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International Referred Research Journal,May, 2011. ISSN- 0974-2832 RNI-RAJBIL 2009/29954.VoL.

III *ISSUE-28

Research Paper Education

A STUDY OF EMOTIONAL INTELLIGENCE IN RELATION TO READING COMPREHENSION OF SECONDARY SCHOOL STUDENTS


* Sunita G. Angadi
* Principal, F.N.C.College of Education, Hitnalli L.T,Sindagi, Bijapur Introduction In general, Emotional Intelligence(EI) is defined as the ability to recognize and manage your emotions and the emotions of others. As a result, individuals, groups and organizations high in EI are presumed to be more capable of utilizing emotion to adapt and capitalize on environmental demands.As such it is conceivable that organizations whose membership exhibited emotional competencies in sufficient number and degree may impact sustainability in organizations. Although there are literally hundreds of articles on EI, with dozens of competing models and measures that utilize the EI term, the emotional competency model of Boyatzis and Goleman (2002) to serve as a basis for guiding the qualitative interview method. The focus is on those sets of skills that lead to superior performance. Reading comprehension is a complex process in itself, but it also depends upon other important lower-level processes. It is a critical foundation for later academic learning, many employment skills, and life satisfaction. It is an important skill to target, but we should not forget about the skills on which itdepends. To improve the reading comprehension skills of poor performers, we need to understand that there is no "magic wand", and no secret weapon that will quickly improve reading competencies for all poor readers. Careful assessment is required to determine individual children's strengths and weaknesses, and programs need to be tailored accordingly; most poor readers will need continued support in many areas. The roots of most reading comprehension problems lie in the early elementary years. Waiting to address them in later elementary or even secondary school is a high-risk strategy. There are some studies have been conducted relating to the present study such as; Gyanani, T.C and Kushwaha Shyam Sundar (2001) studied on emotional intelligence and its development and found that studies have shown that IQ is inherent but emotional intelligence can be developed and nurtured even in adulthood and prove beneficial to one's health, relationships and performance. On order to survive in a fast-changing and competitive world, every person needs to develop and nurture emotional intelligence. De Souza, Russell (2004) conducted a study on "EQ smart teachers" explained that the traditional intelligence is no more a matter of concern in contemporary times and Researches indicate that besides IQ, EQ (Emotional Intelligence) is very essential in the life of a person. EQ may not enable a person to recall material and data at tremendous rate, nor enhance spatial relationship, nor help in solving complex algebraic and other complex relations and function, but, it would definitely enable a person to have a balanced composure whereby the different faculties of an individual work in synchronization. And studies on reading comprehension are Joanne F. Carlisle Lucile Felbinger (2003). Profiles of Listening and Reading Comprehension, Northwestern University. Reading researchers have suggested that listening comprehension might be a better method than IQ of measuring students' optimal level of functioning in reading. A Joycilin Shermila,(2007) A Study Of The Skills Of Reading Comprehension In English Developed By Students Of Standard and found that English language is used all over the world not out of any imposition but because of the realisation that it has certain advantages. A very important reason for regarding English as a world language is that the world's knowledge is enshrined in English. Objectives For the present study the following objectives were framed 1. To investigate the relationship between emotional intelligence and reading comprehension of boys. 2. To investigate the relationship between emotional intelligence and reading comprehension of girls.3. To investigate the relationship between emotional intelligence and reading comprehension of rural students.4. To investigate the relationship between emotional intelligence and reading comprehension of urban students.5. To investigate the relationship between emotional intelligence and reading comprehension of students studying in government schools. 6. To investigate the relationship between emotional intelligence and reading comprehension of students studying in private schools. 7. To investigate the relationship between emotional intelligence and reading comprehension of Hindu students. 8. To investigate the relationMay, 2011

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International Referred Research Journal, May, 2011. ISSN- 0974-2832 RNI-RAJBIL 2009/29954.VoL.III *ISSUE-28

ship between emotional intelligence and reading comprehension of Non-Hindu students. Hypotheses In pursuance of the objectives 1-8 the following null hypotheses were setup. 1. There is no significant relationship between emotional intelligence and reading comprehension of boys. 2. There is no significant relationship between emotional intelligence and reading comprehension of girls. 3. There is no significant relationship between emotional intelligence and reading comprehension of rural students. 4. There is no significant relationship between emotional intelligence and reading comprehension of urban students . 5. There is no significant relationship between emotional intelligence and reading comprehension of students studying in government schools. 6. There is no significant relationship between emotional intelligence and reading comprehension of students studying in private schools 7. There is no significant relationship between emotional intelligence and reading comprehension of Hindu students. 8. There is no significant relationship between emotional intelligence and reading comprehension of Non-Hindu students. Methodology Normative survey method was used for the present study as it is concerned with the conditions or relationships that exists, practices that prevails and views or attitude that are held. Finally the investigator decided to adopt survey method. Sample selection The study was conducted on a total sample of 100 secondary school students . For selecting the students from each school the random sampling method was used.

tion Formation Data Collection The emotional intelligence scale was administeredand reading comprehension test was conduct to students in secondary schools to obtain the required data. The investigator personally visited to schools to collect duly filled tools. Personal data relating to name, gender, location, type of school and religion of the students were also collected through a personal data specially prepared for the purpose. Statistical Analysis In order to know the relation scores of gender,location,type of school and religion of the students with emotional intelligence and reading comprehension to analyse pearson's correlation method was computed and tested for significance as show in the following tables. Major Findings of the study 1. There is a positive and significant relationship between emotional intelligence and reading comprehension at 0.05 level of boys. However, the mean scores of reading comprehension than the emotional intelligence of boys. Further, it shows that reading comprehension is closely related with emotional intelligence of boys. 2. There is a positive and significant relationship between emotional and reading comprehensionat0.05 level of girls. However, the mean scores of reading comprehension than the emotional intelligence of girls. Further, it shows that reading comprehension is closely related with emotional intelligence of girls. 3. There is a positive and significant relationship between emotional and reading comprehensionat0.05 level of rural students. However, the mean scores of reading comprehension than the emotional intelligence of rural students. Further, it shows that reading comprehension is Table-1: Correlation of Mean, SD and 't' Value between Emotional Intelligence and Reading closely related with emoComprehension Scores of Boys tional intelligence of rural Variables Mean Std. Dv. Correlation t-value p-value Signi. students. 4. There is Coefficient Emotional Intelligence 172.2500 14.6110 0.4286 4.6962 <0.05 S a positive and significant Reading Comprehension 317.5600 30.1301 relationship between emoTable-2: Correlation of Mean, SD and 't' Value between Emotional Intelligence and Reading tional and reading Comprehension Scores of Girls comprehensionat0.05 level Variable Mean Std. Dv. Correlation t-value p-value Signi. of urban students. HowCoefficient ever, the mean scores of Emotional Intelligence 169.4000 16.3931 0.4950 3.9468 <0.05 S Reading Comprehension 313.5800 28.3607 reading comprehension Tools used than the emotional intelligence of urban students. The following tools were used for the collec- Further, it shows that reading comprehension is closely tion of required data; 1. Emotional Intelligence Scale related with emotional intelligence of urban students. developed by Anukool Hyde and Sanjyot Pethe (2001) 5. There is a positive and significant relationship beand 2. Reading Comprehension Test developed by Dr. tween emotional and reading comprehensionat0.05 Dave Gowda and Shivananda (1980) were used. This level of students studying in government schools. test consists of Five sub tests they are: Vocabulary - However, the mean scores of reading comprehension Synonyms, Vocabulary - Antonyms, Reading Compre- than the emotional intelligence of government school hension, Word Discrimination and Word Discrimina-

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International Referred Research Journal,May, 2011. ISSN- 0974-2832 RNI-RAJBIL 2009/29954.VoL.III *ISSUE-28 Table-3: Correlation of Mean, SD and 't' Value between Emotional Intelligence and Reading Comprehension Scores of Rural students Variables Mean Std. Dv. Correlation t-value p-value Signi. Coefficient Emotional Intelligence 175.1000 12.0835 0.3353 2.4654 <0.05 S Reading Comprehension 321.5400 31.5835 Table-4: Correlation of Mean, SD and 't' Value between Emotional Intelligence Coefficient CoefficientCoefficientCoefficient and Reading Comprehension Scores of Urban students Variable Mean Std. Dv. Correlation t-value p-value Signi. Coefficient Emotional Intelligence 172.8529 17.3067 0.6455 4.7808 <0.05 S Reading Comprehension 313.5000 29.0394 Table-5: Correlation of Mean, SD and 't' Value between Emotional Intelligence and Reading Comprehension Scores Government School students Variable Mean Std. Dv. Correlation t-value p-value Signi. Coefficient Emotional Intelligence 171.9394 13.1452 0.3090 2.5990 <0.05 S Reading Comprehension 319.6515 30.6837

ing comprehension than the emotional intelligence of Hindu students. Further, it shows that reading comprehension is closely related with emotional intelligence of Hindu students. 8. There is a positive and significant relationship between emotional and reading comprehensionat0.05 level of Non-Hindu students. However, the mean scores of reading comprehension than the emotional intelligence of NonTable-6:Correlation of Mean, SD and 't' Value between Emotional Intelligence and Reading Hindu students. Further, it Comprehension Scores of Private School Students shows that reading compreVariable Mean Std. Dv. Correlation t-value p-value Signi. hension is closely related with Coefficient emotional intelligence of NonEmotional Intelligence 172.8529 17.3067 0.6455 4.7808 <0.05 S Reading Comprehension 313.5000 20.0394 Hindu students Table-7: Correlation of Mean, SD and 't' Value between Emotional Intelligence and Discussion and Conclusion Reading Comprehension Scores of Hindu Students There are similar Variable Mean Std. Dv. Correlation t-value p-value Signi. studies have been conducted Coefficient on reading comprehension and Emotional Intelligence 171.9394 13.1452 0.3090 2.5990 <0.05 S Reading Comprehension 319.6515 30.6837 emotional intelligence such as;Gupta and Rajwinder Kaur Table-8: Correlation of Mean, SD and 't' Value between Emotional Intelligence and Reading Comprehension Scores of Non-Hindu Students (2006), Koskinen and Barbara Variables Mean Std. Dv. Correlation t-value p-value Signi. A. Kapinus(2002) Sandra D. Coefficient Jones (2002).and others have Emotional Intelligence 171.9800 15.9329 0.3881 2.9179 <0.05 S studied about the reading comReading Comprehension 314.3400 32.5987 S=Significant at 0.05 level prehensions and emotional intelligence of students students. Further, it shows that reading comprehension studying in secondary school and found that there is is closely related with emotional intelligence of govern- positive and significant relationship between reading ment school students. 6. There is a positive and sig- comprehension and emotional nificant relationship between emotional and reading intelligence,these studies have supported for the comprehensionat0.05 level of students studying in present study and findings. Based on the findings of private schools. However, the mean scores of reading the study the following conclusions could drawn. Readcomprehension than the emotional intelligence of pri- ing comprehension is closely related with emotional vate school students. Further, it shows that reading intelligence of boys andgirls and reading comprehencomprehension is closely related with emotional intel- sion is closely related with emotional intelligence of ligence of private school students. rural and urban students. Reading comprehension is 7. There is a positive and significant relationship be- closely related with emotional intelligence of governtween emotional and reading comprehensionat0.05 level ment school and private school students. Further, the of Hindu students. However, the mean scores of read- reading comprehension is closely related with emotional intelligence of Hindu and Non-Hindu students.

R E F E R E N C E

Bar-On, R. (2000) Emotional and Social Intelligence : Insights from the Emotional Quotient Inventory. In R. Bar On and J.D.A.Parker (Eds) Handbook of Emotional Intelligence. San Francisco: Jossey -Bass. Boyatzis, R., Goleman, D., and Rhee, k (2002) Clustering Competence in Emotional Intelligence : Insight from the Emotional Competence Inventory (ECI). In R.Bar-On and J.D.A. Parker(eds.) Handbook of Emotional Intelligence. San Francisco : JosseyBass.Cherniss, C and Adler, M. (2000) Promoting Emotional Intelligence in Organizations. Alexandria, Virginia : ASTD Daviewm, M., Stankov.L., and Roberts, R.D. (1998) Emotional Intelligence :In search of an Elusive Construct. Journal of Personality and Social Psychology, 5(4) 989-1015. Delip Singh (2003). Emotional Intelligence at Work : A Professional Guide Response Books: A Division of Stage Publication : New-Delhi.Goleman, D. (1998). Working with Emotional Intelligence. New York: Bantam Books. Goleman, Danial (1996). Emotional Intelligence. Why it can Matter More than IQ: New York: Bantam Books.Mayer, J. and Salovery, P. (1997). What is Emotional Intelligence? In P. Solovery and D. J. Sluyter (Eds.) Emotional Development and Emotional Intelligence, New York: Basic Books.Gyanani, T.C. and Kushwaha, S.S (2001) Emotional intelligence and its Development. Journal of Indian Education, pp.66-74

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