Effect of schooling differences upon Emotional Intelligence and Aggression of Higher Secondary students
Keywords:Aggression, Emotional intelligence, Schooling pattern
AbstractThe era of discourse around emotional intelligence by moving ahead of the intelligence quotient which was considered mythically as an endpoint of discussion had started long back and still continues with its exploration. The current phenomenological experience of life in the fast-changing world with an excessive surge of uncontrolled emotion has always been of concern to the researchers. By moving through these lines of thought, the present study tried to analyse the impact of schooling patterns in the emotional intelligence and aggression of higher secondary students of Kerala, by focussing upon the students educated in the English medium and Malayalam medium schools. The study revealed that there is a difference in the level of emotional intelligence and aggression of students belonging to both the schooling patterns with a higher aggression and lower emotional intelligence being the pattern seen among the Malayalam medium students. It was also evident that emotional intelligence of students is predicted by the schooling pattern to a level of 8 percentage with high significance. The scales used in the present study were The Brief Emotional Intelligence Scale developed by Kevin Davis et. al. (2010) and the Aggression Scale of Dr. Guru Pyari Mathur and Dr. Raj Kumari Bhatngar (2004). The study thus concludes with the suggestions that the decision of schooling pattern of children must be given greater significance by the parents and also that there is a clear necessity of the introduction of emotional intelligence development within the Malayalam medium education institutes to nurture their students in a better manner.
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How to Cite
Anu Tom, Sneha Baiju, Sona Regis, & Betty Paul. (2022). Effect of schooling differences upon Emotional Intelligence and Aggression of Higher Secondary students. International Journal of Indian Psychȯlogy, 10(1). https://doi.org/10.25215/1001.121
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