Variables Variables Mean SD General Emotional Intell igence Intell igence General Intelligence 91.75 10.86 1.00 Emotional Intelligence 55.18 9.65 0.130 1.00 Academic Success 60.66 14.40 0.199 0.095

Academic S uc c es s 1.00

Table 2: Summary of Multiple Regression Analysis between the Predictor Variables and the Outcome Measure Multiple R

Multiple R 2

Adjusted R 2

Std. Error of Estimate

F-Ratio

Sig.

0.200

0.040

0.037

107.510

6.770

.001

Table 3: Relative Contributions of the Independent Variables to the Prediction of Academic Success Predictor Unstandardised Standardised t-stat Sig. Variables Coefficients Coefficients B Std. Error Be ta Std. Error General Intelligence 0.256 0.074 0.188 0.055 3.434 .001 Emotional Intelligence 0.067 0.077 0.048 0.055 0.873 .383

Results and Discussion Two issues were addressed by the present study. One of the issues was to know the extent of the contribution of general intelligence and emotional intelligence to the prediction of academic success of senior secondary students. The second issue of concern was to find out the variable that made the greater contribution to the prediction of academic success of senior secondary students. The results of the data analysis indicating the mean, standard deviation and intercorrelation matrix of all variables are shown in See Table 1 The result showed in table 1 revealed that General intelligence was found to have positive and significant relationship with academic success. However, though the insignificant relationship was found between Emotional intelligence with academic success, yet they are positively associated. These finding supports the previous study of Kuncel, Hezlett, & Ones, (2004) who found that school achievement is highly related to general intelligence. Similarly, Abisambra (2000) had reported that there is a positive relationship between emotional intelligence and academic achievement among adolescent students. See Table 2 Going by the result presented in table 2, the two independent variables (General intelligence and Emotional intelligence) when put together yielded a coefficient of multiple regression (R) of 0.200, a multiple correlation square (R2) of 0.040 and Adjusted R2 of 0.037. This shows that about 4% of the total variance

R E F E R E N C E 1 2 3 4 5 6 7

in academic success of the participants is accounted for by the combination of the two variables. The rest part of the variance is still to be accounted for by the other variables, which are not considered in the study. The significant F-ratio value of 6.770 attests to the fact that the predictive capacity of the independent variables could not be attributed to chance factor. See Table 3 The result displayed in table 3 above shows that general intelligence making higher contribution as shown by Beta weight (0.188) while emotional intelligence has the lower contribution with a Beta weight (0.055). Several researchers found that intelligence is the strongest predictor of academic performance (Laidra et al. 2007; Gelade, 2008; Furnham & Monsen, 2009). Conclusion The findings of the present investigation lead to the conclusion that of all the independent variables correlated and regressed with the criterion measure. Results revealed that general intelligence and emotional intelligence either collectively or separately are potent predictors of academic success. The current research has produced some important results that have implications for educational practices. It will help us in understanding the constraints that student faces in learning process. Therefore, it is suggested that teachers should create such a congenial environment in the school where the students become intellectually matured and emotionally balanced, while the parent should be positively disposed to the academic pursuit of their children.

Aanandmani, A. (2006). A study of general intelligence and emotional intelligence in relation to achievement among ixth class students. Journal of Educational Studies,Allahabad Vol 4,No.1& 2. Chauhan, S. S. (1996). Advanced Educational Psychology. Mc Graw Hills Publishing Company, pp. 435-455. Dubey, R. (2008). A study of relationship between emotional intelligence and achievement among undergraduate students. Journal of Education Studies, Allahabad, Vol.6, No.1, pp. 46-50. Garrett, H. E. (2004). Statistics in Psychology and Education, Paragon International Publishers, New Delhi. Gupta, S. S. (2007). Statistical Methods in Behavioural Sciences. Sharda Pustak Bhandar Publication. http://www.google.com Sharir, J. et al. (2008). Intelligence, and gender as predictors of academic achievement among undergraduate students. European Journal of Social Sciences. Vol. 7, No. 2, pp. 199-207.

RESEARCH ANALYSIS AND EVALUATION

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