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A STUDY TO ASSESS EMOTIONAL INTELLIGENCE AND
MORAL VALUES IN ADOLESCENTS WITH UNSATISFACTORY
ACADEMIC PERFORMANCE
Thesis submitted in Partial Fulfillment
for the award of Degree of Doctor of Philosophy in Psychology
By
L.URMI SHELLEY
Under the guidance of
Dr. S. KADHIRAVAN
VINAYAKA MISSIONS UNIVERSITY SALEM, TAMILNADU, INDIA
JULY, 2014
VINAYAKA MISSIONS UNIVERSITY
DECLARATION
I, L. URMI SHELLEY declare that the thesis entitled “A STUDY
TO ASSESS EMOTIONAL INTELLIGENCE AND MORAL VALUES IN
ADOLESCENTS WITH UNSATISFACTORY ACADEMIC
PERFORMANCE” submitted by me for the Degree of Doctor of
Philosophy is the record of work carried out by me during
the period from.................... to..................... under the guidance of
Dr. S. KADHIRAVAN, and has not formed the basis for the award of
any degree, diploma, associate-ship, fellowship, titles in this or any
other University or other similar institutions of higher learning.
Place: Signature of the candidate Date : (L. URMI SHELLEY)
VINAYAKA MISSIONS UNIVERSITY
CERTIFICATE BY THE GUIDE
I, Dr. S. KADHIRAVAN, certify that the thesis entitled
“A STUDY TO ASSESS EMOTIONAL INTELLIGENCE AND MORAL
VALUES IN ADOLESCENTS WITH UNSATISFACTORY ACADEMIC
PERFORMANCE” submitted for the Degree of Doctor of Philosophy
by L. URMI SHELLEY, is the record of research work carried out by
him during the period from ……………………. to ………………………
under my guidance and supervision and that this work has not
formed the basis for the award of any degree, diploma, associate-ship,
fellowship or other titles in this University or any other University or
Institution of higher learning.
Place: Signature of the Supervisor Date :
ACKNOWLEDGEMENT The doctorate of Philosophy is one of the most important
accomplishments in my life. I would not have made it without the
blessings, help and support of many. I would like to thank people
who helped me to reach this milestone.
First, I would like to thank my guide, mentor Dr. S.
Kadhiravan, Associate Professor & Head, Department of Psychology,
Periyar University, Salem, Tamil Nadu for his unconditional,
unbiased dedicated guidance and mentoring. It is with pride that I
admire his availability, proficiency and punctuality. Without which
this work was not possible. I remain indebted to him forever.
I sincerely thank Dr. V. R. Rajendran, Vice Chancellor,
Vinayaka Missions University, Salem. I am grateful to
Dr. K. Rajendran, Dean Research, Vinayaka Missions University,
Salem for his valuable advice, encouragement and timely assistance.
I express my sincere thankfulness to the management of Christ
University, Bangalore for extending their support and cooperation. I
owe special thanks to Col. (Dr.) Fr. Mathew C. Thomas,
Vice chancellor, Christ University, Bangalore and the directors
Dr. (Fr.) Varghese K.J. and Fr. Viju P.D. for their continuous
encouragement and motivation.
I remain grateful to Dr. Geetha Appachu, consultant
Psychologist, Swaprearna, Bangalore, for motivating and guiding me
through the initial stages of this study.
I express my gratitude to the Correspondents as well as to the
Principals of Autonomous Colleges in Bangalore city, permitted me to
conduct this study in their colleges. I am also indebted to the
participants of this study and my dear students Sunitha H.N.,
Suresh Shivanna, Dharshan S. and Anantha P.N. for their
wholehearted cooperation.
I place my sincere gratitude to my entire family who has always
been supportive and interested in my work and achievements.
This work is dedicated to all those students who are striving to
lift themselves and in turn will lift their peer and education system of
the country.
- L. URMI SHELLEY
ABSTRACT
Abstract
The rapid global changes, tough competition and globalization
in the educational industry have caused tremendous impact in the life
of students from all over the world. Education plays an important role
in the overall development of personality. In this era of push button,
having mastery over good academic skills, qualifications, emotional
intelligence skills and moral values is considered the sign of
intelligence, high self-esteem, elevated motivation, self-confidence
and inflated success. However, at the same time, not all children are
fortunate to avail the higher education. Some children enter the
colleges but fail to complete the degree. Most of them have potential
yet they do not succeed in their chosen stream of study. Eventually
they are labelled as unsatisfactory performers or underachievers.
Thus, they feel lonely, dejected and de-motivated. These students
also think that they do not get proper attention, instructions and
orientation from their academic caretakers. Therefore, it is the moral
and social responsibility of educational institutions and teachers to
make sure that these students receive care and support. Due to such
circumstances, the need for group counselling has grown rapidly to
get external support and help to improve academic results, personal
growth, emotional and career enrichment. With the help of systematic
group counselling, students with unsatisfactory performance would
learn, practice and develop useful non-cognitive skills such as self-
esteem, self-concept, motivation, coping strategies. By incorporating
these personality enhancers students will gain personal sense of
belongingness, confidence and wellness.
In this study, an attempt is made to explore the relationship
between emotional intelligence, moral values and unsatisfactory
academic performance of adolescent students. Six hundred (600)
students with unsatisfactory academic performance of nine (9)
colleges in Bangalore city have been selected through stratified
random sampling and the data was collected through a survey.
Results revealed that emotional intelligence as well as moral values
of adolescents has significant association with their academic
performance.
Systematic group counselling with different activities was
designed to enhance emotional intelligence, moral values and
academic performance of unsatisfactory students. Result of
intervention program shows that the systematic group counselling
enhances the emotional intelligence, moral values and academic
performance of students significantly. The findings of this study
suggested that the moral values and emotional intelligence are
significant predictors of academic achievement among students with
unsatisfactory academic performers.
CONTENTS
CHAPTER TITLE PAGE NO.
LIST OF TABLES
I INTRODUCTION 1
II REVIEW OF RELATED LITERATURE
43
III RESEARCH METHOD 91
IV RESULTS AND DISCUSSION 109
V SUMMARY AND CONCLUSION 132
BIBLIOGRAPHY 152
APPENDICES i
LIST OF TABLES
TABLE
NO.TITLE
PAGE
NO.
3.1 DISTRIBUTION OF SAMPLE ON THE BASES OF DEMOGRAPHIC VARIABLES
106
4.1 ACADEMIC PERFORMANCE OF COLLEGE STUDENTS: GENDER WISE COMPARISON
109
4.2 ACADEMIC PERFORMANCE OF DOLESCENTS BASED ON THEIR STREAMS OF STUDY
111
4.3 ACADEMIC PERFORMANCE OF STUDENTS WITH RESPECT TO PARENTAL QUALIFICATION
112
4.4 EMOTIONAL INTELLIGENCE OF COLLEGE STUDENTS: GENDER WISE COMPARISONS.
114
4.5 EMOTIONAL INTELLIGENCE OF ADOLESCENTS BASED ON THEIR STREAM OF STUDY
117
4.6 EMOTIONAL INTELLIGENCE OF STUDENTS WITH RESPECT TO PARENTAL QUALIFICATION
118
4.7 MORAL VALUES OF COLLEGE STUDENTS: GENDER WISE COMPARISON
120
4.8 MORAL VALUES ON OF ADOLESCENTS BASED ON THEIR STREAMS OF STUDY
122
4.9 MORAL VALUES OF STUDENTS WITH RESPECT TO PARENTAL QUALIFICATION
123
4.10ACADEMIC PERFORMANCE VS. EMOTIONAL INTELLIGENCE OF ADOLESCENTS
124
4.11ACADEMIC PERFORMANCE VS. MORAL VALUES OF ADOLESCENTS
126
4.12
INFLUENCE OF EMOTIONAL INTELLIGENCE AND MORAL VALUES ON THE ACADEMIC PERFORMANCE OF ADOLESCENTS: REGRESSION ANALYSIS
127
4.13ACADEMIC PERFORMANCE OF ADOLESCENTS BEFORE AND AFTER SYSTEMATIC GROUP COUNSELING
128
4.14EMOTIONAL INTELLIGENCE OF STUDENTS BEFORE AND AFTER INTERVENTION
129
4.15MORAL VALUES OF STUDENTS BEFORE AND AFTER COUNSELING
130
CHAPTER – I
INTRODUCTION
CHAPTER – I
INTRODUCTION
CONTENTS PAGE NO.
ACADEMIC PERFORMANCE OF ADOLESCENTS 4
Unsatisfactory Academic Performance 7
Systematic Group Counselling For Unsatisfactory
Academic Performers 12
EMOTIONAL INTELLIGENCE 16
Characteristics of Emotional Intelligence 20
Measurement of Emotional Intelligence 21
Significance of Emotional Intelligence 21
Development Among Adolescents 23
Emotional Development During Adolescence 26
MORAL VALUES 30
Development of Moral Value among Adolescents 32
Influence of Moral Values on Adolescents’ Behaviour 34
NEED FOR THE STUDY 36
SIGNIFICANCE OF THE STUDY 40
DELIMITATIONS 41
ORGANIZATION OF THE REPORT 42
CHAPTER – I INTRODUCTION
The rapid global changes, tough competition and globalization
in the educational industry have caused tremendous impact in the life
of students from all over the world. Education plays an important role
in the overall development of personality. Educated children are
empowered, motivated and skilled enough to take up challenges of
life. They are asset to the family, society and the nation. However, at
the same time, not all children are fortunate to avail the higher
education. Some children enter the colleges but fail to complete the
degree. Eventually they are labelled as unsatisfactory performers or
underachievers. Most of them have potential yet they do not succeed
in their chosen stream of study.
Today, in the competitive world, success can be define as
having high ethical values, possessing and practicing social and
emotional intelligence skills, along with dynamic, powerful soft skills,
responsibility, leadership qualities and commitment to the task
assigned. Success in the academic context is generally assumed as
getting good marks or grades followed by a steady and satisfying
career, especially for adolescent students. In order to have a good
performance, adolescents required to have faith in themselves,
believe in systematic hard work, and have dedication as well as
passion for learning. Students need to be self-motivated, respected
2
socially as well as emotionally. It is possible only when they get
support from their family and society. Without such support, students
can easily be succumbed to the external expectations, pressure from
parents, teachers and peers as well as the stress created by their
own fast-paced life.
In addition to academic success, there are several other issues
and problems in the areas of a student’s life where emotional skills
can play a major role, provided they are combined with another
equally important dimension like moral values. It is a well-known fact
that students’ moral values are deteriorating as they are indulging in
and facing violence almost on a daily basis in their surroundings.
Lack of healthy engagement has become a major concern for
parents, caretakers, educators and practitioners because of the steep
decline in their academic performance, increased behavioural
problems and practice of maladjustment. In addition, students are
struggling to stay away from physical and emotional stress while
dealing with abuse at home and on campus. College dropout
instances have increased due to these factors and suicidal rates
among adolescents are alarming nowadays. Studies have revealed
that suicidal tendencies amongst students with unsatisfactory
performance are the highest just before or after the exams especially
when results are to be declared. Innocent lives are being lost due to
3
this factor. Hence, preventive measures and diligent efforts required
to be taken by the parents, caregivers and academic institutions to
help the adolescents to improve their chances for academic and
social success.
It goes without saying that the need of the hour is not only to
look after the physical safety of these students but also to nurture
their emotional maturity in order to enhance their academic
enrichment. This has to be done collaborating by both students and
academicians. Guardians and teachers should hold their hands when
they are in tremendous need of unconditional support. Colleges that
play a key part in students’ social environment, have great influence
on students’ engagement in academic performance and over all
development.
Such an approach and a workable strategy would help students
with unsatisfactory performance to become confident, emotionally
healthy, successful, responsible and productive members of the
society. In other words, teaching, learning and applying surviving
skills such as emotional intelligence along with imparting moral values
can be instrumental in the achievement of an individual, particularly
with regard to the performance of adolescents in schools and
colleges.
4
ACADEMIC PERFORMANCE OF ADOLESCENTS
Learning is a lifelong process, which begins early and at a
highly receptive and sensitive stage of life. Education in the modern
society is structured into three main levels viz: kindergarten, school
and college. A child’s transition through these three main levels
becomes especially crucial between school and college. Since, these
phases coincide with the child’s transition from adolescents into
young adulthood. They move from a period of academic hard work,
restraint, protective environment and identity crisis into a world filled
with privileges, autonomy, self-determination, resolution and actions.
It is in this last phase where they experience the success or failure of
their efforts in the previous phase and face the consequences of their
failure with respect to their academics and career.
McQuary (1983) suggested that academic performance and
career excellence are the key factors presented in today’s street-
smart competent adolescents. Maintaining a good academic
performance and possessing good social skills, not only keep them in
the good books of parents, teachers and institutions alike but they
also improve their self-worth and social standing. It guarantees a
“well-paying job” and the prestige associated with it. Nowadays,
academic performance has become the only priority for the most of
teachers and institutions, parents as well as students.
5
Academic performance is an ability to attain the mastery in the
subject matter that is taught in a span of time and the capacity to
perform well in the tests. Alim and Naseem (2008) defined academic
success as the performance of a learner after certain course of
instructions, which is measured in terms of marks or grades obtained
in a given area of knowledge. Terenzini, Pascarella, and Blimlin
(1996) opined that students who reported the greatest amount of
informal and out of class contacts with their teachers tend to display
higher amount of intelligence, which has been considered as
performance. Stenberg (1985) defined educational performance as
the grades or the marks scored by pupils in school or college,
performance by standardized test of academic achievement, or the
number of years of schooling completed. In other words, academic
performance as we understood today is the knowledge gained by the
students in the subjects taught and tested by the teachers in a given
period.
Academic performance of adolescents has become an index
and indicator of their destiny and major concern of their parents.
They are expected to get good grades, credits and marks in the
subjects taught in the class and examined by the teachers under the
given norms and rules of the examination of institution. Kohli (1975)
and Bandura (2000) revealed that the ability of students to
6
understand and comprehend the various concepts of learning is one
of the many factors that influence the outcome of their academic
performance, growth and maturation process. To achieve such a
learning outcome, adolescents require a series of planning and
organized schedule in their study timetable.
Students, especially at college level not only develop their
learning faculties but also take advantage of the latest information,
training and placement opportunities available in educational setup
both in and out of the campus. They are aware and quick in
recognizing that the learning from add on courses and extracurricular
activities are valuable attributers to their performance as well as
career planning. Adolescents with good academic performance,
better emotional skills, healthy ethical values and are well informed
about their career options. They are ready to invest their time and
money and walk that extra mile in order to achieve whatever they
want. College students are very much aware that they live in a highly
competitive and comparative environment. Therefore, these students
are required to conduct and manage themselves in a mature manner
both academically and emotionally.
Nelson and Low (2003) suggested that for students to be
mature, successful in life they should grow emotionally sound,
intellectually sharp, socially updated, spiritually upright and
7
vocationally stable. Students with such abilities and qualities are
required to set examples for their peers. These positive attributes will
enhance their personality which, in turn, will give them confidence to
take up responsibilities, challenges and take decisions for
themselves.
UNSATISFACTORY ACADEMIC PERFORMANCE
The transition from adolescence to young adulthood is a
precarious road with numerous changes and challenges. Young
adults move from the closed walls of school to the wide fields of
colleges and universities experiencing unsatisfactory academic
performance where they are unable to cope up with the demands.
The term unsatisfactory academic performance has been primarily
used to designate an accomplishment that is below the standards set
by the teachers and educational authorities. Angelo and Cross (2009)
in equity study classified unsatisfactory performers as ‘weak’ students
who had scored a 3rd class in their final examination or had failed
more than 50 percent of their subjects in a given year and had lost a
year or more. Further, the study reported that these students
generally do not attend classes regularly. Hence, they missed the
class instructions on subject learning. They do not attempt to clarify
their doubts from the teachers or their peers. After missing interactive
teaching-learning classes, they are clueless and confused as how to
8
start and what to study. Sikorski (1996) opined that unsatisfactory
academic performance implies that an individual has functioned or
performed at some level or standard below which he or she is
expected to perform on some task or area of functions within the
academic setting.
Parents, teachers, educational institutions and stakeholders of
our society not only view unsatisfactory academic performance
critically, but also judge the students who lack the ability to adapt and
alter to an environment to meet the standards set by the educators.
Astin (1993), Dryden and Vos (1994) reported that these categories
of students are subjected to criticism not only for their unsatisfactory
performance but also for their attitudes, behaviours, character,
creativity, interpersonal and intrapersonal skills. It has been observed
that students with unsatisfactory academic performance generally
have good social skills and get on well with others. They are active in
the co-curricular activities of the institution and are considered good
performers in their chosen activities. Due to these qualities, some of
them become teachers’ “favourite students”. They are ever ready to
perform any task and duty but do not want to seriously study. They
lack interest in any academic work forced upon them.
Cooper and Saway (1997), Gardner (1997), Weisenger (2006),
have reported that there are many traditional attributes and
9
determinants for the unsatisfactory performance of the college
students. The most important factors identified among them were low
IQ, lack of self-confidence, lack of trust in the medium of instruction,
less interest in the course, parental relationship and family
environment. Studies have also observed that educational, economic
background, personality and motivational constructs of the parents
are some of the other factors that influence the unsatisfactory
performance of students.
Dimmitt (2003), Reis and Park (2000) opined that students’
underachievement or unsatisfactory performance stem from a
number of different factors such as environmental causes, liking for
the subjects, relationship with teacher, parental monitoring and
guidance, slow moving classroom experiences and attention deficit
hyperactivity disorder. The other factors that affect students’
performance are lack of motivation, self-esteem, laziness, and
unfavourable attitudes of parents, teachers, study habits and
environment. Parker and Wysocki (2005) pointed out that the
varieties of factors that determine the unsatisfactory academic
performance of the adolescents are genetic, cultural, religious, social
and institutional determinism as well as absence of quality teachings
and other academic programs. Baltes, et.al (2000) Lewis (1996)
advocated that culture-specific characteristics such as conformity to
10
the mainstream, culture differences, unfriendly curriculum and
different parenting styles are some of the reasons for poor academic
achievement among students. Some of these reasons are found to be
innate but most of them have been acquired.
It is not easy to deny the fact that the cultural environment of
schools and colleges play an important role in adolescents’ academic
performance. It affects their attitudes, outlook and value system. If
these places are not monitored and channelized properly, it could
affect the learning environment and cause unsatisfactory
performance among students.
Woolfolk and Vermeir (2005) suggested that students with
unsatisfactory academic performance in their first year of college
have a greater tendency to drop - out from the course. These
students feel that they have not given proper attention, instructions
and orientation by the college. Thus, they feel lonely, dejected and
de-motivated. They think that they have lack of purpose and feelings
of paucity, inattentiveness and feel lifeless. It is the responsibility of
educational institutions and teachers to make sure that these
students receive care and support.
Nelson and Low (2004) reported that these students gain from
a relationship that makes them feel important, contributes to their
development and helps them to create a healthy learning
11
environment, which in turn gives them a personal sense of
belongingness. Healthy relationships among students, teachers,
management and parents are important for the academic stability,
behavioural, emotional, social growth as well as overall development
of students.
Dealing with unsatisfactory academic performers requires a lot
of analysis about social, educational and emotional factors. Studies
by Astin and Astin (1993), Dryden and Vos (1994), Epstein (1998),
Gardner (1993), Goleman, (1995) and Sternberg, (1985, 1995) have
demonstrated that apart from traditional intelligence, non-cognitive
intelligence like emotional intelligence, social intelligence and moral
values should be included in the main stream of the curriculum of the
college. These skills have to be refined and updated regularly and
systematically for reinforcing the academic and social skills of
students. With the help of teachers and mentors, students with
unsatisfactory performance should learn and practice these skills
regularly to enhance their academic performance and practical social
skills to enhance their overall personality.
Lust and Moore (2006) argued that success is guided by facts
such as how well the ideas are communicated to the students.
Positive peer interactions increases students’ awareness of learning,
communication skills, students’ self-esteem, self-confidence and
12
active - listening skills will certainly help the unsatisfactory performers
to overcome their problems. By practicing these skills of emotional
and social intelligence along with moral values will definitely
contribute to the cognitive tasks of underachievers.
Systematic Group Counselling for Unsatisfactory Academic Performers
Today scoring high marks is the primary goal of the most of
students, schools and colleges all over the world. In the race, the
other set of students who cannot compete with their peers, generally
left behind unattended by their educators. Kuh (1995), Kuh (1996),
Pascarella, et.al (1996) and Smith (1999) asserted that in a highly
competitive environment and in the era of fast growth, students with
unsatisfactory academic performance find it difficult to keep pace with
other students of their age. These students do not know how to
balance their personal and academic life. In this race, students who
get low marks are also not recognized for their creativity and skills for
non-academic activities in which they are good at and excel most of
the time, namely dance, drama, sports, theatre and other co-
curricular activities. In such circumstances, the authorities and
teachers are required to step in to help these students to overcome
the learning difficulties by providing them the extra coaching,
counselling and mentoring. Burgess (1956) advocated that under
achievers have higher dependency needs on academic matters than
13
other students. The attention span of these students is very fragile
and they get restless if asked to over stay in the class. They distract
other students and teacher if they forcefully retained in the class.
They like freedom from restraint and therefore show very less interest
in teaching-learning activities.
The need for academic group counselling has grown rapidly
with many institutions and a number of students opting for it in order
to get help to improve their academic results, personal, emotional and
career enrichment. Institutions, parents and students have
understood the benefits of counselling and therefore they are
encouraging their students to attend such sessions and classes.
Institutions are offering verities of life skills training programs,
workshops and seminars. These activities generally take place after
the regular study hours of the institutions.
The beginning of systematic group counselling as part of the
remedial teaching among adolescents dates back to the year 1972.
Shuttle worth (1972) advocated that students with low grades
responded positively to the group counselling. Bordin and Bonney
(1965) felt that systematic group counselling should be an integrated
as part of the campus academic activities. It should be considered an
important element while planning the course structure for the
academic year. Researchers have observed that students with
14
unsatisfactory performance need teacher’s attention, appreciation,
and time. Such a personal focus to the underachievers can be
provided only in the remedial classes. This type of learning support is
necessary for the performance of students with learning difficulties
and unsatisfactory results.
Qureshi (2004) asserted that systematic group counselling has
emerged as an effective response to the plight of the students with
low grades in the field of education. Subramania (1977) and
Subramania (1979) described systematic group counselling as one
form of assistance in a variety of formats such as learning-to-learn
courses and useful supplemental instructions for a single targeted
course programs for underprepared students. Researchers namely
Smith (1982) and Zunker (1997) have pointed out that short-term
courses like academic advising, motivational lectures, tutoring,
seminars and orientation workshops on study skills along with
emotional counselling are some of the good methods to enhance the
performance of students. Brooks and Goldstein (2001), House, et.al
(2002), Cotton (2005) suggested that teaching cognitive strategies
and regular study habits to small groups would have its own benefits
as it will help to enhance students and counsellor’s personal, social,
emotional, and psychological relationship. Trust of counsellors and
teachers in students’ abilities tends to influence students’ motivation,
15
confidence and performance thereby helping them to complete the
tasks more effectively, with interest, and be motivated to face new
challenges.
Systematic group counselling is particularly useful for students
who value the opinions of their friends and peers more that of their
teachers, parents and siblings. Healthy interaction between the
students also helps them to understand their problems through
listening and interacting as they find it easier to connect with each
other. The students who have the same nature, share a great deal of
similarity and confidence, and are aware of their same wavelength
and limitations. Such sessions can help and encourages them to
complete the work assigned by the counsellor in a given period.
Corey (2002), Gladding (2003) and Yalom (2005) have found
that systematic group counselling provides adolescents a safe place
to express their feelings, discuss personal problems, challenges and
share many of their concerns with counsellors. Bemak (2005) and
Vaughn, Bose and Schumm (2007) revealed that group-counselling
sessions are a few of the best-suited intervention strategies for
adolescents where they learn life skills such as interpersonal and
intra personal skills, problem solving, coping skills and skills of
positive identity development. It offers a strong support to such
16
students to deal with their emotional, personal, and social problems
thereby improving their academic performance.
In this study, the main emphasis was on providing systematic
group counselling to adolescents with unsatisfactory academic
performance. A study was carried out to encourage, empower and
support college students with coping skills to enhance their academic
performance, emotional intelligence and moral values. The steps
formulated by Qureshi (2004) were adopted in this study to empower
the adolescents’ self-concept, self-esteem, motivation and coping
style. The purpose was to improve their academic performance,
reinstallation of hope, to create a sense of personal safety, support
and develop cohesiveness among students for their successful
journey. Measures were also taken to enhance students’ home and
college environment so that they can study and complete their work
peacefully. Consequently, students learned to use their academic and
social skills at the proper time, in a proper place, for the proper
purpose. Thus, students achieved better results in their exams.
EMOTIONAL INTELLIGENCE
Emotional intelligence as a cluster of skills is viewed today as
an essential and influential variable that determines life's success.
Emotional intelligence broadly referred to the abilities and capabilities,
which acknowledge, recognize, understand and channelize as well as
17
regulate emotions in one self and others in our environment Goleman
(2005). It is proposed as one of a prudent life skill, which is a bridge
to understand reasons and emotions, which in turn leads individuals
towards achievements. Saarni (1997) have opined that emotional
intelligence skills generally start developing in children during
sensitive stage. Bandura (2003) explained that children’s emotional
regulation continues to develop throughout adolescence to adulthood.
Goleman (1995) pointed out that children’s emotional capacity starts
developing right from infancy and grows well in a positive
environment of family, schools, colleges, and society. Ahmad (2010)
opined that emotional intelligence starts developing as soon as the
child is born and it exists in all ages, genders, and races and how and
when it is used depends upon the individuals.
Golemen (1999, 2005) defined emotional intelligence as the
capacity to recognize one’s own feelings, those of others, motivating
us, managing self - emotion well, and healthy relationships with
others. He further ascribed that the concept of emotional intelligence
is made of five general components such as self-awareness, self-
regulation, motivation, empathy and social skills. While defining
emotional intelligence BarOn (2006) argued that the truly intelligent
human being is the one who is not only contingent (cognitively
intelligent) but also ‘emtelligent’ (emotionally intelligent) (Umadevi,
18
2013). Weisinger (2006) conceptualized emotional intelligence as the
‘intelligent use of emotions’ and asserted that such emotions are used
for guiding, thinking and to enhance the results thus contributing to
the all-round development of individuals. However, today emotional
intelligence skills are used scientifically in a variety of ways in
different areas of human life.
Research by Cyr and Walker (2006) revealed that the theory of
emotional intelligence finds its roots way back to Thorndike’s (1920)
work on the concept of the theory of social intelligence. Salovey and
Mayer (1980) borrowed the term emotional intelligence from
Thorndike and defined it as an ability to recognize, manage emotions
in one and others as well as use them appropriately in solving
different problems of life.
Umadevi (2013) has quoted Werner and Smith (1982) by
pointing out that learning how to recognize and manage emotions, try
to understand how others think and feel, also having the ability to
form a caring relationships are some of the essential competencies
that allow us to live well, love well and expect well. Bar-On (1997)
viewed emotional intelligence as an array of non-cognitive skills,
potential, and capabilities that influence ones’ ability to succeed in
coping with daily pressures and stress. Goleman (1995, 1998)
considered that emotional intelligence skills are one of the most
19
important behavioural constructs and is a major contributor to human
performance.
Today, emotional intelligence as skill has evolved with rapid
speed. There are varieties of definitions flooded through media all
over the world. Emotional intelligence skill as we understand is an
intelligent “common sense” that blends very well with other human
skills and values which are used for the well-being of an individual on
daily basis.
Emotional intelligence skills work as a stepping-stone to
success in every field that creates feelings to comprehend emotions,
emotional knowledge and intellectual growth. Boyatzis and Saler
(2004) Cote and Miners (2006) believed that emotional intelligence is
a multi-faceted construct that leads to the superior performance. It
also teaches us to understand others and express ourselves
comfortably, positively associate with each other’s, learn to manage
with daily demands, pressures and the unwanted stress of life. Mayer,
Salovey and Caruso (1999, 2000) emphasized that with high
emotional intelligence skills one can progress more quickly in life.
Better performance has to be achieved by applying and practicing
skills such as empathy, motivation, persistence, warmth and social
skills in our personal and professional life. Studies of Payne (1985),
Bar-On (1997, 1997, 2000), Goleman (1995, 1998, 2001) revealed
20
that emotional intelligence motivates human beings to activate their
innermost potential and values to get along well with others and work
together in achieving positive results, thereby learning to deal with the
high demands, pressures and stress of routine work. Lautenschlager
(1997) stressed that to be emotionally intelligent, one must be an
expert in the different areas of four A’s of emotional intelligence viz;
awareness, acceptance, attitude and action. Life of an individual
revolves around these areas.
Characteristics of Emotional Intelligence
Emotional Intelligence skill has been found volatile in nature and
is constantly evolving and developing every day. Dash and Behera
(2004) have mentioned the following features of emotional
intelligence based on scientific facts:
Emotional Intelligence is a non-cognitive and non-physical
capacity of the organism.
It is nurturable and one can learn and enhance.
It energizes the organism to reach the goal and accomplish the
required task.
It is an inner or intellectual process, which motivates the
rganism to perform its activities properly.
21
The level of emotional intelligence is neither constitutionally
fixed nor does it develop only in early childhood but it develops
throughout life.
Measurement of Emotional Intelligence
There are collection of emotional intelligence tests and
measurements available which have been developed by the
researchers such as BarOn (1997), Golden and Dornheim (1998),
Mayer (2000), Goleman and Boyatzis (2000), Palmer, et.al and
Palmer (2003). It is quite possible that so many measures of
emotional intelligence assess the same underlying construct of
emotional intelligence skills with different views. However, these
determents do not show any significant correlation with each other.
Davies et al. (1998) have found that the most of the measures
used to test emotional intelligence demonstrated positive reliability for
the overall scores. All the available tests on emotional intelligence
differ both in their contents as well as in methods of assessment that
means that different tests are valid for different types of human nature
and personality.
Significance of Emotional Intelligence
Studies of Ashforth (2001), Cooper (1997) and Golemen (1995)
indicated that emotional intelligence skills have caught the attention of
the academic community, applied sciences, media and mainstream
22
society. Besides this, emotional intelligence has also attracted
educational authorities, teaching faculty, student community and their
lifestyle. Authorities and faculty members can use emotional
intelligence skills as testing tools to enhance the performance of their
staff and students. It can work wonderfully as a medium for Students
to improve their socio-emotional and educational development. It will
also help students to create a strong bond of relationship among
them. According to Golemen (2005) emotional intelligence without
intelligence or intelligence without emotional intelligence is only part
of a solution. Further, he adds that emotional intelligence is like the
head working with the heart. In other words, emotional intelligence
skill is a perfect coordination between head and heart. Brown (1996)
and Reiff (2001) revealed that emotional intelligence ensures smooth
sailing in the turbulent waves of life and it is more important to be
emotionally intelligent than being intelligent alone. Understanding and
enhancing emotional intelligence might empower some definite
management techniques, abilities and styles resulting in team
effectiveness and progress in totality (Salovey and Caruso 2004).
Tobias and Friedlander (1999), Gottman (1997), Shapiro and
Elias (1997) suggested that the promotion of emotional intelligence is
to improve relationships with people at home, work place and in the
environment where we spend our maximum time. Weisinger (2006),
23
Cooper and Sawaf (1997) asserted that emotional intelligence has
beneficial effects on education and the achievement of students.
Johnson (2002) conveyed that the contribution of emotional
intelligence to the human being is to learn to maintain the consistency
in their ability to get along with others, and maintain high levels of
energy, and self-regulation.
Development among Adolescents
The dawn of the new millennium has brought a sea of change
among the adolescents. Due to this adolescent development has
gracefully grabbed the attention of the research community,
especially the psychological researchers. It has become one of the
major areas for researchers to study different variables of personality.
Adolescents are a unique community with wide range of challenges in
their transition period from adolescent to young adulthood. The term
adolescent generally used to refer to a person in the teenage years
between childhood and adulthood.
Erickson (1975) stressed that adolescents are a group of
people who are confused yet exploring themselves to form their own
identity to have a meaningful life. Konopka (1973) explained that
adolescents are children with certain characteristics and qualities.
They have an active and responsible role to play in the society. These
children also have some responsibility and qualities to develop during
24
this stage of life. This is why this stage is considered the most critical
period, a “make it or break it” condition like. Bee (1982, 1989) opined
that adolescents are children who are at an age that lies biologically,
culturally and psychologically between childhood and adulthood
rather than as a specific stage. It is an important period to develop
faith, search for identity and cope with rapid physical development
(Parks 1986). Malik and Balda (2002) opined that the life of an
adolescent is marked by the combination of heredity, childhood
experiences and a phase that includes school, puberty and entry in to
college life.
However, today adolescents can be considered as individuals
with mental, emotional, social and physical maturity as well as social
responsibility. Their objective during this stage of life is to have an
individual identity for themselves without a parental tag.
Christie, et.al (2005) suggested that as adolescents start to
compare and re-examine themselves with their peers, classmates
and they begin to progress to a state where they also begin to define
and imitate their peers in relation to themselves. By doing so, a sense
of self-pride takes over them. They do not pay much heed to the
parental advice, values and insight that have been “handed down” to
them from time to time. Such emotions and sentiments are given little
concern, meaning, and value by these adolescents. Words of peers
25
and friends are valued the most. Some adolescents may also feel
and believe that their parents, siblings and friends do not have a clear
understanding of how adolescents feel, think and act. Santrock
(2006) advocated that during transition adolescents face challenges
that come from high emotionality, emotional adjustment and
revolutionary changes. Due to these changes, their personality takes
a new shape with different dimensions, thought process and
meaning. Hacker (1994) stressed that the identity crisis and meaning
of life play an important role for young people. They feel that this can
determine the success of the journey towards adulthood.
As adolescents move in life, year after year, they become
aware of their capabilities of pondering over and handling their moral,
social, emotional and political issues in all situations. This gives them
confidence and a feeling that they are now capable of handling
themselves. So they venture towards independence from a protected
home environment and parental guidance and care. A sense of
responsibility prevails over them as they think of the newly acquired
freedom, opportunities, experience, relationships all merged with
high hopes.
Life during this period is full of struggles to keep pace with fast
moving world around them that is quite demanding and filled with high
expectations. Santrock (2006) argued that at this point in life, struggle
26
also brings boredom, destructive behaviour and inclination towards
abuse, bullying, drug abuse and violence related to them. Brooks
(2005) suggested that teaching and counselling authorities should
come forward and intervene to mentor such adolescents about values
and morality. Some people have profound impact on adolescents
especially those who have lost faith in their capabilities and abilities,
those who are struggling and feel that they have diverted and derailed
from their life’s track.
However, findings of Steinberg (1990) and Lazzari (2000) also
stressed that adolescents need to develop their mental and moral
abilities along with physical capabilities to survive and face the tough
challenges in the world in to which they have stepped in from the
comfort zone of their home. Mayhew and King s(2002) argued that
the strength of adolescents’ moral and emotional character are the
most challenging and important elements in higher education. They
also opined that adolescence is the right stage to help and encourage
them to develop and learn to manage their emotional as well as moral
abilities.
Emotional Development during Adolescence
The growth of the human brain is connected with the changes
in emotional life. Emotions are an integral part of an individual’s
biological and psychological makeup. They add colours as well as
27
pleasure to our life, especially to the adolescents’ life and change
their perception about themselves and their environment and this can
affect their behaviour and overall personality during the different
stages of adolescence.
Emotional development during the growing up period can be
very difficult for some adolescents but equally comfortable for others.
Santrock (2006) asserted that every child passes through a different
period of transition in life moving from childhood to adolescence to
young adulthood thereby moving towards and becoming a
responsible adult.
In order to be empowered and encouraged adolescents need
to have undisturbed shift while moving from carefree adolescence to
responsible adulthood. Therefore, they have to cultivate a healthy and
positive understanding of their own emotions, which they need to
nurture in their environments.
McDougall (1984) advocated that the word “emotion” derived
from Emotere, the Latin word for “to move out” and has further
defined it as instinct. Emotions follow their own patterns. Emotion
implies motion, which is a kind of process of working through the
emotional pattern of human being, which has an organic feel, and
unravelling memories, feelings, patterns of physically held tension,
28
happiness and some energy blocks in human body (Campos, Frankel
and Camras 2004).
McBurnett (2005) explained that emotions are characterized by
behavior that reflected (expresses) the pleasantness or
unpleasantness of the state of mind of an individual or the
transactions he or she is experiencing like storm and stress situations
in life. This is more implacable to adolescents who have fallen from
the right track of the life.
It is very important for adolescents to determine their emotions
and remain emotionally connected. This would help them to have
positive self-esteem and self-image about themselves. Being positive
in life is like glue that binds it in a string. Sylwester (1998) asserted
that during this period, adolescents should understand the nature of
their emotions. These emotions will help them to sustain their focus,
intensity and attention on the charge at hands. They will also learn to
establish a realistic and coherent sense of identity for themselves so
that they can relate with their friends, peers and significant elders in
their surroundings.
Adolescents need to acknowledge and respect the positive role
of their emotions and emotional intelligence. Studies of Wong and
Wong (2000) suggested that the influence of emotional skills on the
adolescent population has been rapid and extensive. These skills
29
range from simple to complex. Some adolescents are able to identify
and label their emotional skills and talk intelligently about their
feelings but quite a few are unable to recognize and understand
them. Such students need to develop an ability to recognize their own
emotional skills and those of others so that they can easily
comprehend the fast moving culture around them.
Emotional skills among adolescents are like a phrase that
includes their character, emotions and motivation. Researchers have
found that adolescents those who manage their emotions are found
to have good social interactions and exhibit high academic
performance. Goleman (1995) proposed that emotional intelligence
skills are like “cross content” and contribute to the adolescents’
academic and productive skills. He further suggested that including
emotional skills in daily life has an important impact on the
adolescents’ overall personality. Mayer and Caruso (2006) pointed
out that increased emotional skills in adolescents might improve their
probability of achieving professional, academic and interpersonal
success. Lust and Moore (2006) believed that by learning emotional
skills students would be able to gain and maintain high self-esteem
and self-confidence.
Self-esteem and self-concept are the set of beliefs, interests,
rules and values one has about oneself, whereas self-esteem is how
30
one feels about one’s self and how he /she approaches his/her daily
life as opined by Parker (1987). Adolescents also form emotional
identity for themselves to learn and enhance their self-concept as well
as self-esteem.
Woolfolk, et.al (2004) also stressed that self-esteem accurately
is a consequences of our thinking and our working, our ideas, beliefs
values and our association as well as socialization with others. These
concepts play very important and critical role in adolescents’ life to
achieve self-confidence and gain various capabilities. Their emotional
maturity also depends on their self- esteem and the overall
achievement factors such as discovering self, developing a sound
value system, and value-based relationships with their near and dear
ones.
It is very important for adolescents to have clear goals in life,
have a positive attitude and self-control. They should be transparent
about their intentions, emotions emotional intelligence and values.
Possessing positive emotions enhances the adolescents’ soft-skills,
intrapersonal, interpersonal skills, and good leadership qualities, thus
reinforcing the moral and spiritual aspect of their life.
MORAL VALUES
Traditionally education and moral values in particular hold a
high place in our society. Moral values imply the positive ideals and
31
goals in life. The roots of human values can be traced to the Platonic
doctrines, which are valuable and have retained their worth
throughout the ages. Pepper (1958) and Kohlberg (1976,1981,1986)
referred moral values as ones’ duties desires, interests, needs, likes,
pleasures, preferences, moral obligations, wants and many other
modalities of selective orientation as quoted in International
Encyclopedia of Social Sciences (1968). Rokeach (1968, 1973), Rao
(1971) and Rao (1974) defined moral values as an everlasting rules
of life and emphasized that values are a set of principles which guide
individuals or social groups.
Researchers have found that the moral values are unique and
related to all cultures and not only to a particular individual. They are
applicable to all societies across the world. These values help us in
stabilizing and balancing the wheels of our society and help us in
strengthening the cultural fabric from time to time. Moral values hold a
set of universal principles such as truth, honesty and loyalty are
considered right in all societies (Lennick and Kiel 2008, 2011).
Levine, Pakvis and Higgins (2000) considered that moral values and
character are not ready-made behavioural patterns, but created bit-
by-bit and day by day by using the skills of emotional intelligence.
Covell and Howe (2001) suggested that moral values best taught
through the 3Rs: Right, Respect and Responsibility. These values are
32
like any art of colour expression and the more one practices the
deeper the understanding one acquires about oneself, the better
ha/she becomes emotionally.
The principles of Right, Respect and Responsibility would really
help the adolescents if they were inculcated at a tender and sensitive
stage of life. It is easier to mould the personality of the young ones at
this stage because their mind is like a sponge that can absorb
everything easily. Children can remember and retain these values
throughout their life.
Development of Moral Value among Adolescents
Moral development of a person is the growth across one’s life
span in thoughts, values and emotions that influences the behaviour
of a person in ethical situations. Lennick and Kiel (2011) opined that
moral values or morality is the outgrowth of living life in alignment with
the moral compassion, which are the deeply held principles, beliefs,
values, goals, purpose, wants and behaviour including thoughts and
actions of human being. It is the ability of a person to make moral
decision and apply them to life. These values are generally based on
his/ her inner principles practices.
The present generation of adolescents is a product of
multicultural experiences, deeply rooted in religious, spiritual and
moral values. Moral values are their beliefs about what is important in
33
life. They acquire their moral values by observing their parents,
siblings, peer groups, adults in their surroundings, and from the
religious background and cultural rituals in which they grow. These
values are outcome of one’s religion, social moves, political and
cultural influences. Moral values are like rules for students, which are
absorbed from family, religious places, society and community (Raju
1997).
Entry in to college signifies a turning point for students and their
parents. This movement is crucial, as it is a period of moral
development of adolescents, involving their thoughts, behaviour,
feelings and standards of right and wrong, good and bad. Laufer
(1965) reported that moral character, moral behaviour, moral
emotion, moral identity, meta-moral and moral reasons are some of
the strong elements and rules that bind the fabric of student
community and culture of society in general.
As adolescents move from schools to colleges, they tend to
acquire and follow certain sets of rules and behaviour. They follow the
rules and act according to their understanding of moral beliefs and
principles. Their family, siblings, peer groups, school and the society
have nurtured these beliefs. These values, rules and principles also
assist them to act and behave appropriately in their environment.
Hafen (1993) and Taj (1999) suggested that values such as honesty,
34
tolerance, respect, truth, and fairness motivate adolescents from time
to time and help them to remain grounded. It would be appropriate to
state that moral values are relatively enduring. Shamshuddin (2007)
opined that if human values were immovable or stable then bringing
individual and social change would have been impossible.
Gibbs (2003), Walker (2006) and Bandura (1997, 2002)
believed that moral value development in adolescents has an internal
dimension of their own (a person’s basic values and sense of self)
and an intrapersonal dimension (a focus on what people should do in
their interaction with other people). Moral learning in adolescents is a
socially learned behaviour and they construct their moral thoughts as
they grow and learn to acquire the different domains of moral values
(Rao 2000 and Lickona 2004).
Today’s adolescents have a great responsibility, as they are
the transmitters of culture and values to their succeeding generations.
These adolescents need to check and shape their value system and
be responsible for their words, deeds and actions, as they have to
bridge the gap between their past, present and future by practicing as
well as inculcating the positive moral values.
Influence of Moral Values on Adolescents’ Behaviour
The actions of man are the best interpreter of his thoughts Locke
(1990). Therefore, the aim of higher education is also to change the
35
thought process and thinking pattern of adolescents, shape their
character and mould them as individuals with high morality, integrity,
accountability and commitment. Raju (1997) suggested that moral
values are the pillars of meaningful life and education is the tool that
can bring a change in student community. It is believed that the
moral values and skills that are learned by the children during their
sensitive age remain with them throughout their life. Studies have
revealed that child-rearing practices, school environment, peer
interaction, religious and cultural background support these values.
Bandura (2005) argued that moral values of an individual do not
become obsolete but form the basis for further refinement and
development. Walker and Taylor (1991) felt that children’s moral
development could be related to their parent’s behaviour, life style,
family traditions and values.
By practicing high moral values, adolescents can acquire these
skills to understand themselves and others. These values would help
them to behave empathetically with peer groups, siblings, family
members and others in their surroundings. Family is an important unit
in our life. The role of parenting emphasizes the need for moral
development among the adolescents. Eisenberg and Morris (2004)
argued that morally mature adolescents resist temptation to violate
moral norms and continued to maintain their self-respect, self-
36
esteem, high character, family name, status and avoiding negative
moral activities. Adolescents understand that their moral strength
comes from their upbringing, good character and unshakable support
that they receive from their parents, peers, siblings and relatives.
Students usually experience these values every day of their life in the
form of moral rules and are concerned about how principles of social
responsibilities, human rights and justice are preserved and practiced
in a civilized society. Researchers have observed that adolescents
with high moral values, right principles, and positive outlook with good
reasoning abilities would generally have higher ego strength, self-
esteem and self-control over tempting situations than their
counterpart.
NEED FOR THE STUDY
The transition of adolescents from schools to colleges and to
careers are very difficult and most of the time very challenging as
well. For some adolescents it is marked without any excitement,
praise, motivation and rewards. In such circumstances low grades,
unsatisfactory academic performance are highly disappointing signals
for such adolescents. It is not only the parents but also the teachers
and institutions get affected when adolescents are denied
opportunities just because of their poor academic grades and
performance.
37
In such situations, parents and family are required to lend their
full support to the students so that they can function normally and,
thereby, learn to maintain their inner peace and calmness. It also
helps them to enhance their self-esteem and self-confidence. Family
unit and its support would empower them to cultivate good
relationship with each other, motivate them to strive towards higher
academic performance and positive moral support in order to improve
personal and career performance.
Developing, learning, and applying emotional intelligence,
social skills, dedication and systematic hard work can enhance
performance and create a sense of personal wellbeing among
adolescents with unsatisfactory academic performance. Nelson and
Low (1976, 2003) supported the above research findings and opined
that high emotional intelligence and high moral values are necessary
for academic achievement, mental and physical wellness,
effectiveness and resilience.
Students with unsatisfactory academic performance should
value the importance of emotional intelligence skill and moral values
as these skills are helpful for them. They play a significant role in
shaping the personality of students by building their emotional and
social maturity. These skills motivate students who aspire to achieve
academically as well as to those who are career oriented and like to
38
climb the ladder of success as their peer groups or other classmates.
These skills also assist them in dealing appropriately with inter and
intrapersonal relationships. Golemen (2005) and Mussing (2003)
indicated that such expectations demand high adjustments such as
autonomy, environmental mastery, self-acceptance, positive relations
with others and rolling purpose in life and personal growth.
Therefore, by including these factors, students can have a well-
adjusted personality, take pride in self, participate in positive
socialization among like-minded groups and feel better about them.
Human emotions have an impact on morality especially on
moral emotions such as empathy, guilt and shame (McDaniel, Grice
and Eason 2010). Emotional intelligence and moral intelligence are
considered complementary to each other, yet at times, they are
distinct as well. In contrast, Cobb (2000) suggested that emotional
intelligence is ‘about getting to grip with the necessity of life to cope
with, and often fight against the impoverished side of life’. It is not
always about being positive only. Studies revealed that the
relationship between emotional intelligence and moral values,
however, is not as clear- cut as it appears.
Lennick and Kiel (2011) suggested that emotional intelligence
is value free and therefore, could be applied for good and bad,
whereas, moral intelligence is value loaded and would compel any
39
one to do good when moral decisions are at stake. It has also been
observe that children generally do not acquire their positive values
naturally from educational and professional settings. These values
are mostly imparted in a scheduled and organized manner.
Authorities especially create and incorporate the value education
period and holistic development classes at the school and college
levels. In order to update and refine their values, professionals from
different organizations organize outbound learning and training
programs for their employees from time to time. Such training
sessions are equipped with powerful lectures and intensive activities
to bring out the awareness in emotional intelligence, accurate self-
assessment, confidence and adjustability.
In this era of “push-button” and “automated” technology,
emotional intelligence and moral values assume center stage in the
lives of students, their demanding parents and teachers. All are
desperate to inculcate a healthy life style and impart holistic
education to improve their children’s quality of life and academic
performance in order to help them to have a good career and future.
Students who are unable to meet the demand of rigours of stiff
competition are frightened by their parents, institutions and in
particular, the society.
40
Many researchers have dealt with the crucial areas of high
academic performance. They have correlated emotional intelligence,
moral values and students with good academic performance. Only a
few research studies have concentrated on emotional intelligence and
moral values in relation to the students having unsatisfactory
academic performance in the field of education. With this background,
the researcher felt the need to explore the relationship between
emotional intelligence, moral values and unsatisfactory academic
performance among adolescents.
SIGNIFICANCE OF THE STUDY
The present study aimed at exploring the relationship between
emotional intelligence, moral values and adolescents with
unsatisfactory academic performance. The results of this study
provide an idea that emotional intelligence and moral values of
adolescents are the key factors to lay the foundation for academic
success of underachievers. Based on the findings of this study, the
authorities and teachers may plan their curricular and co - curricular
activities according to the need, level and expectation of
underachievers. Teachers in the class may also involve the higher
achievers in such a way that they can coach and mentor their
counterpart.
41
School and college teachers, counsellors and educationists
may think of planning promotional activities for underperformers on
the bases of the results of this study. Since, this study involves the
systematic group counselling as a major process, the counsellors
may also utilize the findings for the betterment of students at all levels
of education. New training modules for counselling sessions could be
prepared and designed based on the results of this study.
DELIMITATIONS
This study was confined to the academic underperformers of
nine colleges in Bangalore city. This study has focused on only two
attributes viz. emotional intelligence and moral values. Systematic
group counselling was provided only to those participants who were
willing to participate and hence only 112 students were counselled in
this process. Despite these delimitations, the study assumes
importance, since; it deals with the sensitive area of student
population in unsatisfactory academic performance of adolescents.
These adolescents are mostly neglected, feel stressed and live
through tough times of low morale and anxiety.
ORGANIZATION OF THE REPORT
This chapter introduced the concept of emotional intelligence,
moral values and adolescents with unsatisfactory academic
performance. The second chapter deals with the review of previous
42
studies related to emotional intelligence, moral values, the
satisfactory and unsatisfactory academic performance of adolescents.
These studies have been discussed and a conclusion is arrived at the
end of this chapter. The chapter three deals with the research
methodology, which comprises the problem, objectives, hypotheses
and the tools used for the study. It also details the procedure
adopted, method of sampling, method of data collection and data
processing. The fourth chapter deals with detailed analysis of the
data. In this chapter, the hypotheses were tested and the
interpretations were presented. The fifth chapter provides an
overview of the study, major findings and conclusions. The
recommendations and suggestions for further research have been
registered in this chapter.
CHAPTER – II
REVIEW OF
RELATED LITERATURE
CHAPTER – II
REVIEW OF RELATED LITERATURE
CONTENTS PAGE NO.
INTRODUCTION 43
STUDIES ON EMOTIONAL INTELLIGENCE 43
STUDIES ON MORAL VALUES 57
STUDIES ON ACADEMIC PERFORMANCE 67
STUDIES IN GENERAL 78
SUMMARY88
CHAPTER - II REVIEW OF RELATED LITERATURE
INTRODUCTION
Review of literature is to step back to the previous research
studies to see how other researchers have utilized the variables
selected for the study. The researcher has done a detailed review on
emotional intelligence, moral values and academic performance to
understand how these variables play a crucial role in the development
of students. For the present study the review survey was carried out
in books, refereed journals and non-referred journals, by using
educational sites such as EBSCO, JUSTOR, and PROQUEST. In this
chapter, research studies are cited and compiled under the following
headings:
Studies on Emotional Intelligence
Studies on Moral Values
Studies on Academic Performance
Studies in General
STUDIES ON EMOTIONAL INTELLIGENCE
Emotional Intelligence is fairly a mature term now and is viewed
as one of the important components in the development of human
being. It is considered as one of the key elements in our everyday life
and it is one of the basic ingredients for developing one’s social
44
interaction and overall personality. Denham (1998) has suggested
that emotional intelligence is one of the skills that helps in complete
development in students and enhancement of their academic
performance. Studies by Golemen (2005), Bar-On (2006), Brunker
(2007), Qualter, and Gardner (2007) have demonstrated that
emotional intelligence can predict, contribute to academic success
and performance of students. Some of the recent research studies
that have helped the researcher to understand the areas of emotional
intelligence and its association with other variables are presented
here.
Malik and Shujja (2013) have explored the relationship between
emotional intelligence and academic achievement of children
studying in 4th to 8th grades. An equal number of male and female
students were included in the study. Bar-On EQ-i: YV of Urdu medium
was used as a measure. Findings indicated a remarkable positive
correlation between emotional intelligence and academic
achievement of school students. It was further revealed that high and
low achievers showed significant difference in overall emotional
intelligence but no gender differences were found significantly in both
the groups. The findings also indicated that students who were aware
of their own and others’ emotions, adjusted better in their
environment and society. It is seen from the study that emotional
45
intelligence is a better contributor for academic success and school
adjustment.
Umadevi (2013) has explored the relationship between
emotional intelligence of adolescents and social variables by utilizing
self- developed standardized emotional intelligence inventory. Results
revealed that majority of students have average and above average
emotional intelligence. Adolescents from joint families showed higher
level of emotional intelligence and established qualities such as self-
regard, interpersonal and intrapersonal skills, empathy, and
adaptability when under stress compared to the adolescents from
nuclear families. Findings have also revealed that parental education
and occupation contributed significantly and positively to some
dimensions of emotional intelligence. This study has emphasized the
role of family in enhancing the emotional competencies of
adolescence.
A study by Alam (2012) examined the relationship between
emotional intelligence and self-efficacy among high school students
by using Mangals’ emotional intelligence inventory. The findings have
indicated that students who scored higher on emotional intelligence
and had high self-efficacy indicated an ability to regulate and manage
their emotions intelligently and confidently. Study pointed out that
students acquired and exhibited higher level of performance, better
46
self-maturity and good career opportunities. This study has further
shown the strong impact of emotional intelligence and self-efficacy on
students’ confidence, motivation and achievement levels.
Marzuki et al., (2012) have explored the emotional intelligence
level of Malaysian university students measuring it with gender,
academic background and academic courses, place of residence,
and cumulative grade point average (CGPA) of their annual
examination using The Bar-On Emotional Quotient Inventory
(1997).The obtained grades were divided into high and low level of
emotional intelligence. Findings have indicated a remarkable
association in the emotional intelligence of students and related
demographic factors. The results have revealed that most of the
students scored low in their emotional intelligence. The study has
suggested that institutions of higher learning should adopt strategies
at the grassroots level to help students to alleviate and enhance their
emotional intelligence.
Bindu (2011) has experimented on a study by using Pethe’s
emotional intelligence scale and Ruth’s self-assertiveness scale to
check the relationship between emotional intelligence and self-
assertiveness of students. Findings revealed a noticeable positive
difference between emotional intelligence and self-assertiveness of
47
school students. It was understood from the study that emotional
intelligence has a significant influence on students’ abilities.
Pishghadam and Tabataba’ian (2011) have investigated the
relationship between emotional intelligence and different test formats
for testing students mainly with different levels of emotional
intelligence. In addition, to know if they could performe differently on
different test formats by using Baron-EQ test (1997) and a reading
test that included four different tests formats for testing the multiple
choices, close test, c-test and summary writing test. The findings
indicated that constructs of emotional intelligence were found to be
associated with all test formats used for testing. The study highlighted
the fact that emotional intelligence acted as a good predictor of
success and could enhance the performance of students if nurtured
regularly.
The effects of inter-relationship between variables like
emotional intelligence and academic stress on academic success
among adolescents was examined by Alam (2010). The findings have
revealed a significant association between emotional intelligence,
academic stress and academic performance of adolescents. The
study has further indicated a significant difference between
achievement of girls and boys. Both boys and girls experienced
different amount of stress in their life. However, the stress level was
48
higher in both girls and boys while performing academic activities for
academic success as compared to the stress level for other activities
of their daily life. It is understood from the findings that emotional
intelligence contributed to the academic performance as well as is
correlated with the stress level of students.
Relationship between emotional intelligence, thinking and
learning styles of adolescents explored by Kaur and Neetu (2010)
showed positive results. The study has revealed a significant
difference between thinking and learning styles of adolescents
depending upon their coping style, learning speed and learning
abilities. Findings also indicated that male and female adolescents did
not differ significantly in emotional intelligence but showed slight
differences when tested with their right and left hemispheric brain
dominance. The results emphasized that emotional intelligence does
play a significant role in students’ thinking and learning styles and
also contributes towards enhancing their performance.
Nirmala (2010) experimented on a study to find out the impact
of emotional intelligence on empathy and motivation among students.
The study revealed that students with high emotional intelligence
earned better scores in empathy than their counterpart who do not
show any impact of emotional intelligence. The results also
highlighted an outstanding difference between emotional intelligence
49
and gender, empathy and motivation. However, it only showed a
noticeable difference between emotional intelligence and
achievement scores of students. This study highlighted the positive
influence of emotional intelligence on gender, empathy, motivation,
achievement of students and pointed out the benefits of practicing
emotional intelligence skills.
A study on relationships between emotional intelligence,
academic performance and selection of a major subject among
college students were examined by Jacques (2009). The findings
revealed a significant relationship between emotional intelligence and
gender. There was no positive association found between emotional
intelligence and academic performance, students’ age, their socio-
economic status, ethnicity, and academic status. It is clear from the
study that male and female students had different levels of emotional
intelligence. However, no influence of emotional intelligence was
found on students while choosing their major subjects.
McClain (2009) has conducted a non-experimental study within
subjects to test the strength of relationships between different
variables such as emotional intelligence, academic performance,
perceived stress, age and gender of students in a community college.
Findings supported the relationship between emotional intelligence,
academic achievement and gender. The results indicated that the
50
female students scored high in their emotional intelligence thereby
scoring higher in their academic performance and perceived stress as
compared to the male students. No significant difference was found
between emotional intelligence and students’ age. Beside this, the
findings also brought out the fact that students’ experience of
emotional intelligence was related to their IQ. It is seen that female
students showed high emotional intelligence which lead them to the
higher academic performance.
A comparative study by Sharma (2009) examined the
emotional intelligence, performance and creativity of students among
three types of schools namely Gurukuls, Public schools and Govt.
schools. The results revealed that the Public schools when compared
with the other two schools had better creativity performance. Study
did not find any significant impact of emotional intelligence on
creativity of students from Public school. The result also suggested
that the focus of public schools were mainly to enhance the academic
rigorous and creativity whereas, Gurukuls and Govt. schools
emphasized on overall development of their students by teaching
them varieties of social skills, surviving skills and coping strategies.
The findings indicated that Gurukuls and Public schools should teach
emotional intelligence and creativity to their students by incorporating
these skills along with other skills taught to the students.
51
Nirmala and Sreejith (2009) have conducted a study on
emotional intelligence, academic achievement and life skills of
students of higher secondary schools. Findings indicated that
emotional intelligence had a significant influence on the life skills of
children. There was no significant contribution found from emotional
intelligence to the academic achievement of students. Study
concluded that emotional intelligence skills positively contributed to
the development of students’ personality. In addition, study also
suggested that emotional intelligence is a learnable ability and can be
taught to the students in their classrooms, which, in turn, would
contribute to enhance their academic performance.
A correlation study have been explored by Mukti and
Thingujam (2008) to assess the correlation ship between emotional
intelligence, coping styles and problem solving abilities of both male
and female young adults from various walks of life. Study indicated
significantly higher difference between emotional intelligence and
self-control of male compared to the female adults. However, the
study did not found any gender differences between emotional
intelligence, coping styles, problem solving abilities and other tasks of
male and female adults. This study arrived at the conclusion that
emotional intelligence skills should be taught to children from their
infancy, as there is no fixed age limit to teach such skills and when
52
they grow old their emotional intelligence skills would also grow with
them.
Khan (2008) in a qualitative study has explored the influence of
the socio-economic environment on emotional intelligence and
academic performance of students from eighteen community
colleges. The results indicated that socio-economic environment had
a significant influence on academic performance of students. Study
further revealed that parental care and guidance played a major role
in fostering emotional intelligence among children. However, study did
not show any significant difference between emotional intelligence
and academic performance. The findings suggested extra learning
activities such as counselling, tutoring, credit courses and workshops
for improving emotional well-being and academic performance of
student community. According to the study, these activities would
help students in improving their mental abilities to withstand the
prevalent academic pressure.
Subramanyan and Sreenivasa (2008) have assessed the
relationship between academic achievement, emotional intelligence,
gender and the impact of emotional intelligence on academic
achievement of secondary school students. Findings indicated a
significant similarity between boys and girls in relation to their
emotional intelligence. Girls had higher scores on emotional
53
intelligence than compared to their male counterpart. However, this
study did not revealed any positive bond between students’ emotional
intelligence theirs academic achievement and gender. It has been
suggested that students should be trained in emotional intelligence
skills regularly to understand and feel its impact and benefits on
academic and overall performance of students.
Srivastava and Srivastava (2007) explored the relationship
between emotional intelligence and environmental studies among
high school students. The findings pointed out a remarkable
partnership between emotional intelligence and environmental
studies. The results also revealed that students with good score in
emotional intelligence were also high achievers in environmental
studies as compared to the students with low emotional intelligence.
Study did not show any association between emotional intelligence
and other background variables used in. Study emphasized that
emotional intelligence has played an important role in the academic
performance of students on different subjects of study. Thus,
suggested that students should learn emotional intelligence skills
along with their other subjects to derive the maximum benefit from it.
Society for research in Child development of Columbia and
Stanford Universities (2007) jointly conducted an extensive research
on students who believed that emotional intelligence could
54
developed. Findings revealed a significant difference between the
groups of students. Students who believed that emotional intelligence
could be developed performed significantly better than the other
group who believed intelligence is fixed and cannot be increased. The
study further indicated that students who learned emotional
intelligence skills performed significantly better than their classmates
did. The findings have emphasized the importance of learning
emotional intelligence and its contribution to the academic progress
and performance of student. Study has also suggested that students
should believe in doing systematic hard work in learning rather than
leaving it to their luck and casual study schedule.
Gross and Kate (2006) have analyzed the relationship between
emotional intelligence and academic performance of adolescent’s and
different demographic variables such as age, sex, educational
background of the parents, location of the family residence and socio-
economic background of students from Midwestern USA. The findings
have revealed a positive association between emotional intelligence
and all demographic characteristics. However, the study did not show
any significant bond between emotional intelligence and academic
performance of students.
Romanelli, Cain, and Smith (2006) have conducted a study to
find out the contribution of emotional intelligence as a predictor of
55
academic and professional success in adolescents from a Pharmacy
college. The results indicated a significant contribution of emotional
intelligence to the performance of adolescents. Study has established
a remarkable association between emotional intelligence and
academic achievement of students from professional community such
as the Pharmacy College. It is understood from the findings that the
most institutions of higher learning and professional disciplines
acknowledge the contribution of emotional intelligence to their
students’ achievement. Therefore, it was concluded that emotional
intelligence could be an important contributor to the success to all
fields of life.
James and Parker (2005) have assessed the impact of
emotional intelligence on academic achievement and successful
transition of adolescents from high school to the university. According
to the assessment, academically successful students exhibited higher
level of emotional and social competencies, thereby, leading to good
academic performance. Such students reported smooth transition
from school to college compared to their classmates who had scored
low in their emotional intelligence and social competencies. These
students had unsatisfactory academic performance and felt the brunt
of transition. They also faced difficulty in adjusting to their class and
campus. The results also pointed out a significant difference between
56
emotional intelligence and the variables and stressed the importance
of emotional intelligence on overall development of adolescents.
Relationship between emotional intelligence, leadership and
self-report measure based on an ability model of emotional
intelligence, examined by Webb, et al., (2005). The findings have
indicated an outstanding relationship between emotional intelligence
and the leadership quality of students. However, the study did not
show any relationship between students’ self-report measures of
emotional intelligence and their leadership style. It was understood
from this study that learning and incorporating emotional skills yield
many benefits to the users.
The impact of emotional intelligence on inter-personal
relationship and gender role conflict among adolescents was
assessed by Wysocki (2005).Findings revealed a significant impact of
emotional intelligence on inter-personal relationship as well as gender
role conflict among adolescents. Study has found an association
between emotional intelligence and inter-personal relationship of
adolescences. It also reported that the importance of emotional
intelligence on adolescents should be generated through training,
planning, motivation, and persuasion to have a positive outlook.
57
STUDIES ON MORAL VALUES
Values are the fundamentals that lay the foundation of our life.
Education is one of the tool by which we can bring a change in
thinking and learning pattern of a child. In higher education it is
expected that students should be inculcated with the values which will
assist their life during adolescence. Gardner (1999) has stated that
the moral values provide direction and firmness, in turn bring the
quality to the life.
Piechowski (1979) has advocated that moral development in
adolescents is associated with emotional sensitivity, compassion, and
moral beliefs. Emotional knowledge takes students towards self-
actualization by linking their moral characters. Benninga et al., (2006,
2010) have opined that moral values positively contribute towards the
development and strengthen the academic achievement of students.
Nucci and Narvaez (2008), Lovat and Toomey (2009), Lovat et al.,
(2010, 2011) have emphasized that moral values are the strongest
contributor to character building and predictors of academic
performance. Some of the following reviews revealed the importance
of moral values and its relationship with other variables.
Barnabas, Tobias and Gabriel (2013) have investigated the
influence of locality and parental socio-economic background on
moral behaviour among adolescents by using Ethical moral self-
inventory fits (1965). The results indicated a significant influence of
58
locality and parental socio-economic background on the moral
behaviour of students. The study concluded that parents should pay
utmost attention towards their children’s’ study and behaviour and
help them live a life style worthy of emulation. Parents should guide
their children with moral behaviours and values from time to time as
these values would help them in character building, upholding of
human dignity and respect for self and others.
Shuler (2013) has assessed the relationship between students’
beliefs regarding spirituality and formal religion by measuring them
with the help of the College Students Beliefs and Values Survey by
Astin et al., (2011). Study included the university population as a
whole and the demographics of class rank and religious affiliation as
bases. The results revealed that the students’ beliefs towards their
spirituality are more positive than those who are more religious. Study
showed no impact of spirituality and religiousness on students with
class rank as compared to their other classmates. The findings also
indicated significant favourable attitudes towards formal religion by
Christian students compared to the students grouped in another
category such as atheists and agnostics. Study also highlighted the
positive influence of religiousness and religious affiliation on students’
spirituality.
59
The role of values and achievement motives in achievement
goals and academic performance of high school students have been
analyzed by Arief, Andrew et al., (2012). The findings have
significantly predicted a strong association between social and
individual achievement and indicated that students use their value
based approach to achieve performance goals. The study concluded
that the higher the social oriented values of students, predicted better
academic performance.
Kulsum (2012) experimented the influence of home
environment on the inculcation of moral values among secondary
school students using self-developed and standardized moral value
scale and home environment questionnaire. Study indicated a
significant difference between moral value scores and home
environment of children. However, students from rural background
were found to have high moral values compared to students from
urban background. This study has emphasized the importance of
moral values on the overall development of children. Study further
suggested that the parents, family, caregivers, and schools should
provide a healthy environment at home for the fullest development of
their children.
Laleh (2011) has explored moral reasoning among
adolescents and the role played by their peers in moral reasoning
60
development. The main focus of the study was on written reflections,
literature discussions and character education program of
students. The group discussion classes conducted for 30-45 minutes
per session, for 4-5 days in a week for one-month duration. The
resources were such as questionnaires, pre-and post-discussed
written reflections, digital audio recordings of small group discussions,
notes of small group discussions, interviews followed up on student
responses, and observed field notes. The findings indicated multiple
modes of moral reasoning from the resources used. It was found that
many students felt that their peers' views and opinion had changed
their thinking and reinforced them to altered their moral thoughts and
reasoning. Study further revealed that a few students did not show
any changes in their moral reasoning even after sharing their
thoughts with their peers in the group learning. However, the study
highlighted the fact that such programs could be useful to enhance
students’ learning and for their character building.
The impact of college students’ mindfulness, experiential
avoidance, and values-based action on their well-being has been
explored by Karakashian (2011). The findings suggested that
mindfulness, experiential avoidance, and value-based actions are
found to be significant indicators of students’ well-being. Study
revealed that the positive and negative outcomes in students’ lives
61
were influenced by their well-being. In addition to this, study also
showed that students with higher hedonic well-being had lower
experiential avoidance and neuroticism. In addition to this, the study
also revealed that students with high positive values had shown high
mindfulness, and students with high life satisfaction had high values-
based actions. Study suggested that the students, researchers,
mental health professionals, and counselling psychologists need to
work together towards the wellbeing of college students.
A study by Zhanjun (2010) explored the construction of moral
education among colleges and universities by sowing the seeds of
positive ideas, concept of integrity, knowledge and a strong sense of
discipline among student community. Study indicated that colleges
and universities should include the educational strategies in their
curriculums for the all-round development of students and
improvement in the quality of education. It, further, advocated that the
institutions have to insist that students should follow the principles of
moral education taught in the campuses and thus develop the
aspects of morality, intelligence, physique, art and culture. Study
emphasized that the educational authorities and the student
community should realize the importance of moral values in their day
to day life. These should be promoted with the aim of providing a
secure and healthy future to the students.
62
Myyrya, Juujärvib and Pessob (2010) have explored the impact
of relationships between empathy, personal values and moral
reasoning of students using the Portrait Value Questionnaire (PBQ)
and the Defining Issues Test (DIT).The findings established a positive
significant association between empathy, personal values and moral
reasoning of students. Study emphasized the importance of moral
values in human emotions and relationship at every stage of life. It
also reported that values contribute positively to maintain the norms
and directions in the society.
Study by Athota (2009) has strongly supported the relationship
between emotional intelligence, personality and moral reasoning. The
role of emotional intelligence and personality in moral reasoning is
also emphasized in this study. The findings revealed that emotional
intelligence is found to be a significant predictor for personality
dimensions. Study further indicated that moral reasoning of college
students has a positive contribution to their personality. Study also
found a correlation between big five dimensions of personality factors
of college students. The results concluded that emotional intelligence,
moral reasoning and moral values have strong influence on
adolescents.
Verma and Mathur (2009) have examined the effects of movies
on value orientation of adolescents through movie viewing. The study
63
indicated that adolescents habitually discuss the movies after
watching it with their friends and peer groups. Study revealed that
today’s adolescents’ values are highly oriented by the movies. They
were found to have positive impact of values on them. Study also
reported that the majority of adolescents (58.7%) were found to have
high value orientation compared to (27%) that had low value range.
However, study did not find any significant difference between male
and female students’ value orientations as both were highly movie
oriented. The study has concluded that movies do contribute towards
the character building of adolescents by teaching them the norms
such as respect for all communities, religions, languages, caste and
creed.
A cross-cultural study by Ho and Lin (2008) explored the
relationship between cultural values and cognitive moral development
in accounting students from the US and Taiwan using Defining Issues
Test to assess the students’ cognitive and moral development and to
determine their cultural values using the Values Survey Module
(VSM-94). Findings revealed a significant differences in cognitive
moral development between the US and Taiwanese students. The
results showed a significant influence of cultural values on students’
moral development of ethics within accounting. Students practicing
64
high ethics were found to have good cognitive development as
compared to their classmates with low ethical and moral values.
Relationship between personal values and levels of moral
reasoning of undergraduate business students were examined by
George and Maureen (2008).The Schwartz Personal Values
Questionnaire and the Defining Issues Test-2 were used for the
measurement. Results revealed a significant difference in levels of
students’ moral reasoning, their rankings of values, and different
value types. Study further indicated a significant correlation between
student’s value types and their levels of moral reasoning.It
emphasized the fact that the relationships between students’’
personal values and their levels of moral reasoning are internally
associated.
Jaeger and Eagan (2007) explored the value of emotional
intelligence as a means to enhance and improve academic
performance of first year students. Findings reflected the role of non
cognitive variables like emotional intelligence and moral values in the
academic performance of students. Results also revealed that non-
cognitive variables could enhance students’ performance both inside
and outside of the classroom. This study emphasized the importance
of moral values and emotional intelligence in enhancing and nurturing
academic performance of adolescents.
65
Lee (2007) in a qualitative study examined the effects and
influence of television and television content on moral development of
young adults between 18-24 years. For an in-depth analysis of the
results, researcher included written narratives and series of interviews
to understand and gain insights about the extent to which particular
television programs, characters, story lines, and scenes influenced
the moral development, values and behavior of college students. The
results revealed that the television content did influence the moral
development of students. Study provided the role models and moral
exemplars to other students in the class. It was understood from the
study that such values would reinforce the positive behaviour in
students and could change their outlook towards life. The study
further suggested that students who were motivated could, in turn,
impart those values to other students of their class who could not
afford to watch the movies regularly.
A comparative study by Lee and Olszewski (2006) has been
carried out on moral judgment, emotional intelligence, and leadership
of academically gifted adolescents from grades 10-12 of the pre-
university campuses. Study revealed a remarkable association
between emotional intelligence and moral judgments of the gifted
students. The study also indicated a positive difference in the moral
values of gifted female students compared to the normative sample.
66
Study did not show any significant relationship between moral
judgments and leadership performance of the gifted students. It is
understood from the study that moral values do play an important role
in every field of human life.
Lies (2006) attempted to measure moral judgment, moral
identity and religiosity of students with pre and post tests findings on
the effect of service-learning program on the moral reasoning of
college students. The findings revealed that students from service-
learning group exhibited a significant increment in their post-test
moral judgment compared to their pre-test. Study also indicated that
the other group did not show any significant difference in their moral
values. Results showed that the measures of moral reasoning and
moral identity were found to be a reliable predictor of moral judgment.
Hart and Carlo (2005) have examined the effectiveness of a
comprehensive character education program with a strong emphasis
on moral reasoning, ability, moral behavior, and academic
performance. Findings showed that moral development of
adolescents continues to grow to their early adulthood. Study also
found a significant relationship between moral reasoning, ability,
moral behaviour and academic performance among adolescents. It
was understood from the study that it is the moral responsibility of
67
every sensible individual to foster and encourage moral and civic
learning among adolescents.
The role of parenting styles as “building blocks” for the
development of moral judgment among college adolescents were
examined by Hawkins (2005).The study utilized the Parental Authority
Questionnaire by Buri, (1988) and the Defining Issues Test - II
constructed by Rest (1999). Findings indicated that the permissive
parents had more influence and powerful impact on their adolescents’
moral development as compared to the authoritative parents.
However, the findings could not indicate any positive association
between authoritative parenting style and permissive parenting styles.
Study has emphasized that parents required to behave firmly,
respectfully and democratically with their children while imparting the
moral values and expected to set an example to their children.
STUDIES ON ACADEMIC PERFORMANCE
Emotional intelligence and academic performance are found to
have a significant association with each other. They function like two
sides of the same coin. Studies have revealed that emotional
intelligence contribute to the academic sphere of a students’ life both
directly and indirectly. Researchers have revealed that students have
the ability to identify and acknowledge their emotions and that they
can experience their positive or negative feelings with clarity. Such
68
emotions could influence the mental, physical and emotional health of
adolescents, which in turn influence their social as well as academic
performance. These emotional elements reflect the importance of
emotional intelligence in academic performance of students as
suggested by the following studies.
Relationships between emotional intelligence, perceived
discrimination, gender and academic achievement among high school
students were examined by Abel (2013). Findings revealed that
students with good emotional intelligence were able to handle and
manage their everyday stress and emotional difficulties compared to
their friends and peer group who had less emotional intelligence. It
reported that students with low emotional intelligence found hard to
express the impact of their negative feelings on their academic
performance. However, the study did not observe any significant
difference between students’ academic achievement and their
emotional intelligence.
Kumar, Mehta and Maheshwari (2013) explored the effects of
emotional intelligence on achievement motivation, psychological
adjustment and scholastic performance of secondary school students.
The study has observed the significant impact of emotional
intelligence on educational adjustment and academic motivation of
students. However, the findings did not indicate any significant effect
69
of emotional intelligence on emotional, social and scholastic
performance of students. It is understood from the study that
emotional intelligence has the ability to motivate students towards
good performance.
Mushtaq and Khan (2012) have explored the factors affecting
academic performance of college students. Findings revealed that
students’ academic performance is always linked to their genuinely
liking a subject, communication with the teachers, learning facilities,
proper guidance and how well they have studied the subject. Study
also indicated that students with positive and healthy attitude as well
as social and emotional intelligence skills perform better in their
academic activities compared to the students who lack social,
emotional and communication skills and have negative attitude
towards their study. From this study it has been understood that
students those who believe in hard work, follow systematic learning
strategies, plan ample time for their preparation, have a positive
outlook towards learning and becoming successful performers.
Suleman, Aslam, and Sarwar (2012) examined the different
factors that were responsible for the unsatisfactory academic
performance of secondary school students’ from rural areas. Study
indicated that the parents, teachers and caregivers need to monitor
children under their care and ensure that they get proper guidance
70
and monitoring to acquire satisfactory academic performance.
Findings also revealed that students’ parental income, their
educational qualification and living environment are some of the basic
reasons responsible for their unsatisfactory performance. Study
suggested that by improving students’ social, emotional and
environmental background a better result could be achieved in their
academic activities.
Akbar, Shah, Khan, and Akhter (2011) have assessed the
relationship between emotional intelligence of higher secondary
school students and their academic achievement by measuring
through the results of their annual examinations. Study indicated a
significant association between academic achievement of students
and their emotional intelligence. Findings showed that emotional
intelligence and academic achievement have a positive relationship
and are complementary to each other.
The role of participative college classrooms environment in the
development of emotional intelligence and its relationship to
academic achievement of the students’ explored by Landau and
Meirovich (2011). The study pointed out that the male students were
given many chances to participate in the activities related to their
emotional intelligence compared to the female students in the class.
Study indicated a significant relationship between students’ emotional
71
intelligence and the supportive climate. However, findings did not
show any connection between students’ emotional intelligence and
their aggregate marks. Study also suggested that the teachers should
play an important role to maintain and moderate the classroom
environment. Healthy and peaceful classrooms motivate students to
be attentive which, in turn, could enhance the emotional intelligence
and academic performance.
Malik, Malik, and Anjum (2010) investigated students’
emotional intelligence and social competence as predictors of their
academic achievement. The findings remarked that emotional
intelligence was found to be one of the primary predictor of success
among students. Study did not show any significant influence of
social competence in predicting academic achievement. The results
highlighted the fact that there exists a positive association in students’
emotional intelligence and their academic performance.
Study by Nasir and Masrur (2010) examined the relationship
between emotional intelligence, gender, age and academic
achievement among students. Study used emotional intelligence as
predictor variable and academic achievement was as criterion
variable. Students’ achievement measured by cumulative grade point
average and their emotional intelligence measured with the help of
Baron emotional quotient inventory. Findings indicated a positive
72
correlation between students’ emotional intelligence and their
academic achievement. Study also showed a significant relationship
between stress management scale of male and female students. It
was found that male students managed to score higher than their
female counterpart. However, study could not indicate any meaningful
correlation between the mean scores of male and female students’
age and their emotional intelligence. Study emphasized the fact that
emotional intelligence can assist students in their achievement.
A co-relational study conducted by Alam (2009) on emotional
intelligence, self-concept and social adjustment and their effects on
academic performance of adolescents from different Govt. colleges of
Ballila (UP). The study has revealed that academic performance has
a positive association and strong correlation with emotional
intelligence, self-concept and social adjustment. Study suggested that
these variables are the most valued human quality and they positively
influence, motivate and contribute towards the academic performance
of adolescents.
Erenergun, Ercan and Cumhur (2009) have investigated the
relationship between emotional intelligence and school success on a
sample of primary school headmasters and teachers. Emotional
intelligence of the headmaster and teachers was assessed in relation
to students’ success using the results of the secondary school
73
examination. The findings indicated a significant relationship between
emotional intelligence of school headmasters, teachers and their
schools’ success. The study highlighted the benefits of nurturing and
applying the emotional intelligence skills.
A study explored by Pandey and Ahmad (2008) to find out the
difference between male and female adolescents and their academic
performance, life achievements, motivation, intelligence as well as
socioeconomic status. Study has revealed that adolescents’
academic performance and achievement motivation could be affected
by their academic related anxieties, stress, family circumstances and
school environment. However, findings did not show any significant
difference between male and female adolescents and their academic
performance, life achievements, motivations, intelligence and socio-
economic status. Study suggested that parents should provide a
happy and healthy environment at home; teachers need to create a
positive classroom environment for healthy interaction, update and
teach the measures to improve emotional intelligence among
students.
Lee (2008) has explored the influence of school socialization
style of students’ based on their behavioral, emotional, and cognitive
engagement and was compared with academic performance of
students while they were engaged in school. Data used for the study
74
were drawn from the Program for International Student Assessment
(PISA) and Organization for Economic Co-operation and
Development (OECD). Findings indicated a significant influence of
school socialization styles on students’ behavioural and cognitive
engagement, emotional and cognitive engagement, and reading
performance, which were mediated through their behavioural
engagement. Study revealed that in order to enhance students’
engagement constructively and academic performance a better
understanding of schools’ policies and practices were required.
Luo, Huang, and Najjar (2007) examined the relationship
between students’ school performance and their school ethical
climate. The study was based on the interactions and relationships
between different dimensions such as student-to-student, teacher-to-
student and student-to-teacher. Results revealed a significant
association between students’ achievement and their perceptions of
high school’s ethical climate as well as gender and different grade
levels. Findings further indicated that students who were involved in
extracurricular activities of the school and participated as student
leaders did not have any association between their perceptions of
ethical climate and academic achievement. Study suggested that
school authorities should also focus on improving the areas of moral
education and intervention programs by encouraging healthy
75
interactions between teacher-students and students-student, which in
turn, would lead to the fruitful relationships between them.
Holt (2007) in a co-relational study took undergraduate
students of a community college in Southern California to analyze the
relationship between emotional intelligence and their academic
achievement using MSCEIT. The findings revealed that the
achievements of students was significantly correlated with students’
emotional management task scores, social management task scores,
managing emotions branch scores, and emotional reasoning branch
scores when tested. It further indicated a positive bond between
emotional intelligence and academic achievement. Study pointed out
that emotional intelligence has contributed to enhance cognitive
abilities of students. Study also emphasized that emotional
intelligence training has to be incorporated into education curriculum,
which, in turn, would enhance the academic performance of students.
Walker (2006) has examined the correlation between students’
emotional intelligence and their academic success by measuring their
gender, ethnicity, ACT scores, grade point average, number of terms
completed by them, and number of subjects failed within the first four
semesters of three years degree course. The results revealed a
positive association between emotional intelligence and achievement
of students. Study further indicated a positive correlation between the
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students’ semester grade point averages of the first four regular
semesters when compared with the scores of the five components of
emotional intelligence such as intrapersonal, interpersonal, mood,
stress and adaptability. Finding also pointed out a positive correlation
between the component scores of emotional intelligence and
academic persistence, correlation between emotional intelligence and
ACT grades. The results showed a healthy bond between emotional
intelligence scores, gender and ethnicity. However, findings did not
show any relationship between student’s emotional intelligence
scores and the number of subject she failed during a semester.
Hence, emotional intelligence should be practice regularly to establish
an association with gender and ethnicity of students.
Pasnak and Cooke (2006) explored the influence of
strengthening class-inclusion reasoning theory and use of phonics to
first grade students who were facing academic difficulties. In order to
enhance their academic performance the class was randomly divided
into two groups. The groups were instructed to follow either class
inclusion theory or phonics. They were measured on Verbal and
Quantitative Reasoning Scale by Lohman and Hagen (2001). The
study revealed a significant relationship between students’ mastery of
class inclusion and their scores on the ability test. Further, the
findings indicated a positive significant linear association between
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mastery of class inclusion and improvement in marks given by the
teachers on children's group assignment. It was understood from the
study that class inclusion theory has the ability to contribute and
influence the academic performance of students. Study has
recommended strengthening the class-inclusion reasoning theory for
the benefit of academic enrichment of students.
Bastian, Burns, and Nettelbeck (2005) explored the
relationships between emotional intelligence and life skills such as
academic achievement, anxiety, coping abilities, life satisfaction and
problem-solving strategies were correlated with students’ emotional
intelligence. The findings indicated a significant correlation between
emotional intelligence of students and all life skills dimensions used in
the study. Findings did not show any association with the academic
achievement of students.
Contribution of emotional intelligence skills to personality,
gender and culture among the university students were explored by
Briody (2005). The Bar-On Emotional Quotient Inventory, The
Balanced Emotional Empathy Scale (BEES), The Toronto Alexithymia
Scale (TAS-20) and the NEO Five Factor Inventory-Form S, as well
as a demographic questionnaire were utilized to collect the sample.
Findings revealed that the five factors inventory model was found to
be a significant predictor of emotional intelligence. It further indicated
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a strong association between personality and emotional intelligence.
However, there was no significant difference found between empathic
female students and in their male counterpart. Study emphasized that
personality might play a major role in enhancing emotional
intelligence of students more than the genders and cultural factors.
STUDIES IN GENERAL
The roll of academic self-efficacy, motivation and self-concept
in academic performance of students was investigated by Akomolafe,
Ogunmakin and Fasooto (2013) using Academic self-concept scale
(ASCS) which was developed by Akinboye (2001). The findings have
indicated that academic self-efficacy, motivation and self-concept
significantly contributed to the academic performance of students.
The study further suggested that these variables could enhance the
learning outcome in students if used appropriately and regularly.
Foshee (2013) has experimented with the conditions that
promote academic performance of college students in remedial
classes in order to increase academic competence, academic
resilience and the learning environment. Results pointed out that
there exists a significant relationship between cognitive abilities,
affective attributes, resilient behavior and learning environment of
students. These variables played an important role in academic
success of students. Study further indicated that students should
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adopt and practice in an environment which is suitable for learning,
understanding and retaining the subject matter for a longer period.
A study conducted by Talib and Sansgiry (2012) to find out the
determinants of academic performance of University students using
the modified version of the Academic Result Test and the Test
Anxiety Inventory (1980). The findings indicated that academic
competence, test competence, time management and test anxiety
were positively related to students’ academic performance. Results
showed that these findings were also the major discriminators among
low and high academic performance. The results also indicated that
teachers should develop some strategies that would help students to
reduce anxiety and stress associated with exams. Such steps would
help students to improve their confidence, focus and motivation in
their performance.
Selvam (2012) has measured the underachievement among
higher secondary students using Sofauahss-Tamil version, self-
developed and standardized tool. Variables such as home, school,
psychological and social factors were included. Findings indicated a
significant difference between underachievement and psycho-social
factors of male and female students. Results further revealed that
poor adjustment at home and school were the common causes for
underachievement of students. It was understood from the study that
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parents and teachers are equally responsible for underachievement
of students. Study suggested has that parents and teachers should
provide better environment to children in order to grow and excel in
their chosen fields.
Myyry, Rvi and Pessos (2012) explored the values and
empathy as predictors for care - based moral development among
students by using Skoe’s Ethic Care Interview Scale and Portrait
Value Questionnaires. Davis Interpersonal Reactivity Index measured
students’ empathy and their feelings of sympathy were rated using a
real-life moral conflict during regular classes. Findings have
discovered the positive relationship between the students who were
part of care-oriented fields, real-life sympathy and value of self-
direction. The results have indicated that the care-based moral
development of students was connected very well with affective
empathy than their personal values. Students who felt empathetic for
others and had self-reliant attitude, were successful in care
development. However, there was no association found between
personal distress and students’ development. Study concluded that
educators should encourage students to develop their moral values
and be empathetic towards others’ approach in an authentic manner.
The relationship between emotional intelligence and academic
achievement among students of higher secondary schools were
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analysed by Akbar, Shah, Khan and Akhter (2011). The study also
examined the role of emotional intelligence in gender, socio economic
status, parental education and geographical origin of students using
the Bar-On Emotional Quotient Inventory. Students’ annual
examination marks were used to measure their academic
achievement. Findings indicated a significant relationship between
emotional intelligence and academic achievement of students. Study
further indicated that first born students scored higherin their
emotional intelligence as compared to later born students. Students
with educated parents had high scores when compared with less
educated parents in their emotional intelligence and academic
performance. Similarly, it was found that students from urban areas
had scored higher marks as compared to students from rural areas
and students from upper socio-economic scored high in their
emotional intelligence as compared to their counterpart from lower
socio-economic status. Study also pointed out that female students
scored higher in their academics as well as in their emotional
intelligence compared to male students of their group. It has been
understood from the study that emotional intelligence had played an
important role in contributing towards academic achievement and in
other areas of life.
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Shahzada and Ghazi (2011) have investigated the nature of the
relationship between emotional intelligence and academic
achievement of 1st year degree collages students of the University.
Findings indicated a significant association between students’
emotional intelligence and academic achievement. Study directed
that the different components of emotional intelligence should be
included in the curriculum of the education system and should be
taught as a regular subject.
Study by Martin (2010) explored the relationship between
emotional intelligence and academic success of 6th grade students
which were measured by the Delaware State Testing Program
(DSTP). The emotional intelligence scores of students were obtained
from the Bar-On Emotional Intelligence Inventory, Youth Version (EQ-
i: YV).The results have revealed a remarkable correlation between
the overall emotional intelligence scores and the scores of both
mathematical and reading ability. Further, it suggested that educators
could utilize these findings to enhance students’ academic success
by addressing of different abilities of students from all levels.
McBride (2010) investigated the relationship between emotional
intelligence and cognitive moral development among undergraduate
students from business streams by using an ability model of
emotional intelligence. The findings have revealed a significant
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relationship between overall emotional intelligence and moral
development of students. It further pointed out a positive correlation
between moral development and cognitive moral reasoning in
students. Findings also highlighted that the women have higher moral
development level as compared to men. Study also pointed out a
positive association between cognitive moraldevelopment and
emotional intelligence of students from business courses and women
students from these courses were morally sound and upright than
their male counterpart.
A study by Leone (2009) analyzed the relationship between
classroom climate variables and achievement among college
students to find out if a relationship exists between classroom climate
variables and students’ achievement. The findings of the study
showed that classroom and other factors such as teachers, their
effectiveness and class environment could influence the academic
achievement of student at various levels. The study also reflected
upon the fact that teachers should consider and promote personal
and professional development of students outside of the class rooms.
Al-Hooli (2009) has investigated children for their moral
development to understand the meaning of values, experience of
morality by using eight dimensions of Kindergarten Moral Value
Questionnaire (KMVQ) such as fairness, honesty, gratitude, loyalty,
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reasonability, truthfulness, mercifulness, and patience. The findings
revealed that children do understand the meaning of right and wrong,
good and bad values and have good judgments on different
dimensions of moral values. Results revealed a significant correlation
between all dimensions of moral values and the fact that children
showed high morality in most of the dimensions. Study reported that
young children from kindergarten class could comprehend and
understand the meaning of ‘nice’ and the values attached to it.
Children learned it to represent self-praise as suggested by their
parents and community teachings. It was understood from the study
that age is no bar to learn any kind of values as they develop as a
part of children’s growth.
Lzaguirre (2008) explored the relationship between emotional
Intelligence, academic achievement, and demographic characteristics
of first-year college students. End semester examination marks used
to measure the academic achievement of students and to assess
their emotional intelligence the online Emotional Quotient Inventory
(EQ-i) utilized on a sample of 199 students. Study pointed out a
significant positive relationship between different domains of
emotional intelligence such as social responsibility, problem solving
ability and academic achievement of students. However, the results
do not indicate a positive association between students’ academic
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achievement and their emotional intelligence. The study further
pointed out that emotional intelligence had influenced the social
domains of students but did not contribute to their academic
performance.
A study by Sjoberg (2008) analyzed the relationship between
emotional intelligence and life adjustment and explored the different
factors that help in life adjustment and in success by balancing life,
family, work and leisure. Trait emotional intelligence questionnaire
items (trait EI) measured emotional intelligence and vignettes
(performance EI) were used to identify the emotions in social
problem. Study indicated that both interference dimensions were
significantly correlated with emotional intelligence. It further revealed
the fact that emotional intelligence was associated with the salary of
both men and women and at different levels of their educational
achievement. Findings also pointed out that emotional intelligence
and social skills of students were related. Study also indicated that
students with high emotional intelligence were less concerned about
their economic success, as they were able to balance and adjust with
life, family and in society. Study emphasized the importance of
emotional intelligence skills in the family as well as occupational
settings.
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Chung (2007) measured the relationship between emotional
intelligence and leadership of Taiwanese University students.
Schutte’s Self Report Inventory (SSRI) utilized to measure emotional
intelligence and Student Leadership Practices Inventory (SLPI) used
to measure the leadership skills. Findings have indicated a
remarkable relationship between emotional intelligence and
leadership behaviors of University students. However, the study did
not show any association between emotional intelligence and
demographic variables used in the study.
A study on emotional intelligence and adjustment among
college students was explored by Westphal (2007) by examining the
correlation between self-reported emotion regulation ability and
students’ performance on a task. This tested students’ ability to
enhance and suppress facial expressions of negative and positive
emotions. Findings indicated that self-reported emotional intelligence
were found to be unrelated to behavioural measures of emotion
regulation ability; scores on self-reported measures of emotional
intelligence did not reflect actual abilities. The results from the probe
task pointed out that the possibility of specific emotional intelligence
components that might be associated with depression. Findings
indicated that subscales of emotional intelligence were correlated with
self-reported inventory and friend-rated adjustment revealed some
87
evidence of incremental validity. Further, results found that self-
reported emotion regulation ability had predicted less depressive
symptoms and lower levels of distress. Study found that emotional
intelligence subscales had distal effects on adjustment rather than
proximal and emotional intelligence predicted social adjustment and
emotional well-being among the university students.
A correlation study by Walker, et al., (2006) assessed the
relationship between emotional intelligence and academic success
among college students. The findings pointed out a positive
association between the academic success of college students and
their emotional intelligence. Study further revealed a strong bond
between the component scores of emotional intelligence and the
scores of first four regular semesters of students. Study also found a
positive correlation between the component scores of emotional
intelligence and academic persistence and in the scores of
background variables. Study also found a relationship between
emotional intelligence scores of students as well as in their gender
and ethnicity. Study concluded that emotional intelligence and
academic achievement had positive association with each other.
Humbarger and Sharon (2005) undertook a survey to
understand the ethical values of college students consisted of eight
cases by reflecting their moral dilemmas in the classrooms. Students
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were given four choices ranging from most ethical to least ethical.
Findings indicated that the female students were more ethical than
their male counterparts were. Study further revealed that older
students responded better in their ethical values as compared to the
younger students. In addition to this, study also highlighted the fact
that those students who participated in sports were found to have less
ethical values than students who did not participate in sports at all. It
was understood from the study that moral and ethical values are
important contributors to the moral and social development of
students at all levels.
Emotional intelligence is a good predictor of success in
computing studies reported by Science Daily (2005). The findings
indicated that beside emotional intelligence, the influence of family
values, traditions, home environment, self-concept, students’ attitude
towards studies, and the environment of schools or colleges are
important factors that contribute towards good performance of an
individual. Study recommended for better communication between
schools and parents to improve students’ performance, self-concept
and their attitude towards education and overall development.
SUMMARY
From the review of literature it is clearly understood that
emotional intelligence and moral values are vital for human
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behaviour, performance and management of successful social living.
It is a well-known fact that the primary attention of education at all
levels is on academic performance of students. In this race, the
educational authorities frequently neglect the other non-academic
contributors such as emotional intelligence, personal and social
intelligence, as well as moral values. According to Low, Lomax,
Jackson and Nelson (2004) building healthy and productive students
require active and intentional growth in emotional skills and
competencies for developing their mind, body and emotions. There
has to be a normal process of growth and development and it should
be an integral part of all educational authorities and institutions
dealing with adolescents.
The research findings discussed in the review pointed out that
emotional intelligence is one of the best predictor of academic
performance compared to the traditional measures of performance. At
the same time researchers like Jensen, Kohn, Rilea, Hannon and
Howells (2007) have expressed that the cognitive ability and
personality of students have seen some of the stronger predictors of
academic performance across the globe. It has also been observed
from the studies that emotional intelligence skills along with cognitive
factors are important for academic performance among adolescents.
Sanchez (2006) supported the fact that emotional intelligence and
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moral values are positively related. Nandwana and Joshi (2010) have
analysed that the higher levels of emotional intelligence enhance
students’ ability to cope up with the difficult passage and transit from
primary to secondary to higher levels and help students to bear the
turmoil of low grades, low self-esteem, teachers as well as parents
and peer pressure.
Some of the studies indicated that emotional intelligence and
moral development could be used to achieve goals based on moral
values. Lzaguirre (2008) and Kohn (2007) have indicated that the
correlations between academic performances, emotional intelligence
and moral values have received less attention from many of
researchers. It is also witnessed from the review that most of the
studies were not focused on the under achievers who required
immediate attention and special care in educational settings to
overcome their academic, personal, social, and emotional problems.
It was observed that the few studies were investigated only to explore
the nature of relationship between emotional intelligence, moral
values and academic performance and there is a dearth of studies on
intervention programs. Hence, an attempt has been made to explore
the relationship between emotional intelligence, moral values and
unsatisfactory academic performance of adolescents as well as to
enhance these qualities through systematic group counselling.
CHAPTER – III
RESEARCH METHOD
CHAPTER – III
RESEARCH METHOD
CONTENTSPAGE
NO.
RESEARCH PROBLEM 91
OBJECTIVES 92
VARIABLES 93
HYPOTHESES 94
RESEARCH METHOD 96
TOOLS USED 100
a) EMOTIONAL INTELLIGENCE SCALE 101
b) MORAL VALUE SCALE 103
SAMPLE 105
METHOD OF DATA COLLECTION 106
DATA PEOCESSING 108
CHAPTER - III
RESEARCH METHOD
In this chapter, the researcher explains and discuses the
methodology adopted in this study. The research problem, objectives,
variables and hypotheses have been presented here. The research
method adopted, tools utilized with its description, method of
collecting data and analysing the data have been discussed in this
chapter.
RESEARCH PROBLEM
Emotional intelligence is one of the well-recognized variables in
the field of psychological research. Studies on emotional intelligence
revealed that it is an important construct, which contributes to the
enhancement of academic performance and moral values among
students at all levels of education (Panda 2009; Jaeger 2003;
Salovey 2001; and Mayer, 2000). Study by Bindu (2011), Spector
(2000) and Dargo (2004) indicated that emotional intelligence
influences students’ achievement indirectly to some extent but found
no significant relationship between emotional intelligence and
academic achievement. In similar manner, Khare and Nada (2000)
also reported that there was no direct contribution of emotional
intelligence to the performance of students. However, being a psycho
- social variable, the importance of emotional intelligence could not be
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ignored since it is acknowledged by many researchers as one of the
predictor of success from all walks of life. Further, the emotional
competencies are the constructs that would lay foundation to the
development of values, which in turn related to academic
achievement. It has also, witnessed that students with poor academic
performance were more prone to have a lot of emotional and social
adjustment, which would influence their academic life. Therefore, it is
felt that they should be trained to regulate their emotions and develop
proper values to contribute to their academic success. Hence, an
attempt is made in this study to assess the influence of emotional
intelligence, moral values on academic performance of adolescents
with poor academic achievement. Also, this study provides
systematic group counselling to adolescents for enhancing their
emotional intelligence, moral values and academic performance.
OBJECTIVES
The main objective of this study is to explore the relationship
between emotional intelligence, moral values and unsatisfactory
academic performance of adolescents. The specific objectives are as
follows:
To identify the adolescent students with unsatisfactory
academic performance.
To measure students’ emotional intelligence.
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To measure the moral values of adolescents.
To compare the academic performance of adolescents based
on their gender, stream of study, and parents’ education.
To compare emotional intelligence as well as moral values of
adolescents based on demographic variables.
To explore the relationship between emotional intelligence,
moral values and academic performance of adolescents.
To find out influence of emotional intelligence and moral values
on the academic performance of adolescents.
To enhance unsatisfactory academic performance, emotional
intelligence and moral values of adolescents by providing
systematic group counselling.
VARIABLES
The independent variables of this study are emotional
intelligence and moral values whereas the dependent variable is
academic performance.
The independent variable emotional intelligence consists of ten (10)
dimensions such as -
Self-awareness Empathy Self-Motivation Emotional stability Managing relations Integrity Self development
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Value orientation Commitment Altruistic behaviour.
The moral values consist of four (4) dimensions such as -
Lying Dishonesty Stealing Cheating
The dependent variable is academic performance indicated in terms
of unsatisfactory performance. In addition to the above, the
demographic variables considered for this study are:
Gender: Male Vs Female students.
Streams of Education: Arts Vs. Science Vs. Commerce
Parents’ Education: School educated Vs. College educated
HYPOTHESES
1. Male and female students significantly differ in their academic
performance.
2. Adolescents significantly differ in their academic performance
based on their streams of study.
3. There is a significant difference in the academic performance of
adolescent students with respect to their parents’ education.
4. Male and female students significantly differ in their emotional
intelligence.
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5. Adolescents significantly differ in their emotional intelligence based
on their streams of study.
6. There is a significant difference in the emotional intelligence of
adolescents with respect to their parents’ education.
7. Male and female students significantly differ in their moral values.
8. Adolescents significantly differ in their moral values based on their
streams of study.
9. There is a significant difference in the moral values of adolescents
with respect to their parents’ education.
10. There is a significant relationship between academic performance
and emotional intelligence of adolescents.
11. There is a significant relationship between academic performance
and moral values of adolescents.
12. The emotional intelligence and moral values of college students
have significant influence on their academic performance.
13. There is a significant improvement in the academic performance
of adolescents due to systematic counselling.
14. There is a significant improvement in the emotional intelligence of
adolescents due to systematic counselling.
15. There is a significant improvement in the moral values of
adolescents due to systematic counselling.
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RESEARCH METHOD
The present study has been carried out in three phases.
Phase 1:
The first phase involved pilot study. A sample of 30 students
was selected randomly from different courses of Arts, Science and
Commerce streams and the pilot study was administered. This was
carried out to identify the feasibility, nature of sample and method of
data collection through survey. From the pilot study researcher had
valuable insights to conduct the main study.
Phase II: Survey Method
The second phase of this study adopted survey design based
on the satisfactory and unsatisfactory academic performance criteria.
Six hundred (600) students were identified and formed the sample of
this study. They were selected based on their marks in the end
semester examination. Students those who have given consent were
involved in the data collection. The data were collected in person by
the investigator. Confidentiality was assured to the participants and
the data were collected in a conducive atmosphere.
Phase III: Intervention: Systematic Group Counselling
In this phase, the effectiveness of intervention program in
enhancing the unsatisfactory academic performance, emotional
intelligence and moral values of adolescents was analysed. For this
purpose, the researcher planned to provide learning and training
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strategies with systematic group counselling. The sessions focused
on enhancing the basic strategies of counselling viz-a-viz self-
concept, self-esteem, motivation, and coping skills to investigate the
effects of group counselling on emotional intelligence, moral values
and in enhancing the unsatisfactory academic performance of
adolescents.
Rationale for the Development of Intervention Programme
Research studies have revealed that group-counselling
strategies do have a significant impact in enhancing the
competencies of adolescents over various life situations. George
(2000) asserted that group counselling is helpful for enhancing
personal relations among college students and their performance.
White and Rayle (2007) opined that systematic group counselling is
the most effective means to provide counselling and help students to
learn appropriate developmental skills in the academic setup. Bailey
and Bradbury (2007) advocated that peer groups are a familiar setting
to promote discussion and problem solving whereas Bemak et al.
(2003) reported that group counselling is an effective intervention for
teaching adolescents and it is more cost-effective and time bound
than individual counselling. They indicated that group counselling
had increased achievement scores and interpersonal relationships as
most of the adolescents spend their time in groups at college and
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University. Students participate in co-curricular activities, social
events, sports or academic work together.
In order to enhance the unsatisfactory academic performance
of students, this study adopted strategic sessions to empower
students’ self-esteem, self-concept, motivational level and coping
skills. It observed from the researches that systematic group
counselling is particularly useful in helping those adolescents who
consider their classmates and peer groups important. In groups,
adolescents value the opinions of their peers higher than the opinion
of teachers, parents and siblings. The interactions among the
classmates help students to gain an insight. They understand their
problems through listening and interacting with peers because it is
easier for them to connect with each other. Group counselling not
only helps the individuals to change but also encourages them to
meet the target and goals set by the counsellor. These types of
groups have the similar nature and share a great deal of similarity in
their behavioural patterns, identity and personality.
Vaughn, Bose and Schumm (2007) pointed out that systematic
group counselling is one of the best-suited intervention strategies for
adolescents. It helps them to learn life skills such as interpersonal and
intra personal, problem solving, coping and the skills of positive
identity development to enhance and influence their performance.
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The study further indicated that counselling sessions are the best
tools to impart alternative instructions to group. Bemak (2005) clearly
mentioned that the goal of group counselling is to offer a strong
support and help to the adolescents to deal with their personal and
social problems, which in turn, would improve their academic
performance. Yalom (2005) opined that group counselling provides
adolescents a safe place to express feelings, discuss personal
challenges, and appreciate that peers share many of their personal
and work related concerns. In a similar line, Xu,et.al (2004) argued
that group counselling helps students to reduce anxiety effectively
and improves their abilities, interpersonal sensitivity and fear.
Corey (2000, 1997) discovered that group counselling is
especially suited for adolescents with unsatisfactory performance
because it gives them confidence, a place and freedom to express
their conflicting feelings. During the session, students explore self-
doubts, share their concern with their peers and the counsellor as well
as practice new skills within the group. Gladding (2003) stressed that
group counselling is also economical and an effective means of
helping students who share similar problems and concerns. Such
groups feel that they are sailing in the same boat, facing and dealing
with similar situations. Hence, they do not feel lonely and low about
their condition.
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Intervention counselling sessions were based on the group
activities to ensure the overall participation of students. With empathy,
counsellor could connect easily and effectively with students to
understand their frame of mind. Goleman (1995) supported the
concept of empathy and stressed that an empathetic counsellor
connects more effectively and constructively with students in
enhancing their learning. Students counselled to enhance their
academic performance, enrich their self-esteem, motivation and
confidence. Besides teaching these skills, they were also taught
relevant coping strategies to overcome academic difficulties and
stress. Hence, the systematic group counselling was provided as an
intervention module.
TOOLS USED
The following tools were used to collect the data in all the three
phases.
1. Personal Data Sheet with Consent Form (Appendix: I)
This form contained the demographic details of the participants
included in the study. A consent form was used to obtain written
consent from students participated in the study.
2. Emotional Intelligence Scale (Appendix: II)
3. Moral Value Scale (Appendix: III)
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4. Overview of Training Module for Systematic Group Counselling
(Appendix: IV)
A. Emotional Intelligence Scale
Emotional Intelligence Scale (EIS) by Hyde, et al., (2001) is a
standardised scale which consisted of 34 items having correlation
less than the value of 0.25 (P<.01). It is a self-report measure of
emotional intelligence. Participants have to make responses in a 5-
point Likert scale from strongly agree to strongly disagree. The factors
and the corresponding items of emotional intelligence scale is
presented below:
Factors of Emotional intelligence Items Numbers A Self-awareness 6,12,18,29 B Empathy 9,10,15,20,25 C Self-motivation 2,4,7,8,31,34 D Emotional stability 14,19,26,28 E Managing relations 1,5,11,17 F Integrity 16,27,32 G Self-development 30,33 H Value orientation 21,22 I Commitment 23,24 J Altruistic behaviour 3,13
Administration
The subjects were instructed as follows: This scale consists of
series of statements followed by five responses from ‘strongly agree
to strongly disagree’. Read each statement carefully and decide your
agreement / disagreement statement in a given five-point scale and
indicate your choice by ticking in the appropriate columns. There is no
102
right or wrong answer. Generally, the scale is completed in about 15
minutes. Please provide your instant and spontaneous responses.
Scoring
Each item / statement is scored as 5 for strongly agree, 4 for
agree, 3 for neutral, 2 for disagree and 1 for strongly disagree. The
scores for each dimension are collected separately and the overall
total is taken as the emotional intelligence score of an individual.
Individuals with high scores in this scale are considered to have a
high-level of emotional intelligence and vice versa.
Reliability and Validity
The split half reliability coefficient of this scale was found to be
0.88. This scale had both content and face validities. The intrinsic
validity of the tool found to be 0.93 (Garrett, 1981). These values
indicated that the emotional intelligence tool is reliable and valid.
B. Moral Value Scale
Moral value scale (MV) by Gupta and Singh (1998) is used to
explore the moral values of adolescents. This scale consisted of 36
items and divided into four dimensions viz. Lying, Dishonesty,
Stealing and Cheating. Each dimension consisted of 9 items
indicating positive and negative quality of a person as mentioned
below:
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Moral Value Dimensions Item Numbers
A Lying 1,5,9,13,17,21,25,29,33
B Dishonesty 2,6,10,14,18,22,26,30,34
C Stealing 3,7,11,15,19,23,27,31,35
D Cheating 4,8,12,16,20,24,28,32,36
Administration
The following instructions were given to the participants. “This
is not a test. This scale is consisted of 36 statements followed by two
responses ‘yes’ and ‘no’. If you agree with the content of the
statement then mark a tick for ‘Yes’ if not then tick ‘No’ in the given
boxes on the right side of each statement. There is no right or wrong
answers and there is no time limit. Generally, it is completed within 15
minutes.
Scoring
The scale consisted of two types of items, positive and
negative. The positive items which were responded with ‘Yes’ answer,
got the score of one (1) whereas the negative items that were
responded with ‘No’ got the zero (0) score. The total score for each
dimension was calculated separately. The maximum possible score
for the present scale was 36. Higher score in each dimension
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indicated the presence of positive quality, which means the person is
away from that particular problem.
Reliability and Validity
The authors have established the test, retests reliability and
the split half reliability for each age group separately. The reliability
co-efficient are presented below:
Age Group N Test-retest reliability Split-half reliability
6 to 7 years 50 0.67 0.72
8 to 9 years 50 0.72 0.74
10 to 11 years 50 0.78 0.85
12 to 13 years 50 0.86 0.87
*All the reliability coefficients are significant at 0.05 levels
Moral Value Scale was validated against MJIT (Moral
Judgment Test) developed by Sinha and Verma (1992). The
established validity values of the scale are given below:
Age Group N r
6 to 7 years 50 0.55
8 to 9 years 50 0.58
10 to 11 years 50 0.62
12 to 13 years 50 0.28
*All the correlation coefficients are significant at 0.05 levels
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SAMPLE
The present study was attempted to find out the relationships
between emotional intelligence, moral values and unsatisfactory
academic performance of adolescents. The population of this study
consisted of students studying Arts, Science and Commerce courses
from different autonomous colleges in Bangalore city. Ten
autonomous colleges in Bangalore city were randomly selected for
this purpose. The college administrators were approached and
informed in writing about the purpose of this study and permission
was taken through proper channel. Out of ten colleges, only nine
colleges granted permission. Stratified random sampling technique
was adopted to select the sample from the identified colleges.
Inclusion Criteria
All students from Arts, Science, and Commerce streams doing
graduation course through English medium.
Students with the age range of 19 - 22 years.
Students secured between 40-50 percentages of marks in their
University examination, have been considered as
unsatisfactory academic performers.
Academic Performance
For measuring academic performance of students, the
aggregate percentage marks in the end semester examination were
considered and collected from the office of examination.
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METHOD OF DATA COLLECTION
The investigator visited all the colleges personally and
established rapport with the selected participants. The questionnaires
were distributed to the sample. Students were requested to answer
the items in the booklets as per the instructions. Confidentiality was
assured. The data were collected with the utmost care. The scoring
was done as per the manual. Out of 657 data collected, 600 data
were considered for final analysis. The total sample was then
distributed as per the demographic variables as shown in the Table
3.1.
Table: 3.1 Distribution of Sample on the Basis of Demographic Variables
Demographic Variables Frequency Percentage
Gender Male 300 50
Female 300 50
Streams of study
Arts 200 33.3
Science 200 33.3
Commerce 200 33.3
Parental education
College educated 437 72.9
School educated 163 27.16
Data Collection in the Phase III:
An invitation was sent to all the students selected in the second
phase of study with a request to attend the systematic group
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counselling classes for forty-five days (45), three days in a week. The
parents of these students were also informed about the importance of
enhancing study habits, skills and the orientation to their children in
order to improve their academic performance in the forthcoming
supplementary exams, which would be held after two months from the
commencement of this programme. Out of 600 letters sent, only 112
(18.6%) students responded positively and were included in the
study.
The consented students were then randomly divided in to two
equal groups for better attention, convenience and facilitation. The
researcher met each groups on every working day after the regular
classes as per the allotment of sessions. The duration for each
session consisted of 45 minutes.
Each counselling session had variety of activities for each
strategy. The group counselling activities included simple breathing,
relaxation techniques, ice-breaking sessions, jam, role-plays, prompt
speaking, loud reading-recalling, peer-coaching, sharing, modelling
and group discussion on current topics as well as exam related
topics. Self and peer assessment with counsellor’s positive strokes in
the form of feedback was given after every session. Mentoring was
also provided to the students during this intensive counselling.
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After the completion of all counselling sessions, both groups
appeared in the pre-scheduled supplementary examination. The tools
used in the II phase of the study were again utilised to measure the
emotional intelligence and moral values of students with
unsatisfactory performance as post-test. The supplementary
examination marks of students’ were obtained from the offices to find
out the effectiveness of intervention programme in enhancing their
academic performance.
DATA PROCESSING
In order to study the relationship between emotional
intelligence, moral values and unsatisfactory academic performance
of adolescents, the researcher used ‘t’ test, product-moment
correlation, and multiple regression analysis. 't’ test was used to find
out the difference between emotional intelligence, moral values and
academic performance of unsatisfactory adolescent students, before
and after intervention.
CHAPTER – IV
RESULTS & DISCUSSION
CHAPTER – IV
RESULTS AND DISCUSSION
CONTENTS PAGE NO.
Hypothesis-1 109
Hypothesis-2 111
Hypothesis-3 112
Hypothesis-4 113
Hypothesis-5 116
Hypothesis-6 118
Hypothesis-7 120
Hypothesis-8 121
Hypothesis-9 122
Hypothesis-10 124
Hypothesis-11 125
Hypothesis-12 126
Hypothesis-13 128
Hypothesis-14 129
Hypothesis-15 130
CHAPTER - IV
RESULTS AND DISCUSSION
The aim of this chapter is to analyze the collected data and
interpret the findings of the study. Statistical package help the
investigator in organizing and analyzing the numerical data. The detailed
analysis of data, testing of hypotheses and interpretation are presented
in this chapter.
Hypothesis: 1
“Male and female students significantly differ in their academic performance”. Table 4.1: Academic Performance of College Students:
Gender Wise Comparison
Variable
Male (N1=300) Female (N2=300) ‘t’ Value
M1 SD1 M2 SD2
Academic Performance
41.73
5.26
43.14
4.89
3.40*
*Significant at 0.05 level
The obtained “t” value in table 4.1 indicates a significant variation
in academic performance of male and female students which reveals
that male and female students significantly differ in their academic
performance. Hence, the hypothesis is accepted. It has been observed
that male students have significantly higher achievement scores than
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their counterpart. Generally, in our society, male students used to get a
lot of attention from parents and family members for their academic
activities. They receive all kinds of extra help and facilities to enhance
their academic performance. Since many parents still believe and are of
the opinion that getting job for their male children is very much
important. Parents send male children to attend coaching classes that
would aid them in improving their grades.
In contrast, female children are generally expected to attend to
other chores in the house after coming from college. They help their
mothers in the housework, attend to the needs of the aged family
members, nurturing or taking care of younger siblings etc. In the bargain,
they feel tired and disinterested. These students do not receive the
same amount of time and attention from parents to devote towards the
enrichment of their academic abilities. They are also not motivated
enough towards doing well in the studies. These kinds of activities in the
home and the indifferent attitude of parents make them to be
disinterested in their academics. However, it is concluded from the
above table that male students have higher academic performance than
their counterpart does.
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Hypothesis: 2
“Adolescents significantly differ in their academic performance based on their streams of study”.
It is observed from the table 4.2 that there is a significant difference
in the academic performance of students with regard to their streams of
study. Hence, the hypothesis is accepted. From the table, it has been
observed that students from the Arts stream of study have secured
significantly higher performance as compared to the students from
science and commerce streams. In the city colleges, it has been
observed that many students have chosen arts subjects to face
competitive examinations. However, commerce subjects were generally
selected by students those who have preferences for accounting and
auditing jobs.
Table 4.2: Academic Performance of Adolescents based on their Streams of Study
Variable
Streams of Study:
Mean (SD) ‘F’ value Scheffee Post-hoc Analysis Arts Science Commerce
(1) (2) (3)
Academic Performance
45.49 (5.00)
40.68 (4.93)
41.13 (4.93) 18.78* 1 vs. 3, 2
N1= N2=N3=200 *Significant at 0.05 level
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On the other hand, students chose science subjects particularly
for securing job as well as compulsion from their parents. The higher
aspiration of arts students in city colleges would have made them to be
higher achievers than the others. Thus, it concluded that adolescent
students from arts, science and commerce streams differ significantly in
their academic performance.
Hypothesis: 3
“There is a significant difference in the academic performance of adolescent students with respect to their parents’ education”.
Table 4.3: Academic Performance of Students with Respect
to Parental Qualification
Variable College Educated
(N1=439) School Educated
(N2=161) ‘t’ Value
M1 SD1 M2 SD2
Academic Performance 43.29 5.09 41.59 4.81 3.77*
*Significant at 0.05 level
It is observed from the table 4.3 that there is a significant
difference between the academic performances of students with respect
to their parents’ education. Therefore, it is concluded that children of
college-educated parents have significantly higher academic scores than
the children of school educated parents. When the parents are highly
educated they can easily understand the importance and utility of
education as well as they direct and monitor the growth and
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development of children. Their focus is centred on the activities related
to academics and career of children.
On the other hand, the parents those who are only school
educated generally tend to have high ambition for their children and
have always tried to satisfy their unfulfilled dreams through their
children. However, these parents may not have an ability to supervise
the education activities of their children but they support them in their
other curricular activities. Therefore, they may not get the benefits of
parental guidance and assistance when they go for higher studies. It is
also observed from the practices in the society that lack of parental
guidance as well as monitoring hampers the performance of students in
higher classes.
Hypothesis: 4
“Male and female students significantly differ in their emotional intelligence”.
From the table 4.4 it has been observed that the “t” values are
significant for eight emotional intelligence dimensions along with its total
score. Hence, the hypothesis is accepted. It is concluded that male and
female college students significantly differ in their emotional intelligence.
It is also witnessed from the table that the female students have
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displayed significantly higher emotional intelligence than their
counterpart.
Table 4.4: Emotional Intelligence of College Students: Gender Wise Comparison
*Significant at 0.05 level NS - Not significant
The higher scores of female students in self-awareness, empathy
and self-motivation imply that female students are aware of their actions,
deeds and words. They know their strengths, shortcomings and
therefore work accordingly to improve upon them. Female students are
empathetic towards others in their dealings and are self-motivated most
Dimensions of
Emotional Intelligence
Male (N1=300) Female (N2 =300) ‘t value’
M1 SD1 M2 SD2
Self-awareness 14.01 3.28 16.55 3.53 9.13*
Empathy 16.65 3.18 20.01 3.68 12.00*
Self-motivation 21.01 3.94 23.63 4.17 7.91*
Emotional stability 14.18 2.77 14.74 2.98 2.39*
Managing relations 13.46 2.91 15.84 3.10 9.71*
Integrity 10.50 2.52 12.19 2.66 8.01*
Self-development 7.72 1.77 7.61 1.78 0.76 NS
Value orientation 7.23 1.65 7.29 1.72 0.43 NS
Commitment 6.90 1.60 8.04 1.81 8.20*
Altruistic behaviour 7.26 1.69 7.60 1.67 2.48*
Over all EI 118.92 20.33 133.50 23.24 8.18*
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of the time. They enjoy doing the work given to them. They draw the
strength from within and rarely look out for external encouragement.
Qualities such as emotional stability, managing relations and
integrity were found to be higher among female students. Traditionally,
male students are perceived to be stronger in managing and
channelizing their emotions compared to female students. Nevertheless,
the female students are learning to manage their emotions and
emotional life intelligently in this competitive world. They create
opportunities and environment to hone and strengthen their skills. With
these ability, capability and integrity they are able to manage their
emotions and relations among themselves as well as with others in their
environment. This would help them leads to acquire most of the skills of
emotional intelligence. Probably these could be the reasons that female
students have higher skills in emotional stability, managing relations and
integrity as compared to the male students.
The “t” values are not significant for self-development and value
orientation dimensions. Today, there is a huge shift in the thinking
pattern of students. Most of them do not value and understand the
benefits of self-development and they do not invest much time and effort
for self-enrichment, which is witnessed here. Commitment, altruistic
behaviour and overall EI are significantly different among male and
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female students. Female students have higher scores in these
dimensions with overall EI. The commitment of female students to their
studies provided them a sense of accomplishment and achievement.
Therefore, it is understood that female students are well aware of their
emotions and have a mastery over emotional intelligence better than
their male counterpart has.
Hypothesis: 5 “Adolescents significantly differ in their emotional intelligence based on their stream of study”.
From the table 4.5 it is found that students do not differ significantly
in their emotional intelligence based on their streams of study. The “F”
values of all the dimensions were not significant and hence the
hypothesis is not accepted. It is concluded that students do not differ in
their emotional intelligence based on their streams of study.
This result revealed the fact that choosing a particular stream for
study would not aid in the enhancement of emotional intelligence.
Emotional intelligence is an ability to know and understand emotions as
well as handling emotional information. Emotional intelligence is also
viewed as a sub skill of social intelligence. The aim of any education or
subject or stream should be transforming and preparing individuals for
the fullest adult participation in the society.
117
Table 4.5: Emotional Intelligence of Adolescents based on their Streams of Study
Dimensions of Emotional Intelligence
Streams of Study
‘F’ Value Arts Science Commerce
(1) (2) (3)
Self-awareness 15.48 (3.41)
15.49 (3.02)
14.88 (3.75)
2.09 NS
Empathy 18.36 (3.38)
18.67 (3.04)
17.97 (3.48)
2.05 NS
Self-motivation 22.50 (4.45)
22.53 (3.65)
21.91 (4.86)
1.28 NS
Emotional Stability 14.70 (2.70)
14.43 (2.66)
14.26 (3.28)
1.16 NS
Managing relations 14.85 (2.83)
14.72 (12.70)
14.38 (3.53)
1.24 NS
Integrity 11.38 (2.48)
11.56 (2.29)
11.09 (2.95)
1.67 NS
Self-development 7.62
(1.78) 7.68
(1.62) 7.70
(1.92) 0.09 NS
Value orientation 7.34
(1.73) 7.27
(1.56) 7.18
(1.76) 0.48 NS
Commitment 7.50
(1.71) 7.50
(1.49) 7.41
(1.91) 0.20 NS
Altruistic behaviour 7.40
(1.65) 7.60
(1.51) 7.28
(1.87) 1.82 NS
Overall EI 127.32 (21.23)
127.40 (18.01)
124.37 (25.65)
1.25 NS
NS-Not significant
Therefore, irrespective of the course / stream of study children
should be taught to handle their emotions in a healthy manner. This
118
would be the reason that the students do not differ in their emotional
intelligence based on the streams of study.
Hypothesis: 6 “There is a significant difference in the emotional intelligence of adolescents with respect to their parents’ education”.
Table 4.6: Emotional Intelligence of Students with respect to Parental Qualification
Dimensions of Emotional Intelligence
College Educated School Educated ‘t’ value
M1 SD1 M2 SD2
Self-awareness 16.49 3.40 14.06 3.44 7.71*
Empathy 18.37 3.33 18.21 3.73 0.47 NS
Self-motivation 23.34 4.64 21.24 4.25 5.23*
Emotional stability 14.49 3.18 14.45 2.78 0.15 NS
Managing relations 15.79 3.17 13.27 2.99 9.00*
Integrity 12.86 2.59 9.64 2.37 14.43*
Self-development 8.61 1.89 6.68 1.73 11.84*
Value orientation 8.14 1.69 6.40 1.67 11.29*
Commitment 8.45 1.80 6.35 1.59 14.38*
Altruistic behaviour 7.43 1.72 7.41 1.69 0.12 NS
Overall EI 133.97 23.79 117.71 21.13 8.06*
*Significant at 0.05 level NS-Not Significant
It is observed from table 4.6, that the “t” values are significant for
most of the dimensions of emotional intelligence along with its total.
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Hence, the hypothesis is accepted. It is concluded that students differ in
their emotional intelligence based on their parental qualification. Children
of college-educated parents have displayed higher scores in most of the
dimensions of emotional intelligence.
When the parents are well educated they try to understand the
emotional and behavioural needs of their children in a realistic manner.
They know when to give freedom and how to behave assertively with
their children. These parents stand like a guide behind their children
when it comes to the field of education. Whereas the school educated
parents may not fully understand the ever-changing environment and
culture in the higher educational setup where there is a pressing
demand from their children in terms of time, money and personal space.
Such students lack their parental guidance and maturity to understand
the value of study and nurture their talents by acquiring extra knowledge
from outside the four walls of classroom as well as home environment.
Students do not differ significantly in empathy, emotional stability
and altruistic behaviour. Empathy, emotional stability and altruistic
behaviour are considered the core qualities of an individual’s personality.
Some elements of these qualities are innate while a few of them has to
be acquired and nurtured from the environment. Therefore, we can say
that parental qualification may not have direct influence on these
120
qualities. However, it is concluded from the table that children of college-
educated parents have higher emotional intelligence than their
counterpart.
Hypothesis: 7
“Male and female students significantly differ in their moral values”. [
Table 4.7: Moral Values of College Students: Gender wise comparison
Moral Values Dimensions
Male (N=300) Female (N=300) t value
M1 SD1 M2 SD2
Lying 4.98 1.56 5.58 1.62 4.63*
Dishonesty 6.88 1.25 6.92 1.84 0.43 NS
Stealing 7.94 0.97 8.20 0.95 3.24*
Cheating 5.96 1.37 6.56 1.28 5.45*
Overall Moral value 25.83 3.20 27.32 3.46 5.45*
*Significant at 0.05 level NS-Not Significant
From the table 4.7, it is observed that the ‘t’ values are significant
for three dimensions of moral value along with its total. Hence, the
hypothesis is accepted. It is concluded that male and female students
differ significantly in their moral values. Male students have higher
scores in stealing and cheating whereas female students in lying. In total
female students, have significantly higher values. Hence, it is concluded
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that female college students have significantly higher moral values than
the male students do.
The moral value dimension of dishonesty in the above table does
not indicate any significant difference between male and female
students. The level of dishonesty among male and female students is
seen to be more or less the same. It is observed from the practices that
the students of today practice dishonesty in their dealings irrespective of
their gender. It is also witnessed from the Indian society that the present
set of students do not mind being dishonest to themselves as well as to
their study, parents and peers.
Hypothesis: 8
“Adolescents significantly differ in their moral values based on their streams of study”.
It is observed from the table 4.8 that the obtained ‘F’ values are
not significant for all the dimensions of moral values. Hence, the
hypothesis is not accepted. It is concluded that college students do not
differ in their moral values based on their stream of study. In general,
students at college level generally know and understand their values and
they repeat most of unhealthy things knowingly. They are selective in
choosing and practicing their moral values and are aware of the
outcome of their actions. They are also aware of their ideals and values
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irrespective of the stream they have chosen. Hence, the streams of
study would not influence their moral values.
Table 4.8: Moral values on of Adolescents based
on their Streams of Study
Moral Values Dimensions
Stream of Study : Mean (S.D) ‘F’ Value Arts Science Commerce
(1) (2) (3)
Lying 5.26 (1.65)
5.39 (1.51)
5.19 (1.69) 0.77 NS
Dishonesty 6.89 (1.22)
7.05 (1.09)
6.76 (1.31) 2.95 NS
Stealing 8.11 (1.01)
8.15 (0.90)
7.96 (1.00) 2.15 NS
Cheating 6.24 (1.40)
6.32 (1.32)
6.23 (1.36) 0.26 NS
Overall Moral Value
26.57 (3.15)
26.92 (3.21)
26.23 (3.82) 2.04 NS
N1=N2=N3=200 NS-Not Significant
Hypothesis: 9 “There is a significant difference in the moral values of adolescents with respect to their parents’ education.”
From the table 4.9, it is noticed that the ‘t’ values are significant for
two dimensions along with its total. Hence, the hypothesis is accepted. It
is concluded that the adolescents differ significantly in moral values
based on their parents’ education.
123
The children of school educated parents have displayed
significantly higher score in dishonesty, cheating and overall moral
values. It is observed from the practices in the Indian society that when
the parents are less educated they try to regulate their children
especially in moral aspect through all means. In addition, they
emphasized the qualities like honesty and loyalty. However, when
parents are highly educated they tend to focus on the achievement of
their children and try to keep them up through all means. Probably these
kinds of practices in Indian society would have enhanced the moral
values among the children of school-educated parents.
Table 4.9: Moral Values of Students with Respect to Parental Qualification
Moral Values Dimensions
College Educated (N1=439)
School Educated (N2=161)
t value
M1 SD1 M2 SD2
Lying 5.22 1.62 5.44 1.61 1.48 NS
Dishonesty 6.82 1.25 7.10 1.08 2.49*
Stealing 8.07 0.99 8.06 0.91 0.11 NS
Cheating 5.69 1.68 6.91 1.72 7.77* Overall Moral value 25.80 3.41 27.51 3.39 5.48*
* Significant at 0.05 level NS-Not Significant
124
Hypothesis: 10 “There is a significant relationship between academic performance and emotional intelligence of adolescents.” From the table 4.10, it is observed that the correlation coefficients
are significant for all the dimensions of emotional intelligence along with
its total. Therefore, the hypothesis is accepted. It is concluded that the
academic performance of college students are significantly related with
their emotional intelligence.
Table 4.10: Academic Performance Vs Emotional Intelligence of Adolescents
Dimensions of Emotional Intelligence
Academic Performance
‘r’ value
Self-awareness 0.696*
Empathy 0.547*
Self-motivation 0.631*
Emotional stability 0.624*
Managing relations 0.487*
Integrity 0.442*
Self-development 0.685*
Value Orientation 0.703*
Commitment 0.611*
Altruistic behaviour 0.524*
Over all EI 0.883*
*Significant at 0.05 level
125
Emotional intelligence being a psychosocial variable is viewed as
a better predictor of success in all walks of life. One of the fundamental
aims of education is developing a healthy society and personality.
Enhancing the emotional competencies certainly would improve the
personal effectiveness in turn the academic achievement. Hence, the
significant correlation between the emotional intelligence and academic
performance is quite logical. The derived values are indicative that by
practicing and experimenting with different skills of emotional
intelligence, students can overcome their academic difficulties. Hence,
we could infer that if emotional intelligence is imparted among students
then this would certainly help them to enhance their academic
performance, in turn, the overall development of personality.
Hypothesis: 11
“There is a significant relationship between academic performance and moral values of adolescents.
It has been observed from the table 4.11 that the correlation co-
efficient are significant in all the dimensions of moral values. The
obtained correlation values indicate a significant alliance between the
moral values and overall academic performance of students. Hence, the
hypothesis is accepted.
Lying, dishonesty, stealing and cheating are the negative sides of
human values hence one needs to be aware of and learn to avoid them
126
at any cost. In addition, we should understand and take the
responsibility of the consequences of practicing such values. Studies by
Mahamood (1998), Sukhvinder (1999) and Makhija (1973) have proved
that students’ moral values and academic performance go hand in
hand. Therefore, in order to improve and enhance their academic
performance, students should learn, acquire, nurture and practice the
right set of values in their day today life. Therefore, the relationship
between moral values and academic performance is quite
understandable.
Table 4.11: Academic Performance Vs Moral Values of Adolescents
Moral Values Dimensions
Academic Performance
‘r’ Value
Lying 0.253*
Dishonesty 0.221*
Stealing 0.241*
Cheating 0.223*
Overall Moral value 0.638*
*Significant at 0.05 level
Hypothesis: 12: “The emotional intelligence and moral values have significant influence on the academic performance of adolescents.”
127
From the table 4.12 it is noticed that the ‘t’ values are significant for six
dimensions of emotional intelligence. In addition, it is also significant for
overall emotional intelligence and overall moral values. Hence, the
hypothesis is accepted. It is concluded that the emotional intelligence and
moral values of adolescents have significant influence on their academic
performance.
Table 4.12 Influence of Emotional Intelligence and Moral Values on the Academic Performance of Adolescents:
Regression Analysis
Independent Variable
Un standardized co-efficient
‘t’ value Model
Summary SE
Self-awareness 0.138 0.052 0.168 2.65*
R= 0.461 =0.212
F=7.342 P < 0.01
Self-motivation 0.089 0.039 0.073 2.28*
Emotional Stability 0.116 0.050 0.167 2.32*
Self-development 0.084 0.034 0.241 2.47*
Value orientation 0.081 0.032 0.061 2.53*
Commitment 0.075 0.028 0.074 2.67*
Overall EI 2.922 0.952 0.322 3.06*
Overall Moral Value 1.964 0.765 0.191 2.56*
# Dependent Variable: Academic Performance *Significant at 0.05 level
Thus, it can be concluded from the results of the above table that
the student community should enhance their skills of emotional
128
intelligence as well as moral values in turn they can improve their
academic performance.
Hypothesis: 13
“There is a significant improvement in the academic performance of adolescents due to systematic counselling.”
The obtained “t” value in table 4.13 is significant. Hence, the
hypothesis is accepted and it is concluded that systematic group
counselling has improved the academic performance of adolescents.
The scores in the above table indicate that group-counselling sessions
have helped the students to study effectively.
Table 4.13: Academic Performance of Adolescents Before and After Systematic Group Counselling
Variable Before
Counselling After
Counselling ‘t’ value
M1 SD1 M2 SD2
10.74* Academic Performance
42.19 7.88 54.53 9.26
*N1=N2=112 *Significant at 0.05 level
It is noticed from results given in above table that students would
have regained their confidence during group-counselling sessions,
attempted the exams confidently, and scored higher marks. It could be
concluded that systematic group counselling is effective in helping
adolescents to enhance their academic performance.
129
Hypothesis: 14
“There is a significant improvement in the emotional intelligence of adolescents due to systematic counselling.”
Table 4.14: Emotional Intelligence of Students Before and After Intervention
Dimensions of Emotional Intelligence
Before Counselling
After Counselling ‘t’ Value
M1 SD1 M2 SD2
Self-awareness 13.48 3.20 15.31 3.41 4.14*
Empathy 17.21 3.43 18.35 3.80 2.00*
Self-motivation 20.26 3.36 22.36 3.07 4.86*
Emotional stability 13.22 2.88 14.48 3.35 3.02*
Managing relations 13.96 3.06 14.82 2.95 1.19 NS
Integrity 10.09 2.58 11.36 3.15 3.05*
Self-development 6.31 1.75 7.69 2.83 4.39*
Value orientation 7.02 1.68 7.27 1.76 1.09 NS
Commitment 6.86 1.59 7.48 1.71 2.81*
Altruistic behaviour 6.82 1.68 7.52 1.91 2.91*
Overall EI 115.23 21.80 126.64 24.58 3.67* N1=N2= 112 *Significant at 0.05 level NS-Not Significant
The obtained ‘t’ values in the table 4.14 indicate a significant
improvement in the emotional intelligence of adolescents due to
systematic group counselling. Therefore, students should consistently
refine their emotional intelligence skills in order to be successful not only
in the field of academics but also in other areas of life. They can achieve
130
personal and professional skills in which they found to be not good. By
enhancing their emotional intelligence skills, we could help them towards
the betterment in life.
Hypothesis: 15:
“There is significant improvement in the moral values of adolescents due to systematic counselling.”
Table 4.15: Moral Values of Students Before and After Counselling
Moral Values Dimensions
Before Counselling
After Counselling ‘t’ value
M1 SD1 M2 SD2
Lying 4.32 1.61 5.87 1.87 6.65*
Dishonesty 6.18 0.96 8.13 1.22 5.16*
Stealing 7.67 0.97 8.31 1.02 4.81*
Cheating 5.46 1.36 6.27 1.05 5.00*
Overall Moral value 23.63 3.43 28.58 2.67 12.07*
N1=N2=112 * Significant at 0.05 level
The ‘t’ values from table 4.15 indicate that there is a significant
improvement in the moral values of adolescents due to systematic group
counselling. The scores were higher in all the dimensions of moral
values after systematic group counselling.
In today’s educational setup, students are given many
opportunities to enhance and nurture their value system but many of
them do not take advantage of the facilities provided to them. Such
131
students do not realize that the lack of appropriate values could be one
of the reasons for their unsatisfactory performance. Thus, systematic
group counselling helps students to be aware of their moral values and
help them to build high-self esteem and self- confidence, besides
enhancing their performance. Therefore, it is concluded that systematic
group counselling has played a crucial role in enhancing students’
academic performance as well as revamps their emotional intelligence
and moral value scores.
The Planning Commission, Government of India, The Core Group
on Value Orientation (1992) was also of the view that teachers and
educational authorities should construct the strategies that would enable
the students to learn and use techniques for the overall development of
mind and body. Therefore, all stakeholders of educational industry
should take necessary steps to inculcate and promote moral values
among student community for achieving the goals of education. Such
practices would definitely boost the conduct, capabilities and potential
among adolescents and in turn help them to achieve ‘peaks’ in their
academics.
CHAPTER – V
SUMMARY & CONCLUSION
CHAPTER – V
SUMMARY AND CONCLUSION
CONTENTSPAGE
NO.
ACADEMIC PERFORMANCE OF
ADOLESCENTS132
EMOTIONAL INTELLIGENCE 133
MORAL VALUES 134
RESEARCH PROBLEM 136
NEED FOR THE STUDY 137
OBJECTIVES 137
HYPOTHESES 138
RESEARCH METHOD 140
MAJOR FINDINGS & CONCLUSION 141
DISCUSSION 142
RECOMMENDATIONS 149
SUGGESTIONS FOR FURTHER RESEARCH 150
CHAPTER - V SUMMARY AND CONCLUSION
The researcher made an attempt in this segment to discuss
and throw lights on the major findings of study in relation to the
previous research. Further, possibilities of future research have been
put forth with more independent and dependent variables. Hence, in
this chapter the researcher provides an overview of the study.
ACADEMIC PERFORMANCE OF ADOLESCENTS
The ultimate aim of acquiring high quality education and desire
to enhance academic performance among adolescent students is a
normal aspiration. Development of domains such as cognitive,
affective and psychomotor is of utmost importance for overall success
in a student’s life. In this study, academic success of the students
was measure in terms of academic performance. It refers to the
average marks obtained by the students in their end semester
examinations. In other words, performance should be calculated
based on how well a student meets the requirements of different
standards set by the educational institutions and authorities. Kohli
(1975) explained that academic performance of students is a level of
proficiency attained in academic work by them. He further referred it
as formally acquired knowledge in school subjects, and often
represented by percentage of marks obtained by students in the
133
examination. This study emphasized the cognitive aspect of
adolescents’ personality in terms of achievement.
UNSATISFACTORY ACADEMIC PERFORMANCE
According to Sikorski (1996), unsatisfactory academic
performance implies that an individual has functioned or performed at
some level or standard below which he or she is expected to perform
on some task or area of functions within the academic setting.
Unsatisfactory academic performance can be referred to one’s
underachievement by getting low grades or performing below one’s
abilities and capabilities. Most of the time, underperformers are poorly
adjusted in the class and find difficulty in social adjustment as well.
They become critical about the teachers and the subjects in which
they do not perform well. Such students turned to be attention
seekers and trouble shooters. Overall, their outlook towards study is
not encouraging and does not sound positive. Parents of such
students tend to lose faith in the teachers and their teaching styles.
EMOTIONAL INTELLIGENCE
Emotional intelligence is viewed as one of the essential
components for successful performance in academic activities,
business, career, health, wellness and management. Studies
revealed that emotional intelligence has taken on human life by
covering a multitude of emotions, traits and personality characteristic.
134
Salovey and Mayer (1990) defined emotional intelligence as a
group of mental abilities that helps individuals to recognize and
understand their own and others’ feelings and emotions. They also
opined that these abilities could help us to regulate our feelings,
which is an art of mastering one’s emotions and emotional skills to be
upright to handle challenges and face difficult situations. Students
should learn and use ‘people skills’ and strengthen their emotional
knowledge along with their innate intelligence.
However, students can acquire and enhance emotional
intelligence continuously throughout their life to derive the outstanding
benefits. Therefore, these emotions have to be nurtured regularly.
New findings in the area of emotional intelligence have explained the
various dynamics between the brain’s circuitry signals and non-
cognitive intelligence to provide an update on different practical use of
emotional intelligence among college students (Goleman, 2012).
MORAL VALUES
Moral values grew out of human interests, judgments and
desires. The term moral values have been used in a wide variety of
ways. Moral values are our basic beliefs that underpin the way we
think, feel and respond to things happening in the outer world and
they are basic orientations to the way things are or should be
(Shastree, 2004). Children learn moral values through verbal
135
instructions of their parents, following their footsteps, environment
and society along with their teachers, friends and peers as they grow.
Moral values are evolving from strong traditional religious to the
practical values that suit the situations and style of these young
people such as the notion of commitment and responsibility. Peer
influence does show its impact on students’ moral values, self -
esteem, confidence and performance. It also affects their cultural and
social values as they spend good amount of time in groups while
achieving academic excellence or performing co-curricular activities.
Therefore, it can be concluded that the moral maturity of these
students’ is inter-woven with their emotional, intellectual and social
development and for the majority of them, prioritizing their values is
an important moral task.
SYSTEMATIC GROUP COUNSELLING
Today scoring high marks is the primary goal of the schools as
well as colleges all over the world. In this race, the other set of
students who cannot compete with their peers are left behind
unattended by their educators. These students do not know how to
balance their personal and academic life. Students who get low
marks are also not recognized for their creativity and skills for non-
academic activities in which they are good at and excel most of the
time such as co-curricular activities. In such circumstances, the
136
authorities and teachers should step in to help these students to
overcome the learning difficulties by providing them the extra
coaching, counselling and mentoring. Kuh (1995), Kuh (1996),
The need for academic group counselling has grown rapidly
and a number of students opting for it to get help to improve their
academic results, personal, emotional and career enrichment.
Institutions, parents and students have understood the benefits of
counselling and therefore encouraging their students to attend such
sessions and classes. Institutions are offering verities of life skills
training programs, workshops, seminars and counselling. These
activities generally take place after the regular study hours of the
institutions. Systematic group counselling is particularly useful for
students who value the opinions of their friends and peers more that
of their teachers, parents and siblings. Healthy interaction between
the students also help them to understand their problems through
listening and interacting as they find it easier to connect with each
other.
RESEARCH PROBLEM
To explore the relationships between emotional intelligence,
moral values with unsatisfactory academic performance and its
influence on unsatisfactory academic performance of adolescent
college students.
137
NEED FOR THE STUDY
In this era of “push-button” and “automated” technology,
emotional intelligence and moral values have taken the centre stage
in the lives of students, their demanding parents, teachers and
institutions. Everyone is desperate to inculcate healthy life style,
holistic education and good learning environment among adolescents
in order to improve their quality of life and academic performance. It is
a common belief that this would lead to a good career, a bright future,
which in turn will earn a name and fame for the institution, family and
self.
Studies have indicated that students with high emotional
intelligence and moral values generally score higher marks in their
tests or exams. Students, with unsatisfactory marks percentage also
show low emotional intelligence and labelled as unsatisfactory
performers. It is felt that there is a need to explore the relationship
between emotional intelligence, moral values and their influence on
unsatisfactory academic performance among college students.
OBJECTIVES
The main objective of this study is to explore the relationship
between emotional intelligence, moral values and unsatisfactory
academic performance of adolescents. The specific objectives are as
follows:
138
1. To identify the adolescent students with unsatisfactory
academic performance.
2. To measure students’ emotional intelligence.
3. To measure the moral values of adolescents.
4. To compare the academic performance of adolescents based
on their gender, stream of study, and parents’ education.
5. To compare emotional intelligence as well as moral values of
adolescents based on demographic variables.
6. To explore the relationship between emotional intelligence,
moral values and academic performance of adolescents.
7. To find out the influence of emotional intelligence and moral
values on the academic performance of adolescents.
8. To enhance unsatisfactory academic performance, emotional
intelligence and moral values of adolescents by providing
systematic group counselling.
HYPOTHESES
1. Male and female students significantly differ in their academic
performance.
2. Adolescents significantly differ in their academic performance
based on their streams of study.
3. There is a significant difference in the academic performance of
adolescent students with respect to their parents’ education.
139
4. Male and female students significantly differ in their emotional
intelligence.
5. Adolescents significantly differ in their emotional intelligence based
on their streams of study.
6. There is a significant difference in the emotional intelligence of
adolescents with respect to their parents’ education.
7. Male and female students significantly differ in their moral values.
8. Adolescents significantly differ in their moral values based on their
streams of study.
9. There is a significant difference in the moral values of adolescents
with respect to their parents’ education.
10. There is a significant relationship between academic performance
and emotional intelligence of adolescents.
11. There is a significant relationship between academic performance
and moral values of adolescents.
12. The emotional intelligence and moral values of college students
have significant influence on their academic performance.
13. There is a significant improvement in the academic performance
of adolescents due to systematic counselling.
14. There is a significant improvement in the emotional intelligence of
adolescents due to systematic counselling.
140
15. There is a significant improvement in the moral values of
adolescents due to systematic counselling.
RESEARCH METHOD
The study was conducted in three phases.
The first phase of the study involved pilot study. Researcher
adopted survey method to collect the data. The study carried out to
identify the feasibility, sample and methods that the researcher
wanted to use for the main research study.
The second phase of this study is a normative survey. This
study utilized the satisfactory and unsatisfactory academic
performance of students as criteria. Six hundred adolescent students
were selected randomly based on their end semester examination
marks. These marks were obtained from the offices of examinations
of different colleges. The emotional intelligence scale and moral
values scale were used to collect the data.
In the third phase, an attempt was made to find out the
effectiveness of intervention program in enhancing unsatisfactory
academic performance of adolescents. The researcher provided
learning and training strategies with systematic group counselling.
The sessions mainly focused to enhance the basic strategies of
counselling viz-a-viz self-concept, self-esteem, motivation, and coping
skills. The effects of group counselling on emotional intelligence,
141
moral values and unsatisfactory academic performance of
adolescents have been examined in this phase.
MAJOR FINDINGS AND CONCLUSION
1. The female students have higher academic performance.
2. Students from Arts stream had significantly higher academic
performance.
3. Children of college-educated parents had shown higher
academic performance.
4. Female college students possessed higher emotional
intelligence skills.
5. College students do not differ significantly in their emotional
intelligence based on their stream of studies.
6. Children of college-educated parents had higher emotional
intelligence skills.
7. Female college students had significantly higher moral values.
8. Students do not differ in their moral values based on the
streams of study.
9. Children of school-educated parents display higher moral
values.
10. The academic performance of college students is significantly
related with their emotional intelligence.
142
11. The moral values of adolescents and their academic
performance is significantly related to each other.
12. The emotional intelligence and moral values of college
students have significant influence on the academic performance.
About 21% of academic performance is significantly predicted by
emotional intelligence and moral values of adolescents.
13. The academic performance, emotional intelligence and moral
values of adolescents have been significantly enhanced due to
systematic group counselling.
It is concluded from the present study that the moral values and
emotional intelligence are the significant predictors of academic
achievement among unsatisfactory academic performers. Further, it
is concluded that by providing systematic group counselling not only
we can enhance the academic performance of students but also their
emotional intelligence and moral values.
DISCUSSION
In today’s fast-paced ever-changing environment, the focus of
custodians of educational institutions have shifted from traditional
methods to scientific strategies to improve and develop the all round
personality of adolescent students. The emphases are on the
application as well as implementation of the multiple research-based
143
tools and practical training to enhance and improve the academic
performance of students.
Research in intelligence have revealed that the IQ of a human
being contributes only about 20% to be successful in life and the rest
is contributed by the other alternative, non-cognitive and external
elements and factors such as emotional intelligence skills, moral
values, luck, hard work, social intelligence, family environment and
one’s upbringing. Emotional intelligence can be helpful in producing
a good result when combined and compared with moral values for
academic success, job performance, life’ achievements and
satisfaction. Therefore, the elements of these factors work as
predictors of academic performance. Thus, this study explored the
contributions of emotional intelligence and moral values on
adolescents with unsatisfactory academic performance.
The findings of the study revealed a significant difference in the
academic performance of male and female adolescent students. Male
students have outperformed female students in academic
performance. Alam (2009) stressed female students in our society in
every culture have to attend other responsibility such as a share of
household and family activities. Male students are encouraged in all
aspects. It is a high time for the parents and educators to take
immediate attention towards the education of female students and
144
take necessary actions to motivate them to perform as par with the
male students at all levels of education. This finding is in consonance
with the works of Alam (2009), Nelson, Martin and March (2006).
Students from Arts stream performed significantly better in their
academics. Their score is higher than the scores of students from
science and commerce students. Saraswat (1988) observed a
positive significant relationship between students studying in Arts and
Science streams, though there has been no mention about the
commerce stream.
It is a warning signal to the faculties of science and commerce
streams to ponder over the performance of their students. The
teachers should use innovative techniques and systematic self-
regulated learning strategies in their classrooms. These measures will
certainly help the students to enhance and improve their academic
performance. It is noteworthy to mention that a study by
Shamshuddin, Reddy and Rao (2007) do not indicate any significant
difference between streams of studies and academic performance of
adolescent students.
It is found that children of college-educated parents have
significantly higher scores than the children of school educated
parents. College educated parents understand the importance and
value of higher education in a better manner compared to the school
145
educated parents. College educated parents normally tend to be
highly aware of the importance of education and hence they can play
an active role in their children’s studies. The finding is quite natural
and pointed out that parental education has become as important as
a child’s education.
The findings of this study also revealed a significant difference
in the emotional intelligence of male and female students. Female
students have higher emotional skills than the male students do.
Female students learn these skills right from their childhood. Studies
by Tapia and Marsh (2006), Ciarrochi, Chan et al. (2001, 2000),
Wertlieb et al. (1987), and Wierzbicki (1989) supported the present
finding. Many studies have revealed that these gender differences
can be seen from infancy due to different bringing up styles and
training given to boys and girls right from infancy (Houtmeyers, 2002).
It has been observed from the findings that students do not
differ in their emotional intelligence on the bases of the stream of
study. The streams of study only reflect the likes and dislikes of the
subjects chosen by the students. They generally tend to perform well
in the subjects or courses they like or choose. The findings of
Abraham (2006) clearly indicated that the course and subjects
chosen by the students do not influence their emotions and values.
146
Further, it is revealed that there is a significant difference in the
emotional intelligence of adolescents due to their parental education.
Children of college-educated parents have shown significantly higher
emotional intelligence. Educated parents provide the right
environment for their children to learn, nurture and practice their
emotional skills. School educated parents have less knowledge about
such skills. The findings of Umadevi (2012) indicated that parental
education contributes significantly to some dimensions of emotional
intelligence, which supported the present findings. Research by
Rasinki and Fredrick’s (1988) also supported the outcome by stating
that parents play an important and valuable role in laying the
foundation for their children’s learning activities.
Findings on moral values revealed that there is a significant
difference in the moral values of male and female students. Female
students have displayed higher moral values. This is natural in Indian
society as female students are more inclined toward morality. The
finding is supported by the studies of Chandrakumar and
Arokiaswamy (1974), and Bhatnagar (1992) by indicated that female
students cultivate and practice high moral values from infancy than
the male students. Both male and female students often think about
moral issues in terms of care and interpersonal relationships but
female students take their relationships and academics seriously.
147
They are more concerned about values and ethics than the male
students of their age group are. This is a healthy sign as female
students can pass on these values to their children in future. This
finding is also supported by Turiel (2006), Mohanty (2010), Reddy
and Venu (2010).
Children of school-educated parents have displayed higher
moral values. The finding was in line with the study of Adams and
Berzonsky (2004). Results indicated that all the dimensions of
emotional intelligence and moral values positively related to the
academic performance of adolescent students. Studies by AbiSamra
(2000), Jaeger (2003) and Panda (2009) supported the findings. They
stated that the increased emotional intelligence was positively
correlated with the students’ academic performance. Yahaya et al.
(2012) and Duby (2012), Alam (2010) and Parker (2001, 2002)
reported that the greater the emotional intelligence, better would be
the academic achievement. Williamson (2006) observed that college
students with strong positive feelings of emotional intelligence
towards themselves, possessed greater confidence within them and
in others. Hence, they excel in academic achievement and in other
life skills. Aleem (2005) explored that emotional intelligence is a
strong predictor of academic achievements.
148
It can be concluded by highlighting that the high emotional
intelligence and healthy moral values of students were associated
with better handling of their failure and frustration; more creativity,
less psycho phobia and higher self-esteem (Sjoberg, 2008). The
above findings clearly indicate that emotional intelligence and moral
values had an outstanding influence on the academic performance of
students. Sjoberg (2008), Nelson and Low (1976, 2003) and Fogarty
(1988) supported the above results. Patra (2004) also supported the
finding by stating that having high emotional intelligence and positive
moral values are like a harmonious combination of head and heart.
The findings on systematic group counselling indicated that it
was effective in enhancing academic performance, emotional
intelligence and moral values of adolescent students. In this study
systematic group counselling was provided to enhance self-esteem,
self-concept, motivation, confidence along with coping strategies.
Beside theoretical benefits of systematic group counselling, students
were encouraged to participate in group activities that were
interaction rich. Corey and Corey (2000, 2006), Engelberg and
Sjoberg (2003) supported the findings. In a similar manner, Yalom
(2005) emphasized that adolescent students could learn through
group work and it can enable students to cope better with the
149
struggles of life and teach them how to make decisions and accept
the consequences of their life’s choices.
From the findings of this study, it is felt that there is a great
need to educate the parents, teachers and society on right moral
values, which will go on a long way in shaping the overall personality
of young students. Apart from parents, teachers and educational
authorities should also contribute towards the welfare and betterment
of adolescent students. The education industry should re-visit and re-
plan the curriculum as per the requirement of student’s over all
development. Student community with unsatisfactory academic
performance should also like and appreciate the curriculum. They
should be able to understand and comprehend whatever taught to
them within the four walls of classrooms. Such step by educational
authorities will enable students to have a sound character that would
uphold human dignity and self-respect. Healthy and positive values
will help students to deal with teaching-learning stress and stiff
competition as well as demand for scoring the impossible cent-
percent marks in academics.
RECOMMENDATIONS
1. In order to improve the academic performance of adolescent
students with unsatisfactory performance should be empowered to
acknowledge their innate abilities, capabilities and intelligence.
150
Students can be taught to respect the concept of hard work,
dedication, and have positive attitude towards learning. Teachers
should play an active role in shaping personalities, character building
and overall development of the students with unsatisfactory
performance.
2. Adolescent students should be sensitized, motivated to learn and
understand their own emotions, their intensity and effects on oneself
and others. They should incorporate these values in their daily life in
order to deal with the personal and social issues in their environment.
Acquiring and increasing emotional intelligence is a continuous
process that can be nurture by the students throughout their life.
3. Student communities should be aware of the importance of moral
values, academic performance, character formation and career
building in the journey of life. Such values help to guide one’s
behaviour both at personal and social level.
4. Training programs should be designed, organized and impart for
parents, teachers and students in order to understand the role of
emotional intelligence and moral values in academic performance,
personal and social development of students.
SUGGESTIONS FOR FURTHER RESEARCH
1. The present study has been limited to urban students from
Autonomous English medium colleges in Bangalore city. Further
151
research should aim at students from different rural colleges and
cities across the country by utilizing the same tools and methodology.
2. Further research may be conducted by considering the family
background, schooling and community of adolescents.
3. Performance depends on not only emotional intelligence and moral
values; hence, further studies may be conducted by incorporating the
other correlates of academic performance.
4. Studies may be conducted by incorporating study skills training
program and memory enhancement techniques within the group
counselling and its effectiveness could be analyzed.
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APPENDICES
i
APPENDIX - I VINAYAKA MISSIONS UNIVERSITY
Dear students,
I am a research scholar, doing Ph.D. on “A STUDY TO ASSESS
EMOTIONAL INTELLIGENCE AND MORAL VALUES IN ADOLESCENTS WITH
UNSATISFACTORY ACADEMIC PERFORMANCE”. In this regard, I seek your
earnest co-operation by participating in this process. I would be grateful if you
could kindly fill up the given Questionnaires. I assure that the information provided
by you will be used only for this research purpose and will be kept confidential.
Thank you for your co-operation! Yours faithfully,
Research Guide:
Dr. S. KADHIRAVAN [L. URMI SHELLEY] Periyar University, Salem. Research Scholar
PERSONAL DATA SHEET {Kindly furnish the following}
[Make a Tick ( ) in the Appropriate Places]
01. Name :
02. Age :
03. Gender : Male/ Female
04. Name of the College :
05. Course of the study : Art / Science / Commerce
06. Place of Residence : Rural / Urban
07. Parent’s Education :
Education Illiterate School Educated
College Educated
Professional Like Doctor, etc.
Mother
Father
SIGNATURE
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APPENDIX - II EMOTIONAL INTELLIGENCE SCALE (E.I.S.)
Dear Students!
Given below are some statements that will reflect your emotional intelligence.
You have to express your views by marking tick (V) on any one cell of the five
alternatives. There is no right and wrong answer, so please give your response on
all the items.
Sl.
No.
Statements
Stro
ngly
A
gree
A
gree
Unc
erta
in
Dis
agre
e
Stro
ngly
D
isag
ree
1. I can encourage others to work even when things are not favorable.
2. People tell me that I am an inspiration for them.
3. I am able to encourage people to take initiative.
4. I am able to make intelligent decisions using a healthy balance of emotions and reasons.
5. I do not depend on others encouragement to do my work well.
6. I can continue to do what I believe in, even under severe criticism.
7. I do not mix unnecessary emotions with issues at hand
8. I try to see the other person’s point of view
9. I can stand up for my beliefs.
10. I can see the brighter side of my situation.
11. I believe in myself.
12. I am able to stay composed in both good and bad situations
13. I am able to stay focused even under pressure.
14. I am able to maintain the standards of honesty and integrity.
15. I am able to confront unethical actions of others
16. I am able to meet commitments and keep promises. [
17. I am organized and careful in my work.
18. I am able to handle multiple demands.
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19. I am comfortable and open to novel ideas and new information.
20. I pursue goals beyond what is required and expected of me.
21. I am persistent in pursuing goals despite obstacles and setbacks.
22. I have built rapport and made and maintained personal friendships with work associates.
23. I have built rapport and made and maintained personal friendships with work associates.
24. I am able to identify and separate my emotions
25. I think that feelings should be managed.
26. I am aware of my weaknesses
27. I feel that I must develop myself even when my job does not demand it.
28. I believe that happiness is a positive attitude.
29. I am able to identify and separate my emotions.
30. I think that feelings should be managed
31. I am aware of my weaknesses.
32. I feel that I must develop myself even when my job does not demand it.
33. I believe that happiness is a positive attitude.
34. I believe that happiness is a positive attitude.
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APPENDIX - III MORAL VALUE SCALE
Dear Students!
Following are some questions that are related to morality. Please read them
carefully and give your opinion by marking either on YES or on NO answer. There
is no right or wrong answer. Your views and answers will be kept confidential.
Sl.
No.
Items
YE
S
NO
1. Do you hide something when inquired by your parents?
2. If you get an opportunity to pick-up things from the shop, will you do it silently?
3. If you get a chance, do you hide some one’s things?
4. When you are copying or stealing in Exams. do you feel that you will be getting more marks
5. Do you pretend to complete your home task before teacher, due to Possibility of getting punishment from him
6. Do you like to do your work honestly?
7. Do you feel that stealing is bad?
8. Do you feel that in order to be successful cheating is the ideal and proper way?
9. you prefer to go to cinema or play something to study during school hours?
10. Do you feel that to be honest at present time is foolishness?
11. If you go to a shop do you steal something whenever you get an opportunity?
12. Do you feel happy when your friend is caught red- handed for any reason?
13. If your friend asked you for a book you have, do you immediately deny for not giving it?
14. Do you always behave honestly with your friends?
15. Do you often steal your friend’s costly things in class?
16. Are you afraid of being punished by teacher while something is asked in class?
17. Do you tell a lie only when it is actually needed?
18. Do you keep the extra money mistakenly returned by a shopkeeper?
19. Do you think that stealing is an easy work?
20. Do you agree with this view that cheating is good for the present time
21. Do you ever tell a lie with your parents?
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22. Do you return the money bag containing some money and having address thereon?
23. Do you often steal your friend’s Tiffin and eat it?
24. Do you feel very much ashamed if you are caught red- handed?
25. Do you suppress the matter of quarrelling going on in your home to your neighbor?
26. Do you return the book of your friend even if he might have forgotten about it?
27. Do you think that to take something without telling about it, is the other name of stealing?
28. Do you, without any hesitation copy your friend if you don’t know the answer of a question?
29. Do you consider that lying is a sin?
30. Do you keep nicely the costly watch mistakenly left by the gust at your home?
31. Do you often steal money of your parents?
32. DO you feel guilty at the time of cheating?
33. Do you become easily ready to tell a lie if somebody is going to be benefitted?
34. Do you keep the extra money by telling your parents a wrong price of the commodity?
35. Do you fear the consequences of cheating?
36. Do you give the answers of all questions asked in the examination at your own?
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APPENDIX - IV OVERVIEW OF THE TRAINING MODULE
Skills / modules
Methodology/ Technique used
Objectives / Skills promoted
Theoretical background
Self -esteem
Rapport building Establishing ground rules to assist students to acquire abilities and skills, to know each other
Qureshi (2004)
Acceptance Gradual building of association of mutual respect and trust
Garai Gordobil,Perez,Mozez (2008)
Listening and Observing
Active listening, observing intensely to promote self and group understanding
Bharath, Kumar and Vranda (2002)
Promoting group and individual understanding
Encourage the groups to be more self-sufficient and self-directed
Pasricha (1979)
Problem solving skill development
Developing the skills for solving problems until insight
Schunk (2008)
Closing evaluation and procedures
Enabling groups to work to achieve conscious awareness.
Rao (1981)
Self-
concept
Rapport building To enable students to develop abilities, fostering the culture of self-concept and honesty
Meggert (2004); Rice and Dolgin (2005); Schunk (2000)
Acceptance Self-awareness, self identifying as unique individual, to learn to accept oneself unconditionally
Meggert and Rice (2004)
Listening and Observing
Listening, observing actively and intensely to promote self and group understanding
Dolgin (2005); Schunk (2000)
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Promoting group
and individual understanding
Developing the skills for solving problems until insight gained
Problem solving skill development
Display of talents, valued by important people. This helps students to define their identities around which they do best.
Meggert (2004); Rice and Dolgin (2005); Schunk, 2000)
Closing evaluation and procedures
Students should genuinely believe that they are heard and respected by the adults around them.
Marsh (1990)
Motivation Rapport building Ice breaking sessions on self-motivation
Brooks (1991)
Acceptance Role Play Dicintio and Gee (1999)
Listening and Observing
To enable students to understand their potentials and to identify their weakness
Promoting group and individual understanding
Motivational talk in specific along with activity with examples from within and outside of the environment of the students.
Qureshi (2004) Rao (1981)
Problem solving skill development
Encourage students to share and discuss all academic and emotional needs or any issue that may be standing in the way of progress in college study.
Bharath, Kumar and Vranda (2002)
Closing evaluation and procedures
To empower the students to understand, appreciate and participate in the group learning activities such as critical thinking, decision-making, and problem solving. Coping with stress,
Bharath, Kumar and Vranda (2002)
viii
emotions and interpersonal relations should be part of students.
Coping Skills
To empower and help students to recognize their strengths and weaknesses.
Mental filtering Converting negatives into positives: Adjust your thoughts and beliefs Encourage yourself Focus on the positive side of life when
Qureshi (2004) Bharath, Kumar and Vranda