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Chapter 5
ANALYSIS OF DATA
5.1 Introduction 138
5.2 Emotional Intelligence 139
5.3 Emotional Intelligence and Academic Performance 167
5.4 Emotional Intelligence and Parental Support 184
5.5 Parental Support and Academic Performance 190
5.6 Emotional Intelligence, Parental Support and Academic Performance 194
5.7 Summary 196
References 197
138
|| Shree Shrinathji Prassannostu ||
Chapter 5
ANALYSIS OF DATA
5.1 Introduction
In this chapter, the analysis and interpretations of the data for the present research
are discussed. The main aim is to examine the relation among Emotional Intelligence,
parental support score and academic performance of sampled students. To accomplish the
purpose of the research, the objectives and hypotheses were formed. Most commonly the
statistical hypothesis that is tested is called as the “null hypothesis”. The null hypothesis
is one that states that there is no relationship between two variables or sets of variables.
In the present research, to analyse the data the researcher used chi-square, t-test,
Pearson’s correlation, Z-test and regression analysis using Microsoft Excel and SPSS
version 17.0. The researcher had used chi-square and t-test to finalize the statements of
Emotional Intelligence Scale. The researcher had also used descriptive statistics such as,
mean, median, mode, standard deviation and standard error of mean, minimum and
maximum values to explore the Emotional Intelligence of different students. The
researcher had also used the Pearson’s correlation factor to measure the effect of
Emotional Intelligence on the students’ academic performance. To compare the
significant difference between two correlations, Z-test was used. The researcher had also
measured the impact of Parental Support on the Emotional Intelligence of students
mentioned by the same method as earlier. Furthermore the researcher also explored the
relationship between Parental Support and academic performance. Finally, regression
analysis was used to find out the effect of Emotional Intelligence, Parental Support to
predict academic performance.
For the present research, it was assumed that, if Pearson’s product-moment
correlation coefficient is in between 0.00 to 0.30 that indicates a weak (low level), 0.30 to
0.70 indicates a medium (moderate level) and 0.70 to 1.00 indicates a strong (high level)
relationship (Ratner, 2006)1.
139
5.2 Emotional Intelligence
Researcher studied the Emotional Intelligence of sampled students with relation to
different boards, standards and gender. As discussed earlier, the Emotional Intelligence
Scale was constructed and standardized. The score of Emotional Intelligence Scale (EIS)
was obtained for all students and considered as Emotional Intelligence (EI) for further
data analysis, results, discussion and findings.
For this section, four competencies, twelve skills with boards, standards and
gender were taken as independent (predictor) variables while Emotional Intelligence was
considered as dependant (criterion) variable.
Initially, the data of the total score of EI was calculated as per the Emotional
Intelligence Scale for all students. Table 5.1 and 5.2 show the descriptive statistics for EI
for different main and sub categories respectively.
Table 5.1
Descriptive statistics of EI for different main categories
a. Multiple modes exist. The smallest value is shown
Total GB CB Eighth Ninth Male Female
N 1184 597 587 612 572 653 531
Total N 1184 1184 1184 1184
Mean 302.84 299.55 306.19 303.79 301.82 300.28 305.98
Median 303.00 300.00 306.00 304.00 302.00 300.00 305.00
Mode 314 314 300 289a 301 302
a 293
Std. Deviation 29.089 28.733 29.091 29.491 28.645 30.094 27.508
Range 177 169 177 177 169 173 170
Minimum 212 216 212 212 216 212 219
Maximum 389 385 389 389 385 385 389
Percentiles 25 284.25 283.00 288.00 284.00 285.00 283.00 289.00
50 303.00 300.00 306.00 304.00 302.00 300.00 305.00
75 322.00 318.00 326.00 323.00 320.00 320.00 324.00
140
Table 5.1 shows descriptive statistics i.e. mean, standard error of mean, median,
mode, standard deviation variance, minimum and maximum values and percentiles of EI
for different main categories. The main categories means, total 1184 students were
distributed in only two categories, i.e. boards, standards and gender. For total students, it
was observed that the mean of EI was 302.84. The GB students showed lower EI
(M = 299.55) than CB students (M = 306.19). Similarly, eighth standard students
(M = 303.79) showed higher EI than ninth standard students (M = 301.82) and female
students (M = 305.98) showed higher EI than male students (M = 300.28). The range of
EI score was observed within 212 to 389 for total students. Thus, out of 440 marks, it can
be conclude that the sampled students had scored between 48.18% to 88.41%.
The percentile range indicates that 25% students got less than 284.25 marks and
25% students got more than 322.0 marks so, remaining 50% students got marks within
284.25 to 322.0 in all sampled students.
Table 5.2
Descriptive statistics of EI for different sub categories
Board Both GB CB
Standard Both Eighth Ninth Eighth Ninth
Gender Both Male Female Male Female Male Female Male Female
N 1184 177 124 145 151 181 130 150 126
Mean 302.84 297.11 304.06 293.67 304.36 306.15 309.35 303.35 306.36
Median 303.00 297.00 305.50 295.00 302.00 307.00 310.00 302.50 306.00
Mode 314 289 293a 314 293 323 278 311
a 304
Std. Deviation 29.08 28.46 26.88 33.53 24.02 31.05 29.64 25.46 29.64
Range 177 154 137 169 118 155 143 143 153
Minimum 212 216 236 216 251 212 246 232 219
Maximum 389 370 373 385 369 367 389 375 372
Percentiles 25 284.25 282.00 285.00 271.00 289.00 289.00 289.00 285.00 288.75
50 303.00 297.00 305.50 295.00 302.00 307.00 310.00 302.50 306.00
75 322.00 314.00 321.00 314.00 322.00 328.00 333.00 319.25 326.00
a. Multiple modes exist. The smallest value is shown
141
Table 5.2 shows descriptive statistics of EI for different sub categories for boards,
standards and genders i.e. male and female students of 8th and 9th standard of GB and CB.
The mean EI of GB eighth standard male students (M = 297.11) and female
students (M = 304.06); GB ninth standard male students (M = 293.67) and female
students (M = 304.36); CB eighth standard male students (M = 306.5) and female
students (M = 309.35) and CB ninth standard male students (M = 303.35) and female
students (M = 306.36). So, we can conclude that among the results, female students
showed more EI in both the boards and standards than male students.
The frequency distribution of EI score for all students is shown in Fig. 5.1 and for
GB and CB students is shown in Fig. 5.2.
Fig. 5.1 Frequency distribution of EI score for all students
Fig. 5.1 shows the chart for frequency distribution of EI score for all students. As
the range of marks is varies between 212 to 389, the frequency was taken in the class
length of 20 marks between 210 to 390. From the figure it can be concluded that the data
follows the normal distribution curve.
9
40
101
238
331
264
141
52
8
0
50
100
150
200
250
300
350
No
. of
stu
de
nts
Emotional Intelligence
142
Fig. 5.2 Frequency distribution of EI for GB and CB students
Fig. 5.2 shows the chart for frequency distribution of EI for Gujarat Board and
Central Board students separately. In lower marks range, it seems that numbers of GB
students are more than CB students and in higher marks range, numbers of CB students
are more than GB students. Due to this trend, the CB students have higher EI than GB
students.
7
24
54
138
168
132
51
18
52
16
47
100
163
132
90
34
3
0
20
40
60
80
100
120
140
160
180N
o. o
f st
ud
en
ts
Emotional Intelligence
GB
CB
143
Table 5.3 shows the descriptive statistics of EI, its competencies and skills for all
students.
Table 5.3
Statistical analyses of EI and its skills
Mean Median Mode Std.
Deviation
Emotional Intelligence (EI) 302.84 303 314 29.089
Intrapersonal Awareness (IaA) 81.46 82 82 8.445
Self Awareness (SA) 27.07 27 27 3.962
Self Esteem (SE) 13.97 14 14 2.483
General Mood (GM) 40.41 41 41 5.114
Intrapersonal Management (IaM) 67.00 67.5 69 8.454
Self Control (SC) 23.34 23 23 4.131
Personal Power (PP) 13.18 13 14 2.632
Drive Strength (DS) 30.48 31 30 4.362
Interpersonal Awareness (InA) 98.76 99 98 11.45
Social Awareness (SoA) 28.36 28 28 4.177
Social Relationship (SoR) 44.46 45 45 5.592
Empathy (Em) 25.95 26 26 4.301
Interpersonal Management (InM) 55.62 56 55a 6.85
Leadership (Ld) 21.68 22 22 3.804
Attitude (At) 16.65 17 18 3.187
Managing Relationship (MR) 17.28 17 18 2.749
a. Multiple modes exist. The smallest value is shown
Table 5.3 shows the EI, its competencies and skills with their mean, median,
mode, standard deviation, minimum and maximum values. The mean scores of different
competencies and skills, shows the contribution of each in total EI score.
As, these competencies and skills comprises of different number of statements, to
get the clarity about the influence of each skill on EI, marks were divided with their
number of statements and the mean score per statement were calculated. Table 5.4 shows
number of statements, mean and mean scores per statement for EI, its competencies and
skills.
144
Table 5.4
Mean score per statement for EI and its skills
No. of
Statements
Mean Mean
score per
statement
Emotional Intelligence (EI) 110 302.84 2.75
Intrapersonal Awareness (IaA) 31 81.46 2.63
Self Awareness (SA) 11 27.07 2.46
Self Esteem (SE) 5 13.97 2.79
General Mood (GM) 15 40.41 2.69
Intrapersonal Management (IaM) 24 67 2.79
Self Control (SC) 9 23.34 2.59
Personal Power (PP) 5 13.18 2.64
Drive Strength (DS) 10 30.48 3.05
Interpersonal Awareness (InA) 34 98.76 2.90
Social Awareness (SoA) 10 28.36 2.84
Social Relationship (SoR) 15 44.46 2.96
Empathy (Em) 9 25.95 2.88
Interpersonal Management (InM) 21 55.62 2.65
Leadership (Ld) 8 21.68 2.71
Attitude (At) 7 16.65 2.38
Managing Relationship (MR) 6 17.28 2.88
Table 5.4 shows the mean score per statement for EI, its competencies and skills.
It can be concluded that, among all competencies, Interpersonal Awareness contributes
maximum (i.e. 2.90) while Intrapersonal Awareness contributes minimum (i.e. 2.63).
Similarly, it can also be proved that among all skills, Drive Strength contributes
maximum (i.e. 3.05) while Attitude (i.e. 2.38) contributes minimum. In addition to this,
other emotional skills like Social Relationship, Empathy, Managing Relationship and
Social Awareness also came in top five group which shows higher impact on total EI.
145
Fig. 5.3 Average score of each competency and skill in EI
Fig. 5.4 Mean scores per statement for EI and its skills
Fig. 5.3 shows the score of each competencies and skills with their mean values
for all sampled students. The number in the brackets with the skills shows the no. of
statements comprises in that competency/ skill. Fig. 5.4 shows mean scores per statement
for each competency and skill.
Hereafter, statistical analysis and interpretation of the hypotheses related to
Emotional Intelligence are discussed in detail.
H0(1): There is no relationship between Emotional Intelligence and its competencies.
To examine this hypothesis, the researcher had found the correlations between
Emotional Intelligence and its competencies, which are shown in Table 5.5.
0102030405060708090
100
IaA (31)
SA (11)
SE (5)
GM (15)
IaM (24)
SC (9)
PP (5)
DS (10)
InA (34)
SoA (10)
SoR (15)
Em (9)
InM (21)
Ld (8)
At (7)
MR (6)
Sco
re
EI Competencies & Skills
2.30
2.40
2.50
2.60
2.70
2.80
2.90
3.00
3.10
IaA SA SE GM IaM SC PP DS InA SoA SoR Em InM Ld At MR
Sco
re o
bta
ine
d p
er
stat
em
en
t
EI Competencies & Skills
146
Table 5.5
Correlation of EI and its competencies
Table 5.5 shows the correlations I between EI and its four main competencies, i.e.
with Intrapersonal Awareness (r = .820), Intrapersonal Management (r = .813),
Interpersonal Awareness (r = .870) and Interpersonal Management (r = .778) at 0.01 level
of significance. Thus, the null hypothesis i.e. there was no relationship between
Emotional Intelligence and its competencies was rejected and the researcher can conclude
that there was a positive strong relation between them at 0.01 level of significance. From
the above data it can be concluded that, there is positive strong relation between
Emotional Intelligence and its four competencies i.e. Intrapersonal Awareness,
Intrapersonal Management, Interpersonal Awareness and Interpersonal Management. The
maximum relation was observed with Interpersonal Awareness and minimum with
Interpersonal Management.
In addition to that, Interpersonal Awareness was moderately correlated with other
three competencies i.e. with Intrapersonal Management (r = .585), Interpersonal
Awareness (r = .593) and Interpersonal Management (r = .535) at 0.01 level of
significance. Similarly, Intrapersonal Management was moderately correlated to
Interpersonal Awareness (r = .572) and Interpersonal Management (r = .540) at 0.01 level
of significance. Interpersonal Awareness was moderately correlated to Interpersonal
Management (r = .586) at 0.01 level of significance. From the above results, it can be
concluded that all competencies are mutually correlated with each other. It can be also
interpreted that students who were emotionally strong in one competency, were also
found better in other competencies.
Emotional
Intelligence
Intrapersonal
Awareness
Intrapersonal
Management
Interpersonal
Awareness
Interpersonal
Management
Emotional Intelligence 1 .820**
.813**
.870**
.778**
Intrapersonal Awareness .820**
1 .585**
.593**
.535**
Intrapersonal Management .813**
.585**
1 .572**
.540**
Interpersonal Awareness .870**
.593**
.572**
1 .586**
Interpersonal Management .778**
.535**
.540**
.586**
1
**. Correlation is significant at the 0.01 level (2-tailed).
147
H0(2): There is no relationship between competency of Intrapersonal Awareness and its
skills.
To examine this hypothesis, the researcher had found the correlations between
competency of Intrapersonal Awareness and its skills, which are shown in Table 5.6.
Table 5.6
Correlation of Intrapersonal Awareness and its skills
Table 5.6 shows the correlations for Intrapersonal Awareness and its sub-
components (skills). Intrapersonal Awareness was positively strongly correlated with its
skills i.e. with Self Awareness (r = .720) and with General Mood (r = .812) but
moderately correlated with Self Esteem (r = .579) at 0.01 level of significance. Thus, the
null hypothesis i.e. there was no relationship between Intrapersonal Awareness
competency and its skills was rejected and the researcher can conclude that there was a
positive strong relation between them at 0.01 level of significance. Thus, it can be
concluded that student who can handle their mood and are aware of their own emotions
can have better Intrapersonal Awareness. In contrary, the Self Esteem has reasonable
effect on Intrapersonal Awareness.
Moreover, the skills of Intrapersonal Awareness were also mutually correlated (r =
.255 to .280) at low level with 0.01 level of significance. Though all three skills of
Intrapersonal Awareness are having distinct features, from the result it can be concluded
that the relationships between them were at low level but noteworthy.
Intrapersonal
Awareness Self Awareness Self Esteem General Mood
Intrapersonal Awareness 1 .720**
.579**
.812**
Self Awareness .720**
1 .278**
.280**
Self Esteem .579**
.278**
1 .255**
General Mood .812**
.280**
.255**
1
**. Correlation is significant at the 0.01 level (2-tailed).
148
H0(3): There is no relationship between competency of Intrapersonal Management and
its skills.
To examine this hypothesis, the researcher had found the correlations between
competency of Intrapersonal Management and its skills, which are shown in Table 5.7.
Table 5.7
Correlation of Intrapersonal Management and its skills
Table 5.7 shows the correlations I for Intrapersonal Management and its skills.
Intrapersonal Management was positively highly correlated with its skills i.e. with Self
Control (r = .759) and with Drive Strength (r = .810) but moderately correlated with
Personal Power (r = .677) at 0.01 level of significance. Thus, the null hypothesis i.e. there
was no relationship between Intrapersonal Management competency and its skills was
rejected and the researcher can conclude that there was a positive strong relation between
them at 0.01 level of significance. Thus, it can be concluded that the students who have
self control on their emotions and have higher ability for goal setting has better
Intrapersonal Management, however Personal Power has reasonable effect on
Intrapersonal Management.
Also, the skills of Intrapersonal Management were moderately correlated (r = .310
to .415) at 0.01 level of significance with each other. Though all three skills of
Intrapersonal Management are having distinct features, from the result, it can be
concluded that the relationships between them were at remarkably moderate level.
Intrapersonal
Management Self Control Personal Power Drive Strength
Intrapersonal Management 1 .759**
.677**
.810**
Self Control .759**
1 .310**
.338**
Personal Power .677**
.310**
1 .415**
Drive Strength .810**
.338**
.415**
1
**. Correlation is significant at the 0.01 level (2-tailed).
149
H0(4): There is no relationship between competency of Interpersonal Awareness and its
skills.
To examine this hypothesis, the researcher had found the correlations between
competency of Interpersonal Awareness and its skills, which are shown in Table 5.8.
Table 5.8
Correlation of Interpersonal Awareness and its skills
Table 5.8 shows the correlations I for Interpersonal Awareness and its skills.
Interpersonal Awareness was positively highly correlated with its skills i.e. with Social
Awareness (r = .774), with Social Relationships (r = .868) and with Empathy (r = .782) at
0.01 level of significance. Thus, the null hypothesis i.e. there was no relationship between
Interpersonal Awareness competency and its skills was rejected and can be interpreted
that there was a positive strong relation between them at 0.01 level of significance. Thus,
it can be concluded that the students who had higher Interpersonal Awareness can have
better understanding of emotions of other people. In all three skills Social Relationship
skill influence greater than Empathy and Social Awareness.
In addition to that, the skills of Interpersonal Awareness were moderately
correlated (r = .426 to .514) at 0.01 level of significance with each other. Though all three
skills of Interpersonal Awareness are having distinct features, from the result, it can be
concluded that the relationships between them were remarkably at moderate level.
Interpersonal
Awareness
Social
Awareness
Social
Relationship Empathy
Interpersonal Awareness 1 .774**
.868**
.782**
Social Awareness .774**
1 .510**
.426**
Social Relationship .868**
.510**
1 .514**
Empathy .782**
.426**
.514**
1
**. Correlation is significant at the 0.01 level (2-tailed).
150
H0(5): There is no relationship between competency of Interpersonal Management and
its skills.
To examine this hypothesis, the researcher had found the correlations between
competency of Interpersonal Management and its skills, which are shown in Table 5.9.
Table 5.9
Correlation of Interpersonal Management and its skills
Interpersonal
Management Leadership Attitude
Managing
Relationship
Interpersonal Management 1 .783**
.681**
.619**
Leadership .783**
1 .270**
.253**
Attitude .681**
.270**
1 .165**
Managing Relationship .619**
.253**
.165**
1
**. Correlation is significant at the 0.01 level (2-tailed).
Table 5.9 shows the correlations I for Interpersonal Management and its skills.
Interpersonal Management was positively highly correlated with its skills i.e. with
Leadership (r = .783) but moderately correlated with Attitude (r = .681) and with
Managing Relationship (r = .619) at 0.01 level of significance. Thus, the null hypothesis
i.e. there was no relationship between Interpersonal Management competency and its
skills was rejected and the researcher can conclude that there was a positive strong
relation between them at 0.01 level of significance. Thus, it can be concluded that the
students who have Leadership skill can have superior effect on Interpersonal
Management, while Attitude and Managing Relationship has less but quite good effect on
Interpersonal Management.
The skills of Interpersonal Management were correlated at low level (r = .165 to
.270) at 0.01 level of significance with each other. Though all three skills of Intrapersonal
Management are having distinct features, from the result, it can be concluded that the
relationships between them were at low level but noteworthy.
151
H0(6): There is no relationship between Emotional Intelligence and its twelve skills.
To examine the hypothesis no. 6, the researcher had found the correlations
between Emotional Intelligence and its skills. Table 5.10 shows the correlations matrix
for EI and its skills. EI was highly correlated with Social Relationships (r = .765). EI was
moderately correlated with remaining other skills i.e. Self Awareness (r = .561), Self
Esteem (r = .470), General Mood (r = .691), Self Control (r = .621), Personal Power (r =
.509), Drive Strength (r = .681), Social Awareness (r = .657), Empathy (r = .683),
Leadership (r = .649), Attitude (r = .499) and Managing Relationship (r = .463) at 0.01
level of significance. Thus, the null hypothesis i.e. there was no relationship between
Emotional Intelligence and its skills was rejected and the researcher can conclude that
there was a positive strong relation between them at 0.01 level of significance.
From the table it can be concluded that the skills which shows better relationship with
their competency, have also significant effect on Emotional Intelligence. In general, with all
skills of Interpersonal Awareness, the other skills like, General Mood, Self Control, Drive
Strength and Leadership are additional qualities which take a lead role in overall performance
of Emotional Intelligence. It is also found that the skills of one competency are also related to
other competencies at low to moderate level.
152
Table 5.10 Correlation of EI, its competencies and skills
EI IaA SA SE GM IaM SC PP DS InA SoA SoR Em InM Ld At MR
Emotional Intelligence 1 .820**
.561**
.470**
.691**
.813**
.621**
.509**
.681**
.870**
.657**
.765**
.683**
.778**
.649**
.499**
.463**
Intrapersonal Awareness .820**
1 .720**
.579**
.812**
.585**
.451**
.356**
.493**
.593**
.412**
.547**
.467**
.535**
.425**
.395**
.288**
Self Awareness .561**
.720**
1 .278**
.280**
.387**
.317**
.214**
.322**
.386**
.281**
.356**
.291**
.370**
.292**
.288**
.184**
Self Esteem .470**
.579**
.278**
1 .255**
.371**
.212**
.262**
.359**
.297**
.219**
.289**
.203**
.327**
.303**
.208**
.154**
General Mood .691**
.812**
.280**
.255**
1 .487**
.396**
.296**
.390**
.536**
.357**
.488**
.447**
.438**
.327**
.327**
.257**
Intrapersonal Management .813**
.585**
.387**
.371**
.487**
1 .759**
.677**
.810**
.572**
.425**
.502**
.458**
.540**
.480**
.283**
.354**
Self control .621**
.451**
.317**
.212**
.396**
.759**
1 .310**
.338**
.453**
.312**
.426**
.349**
.387**
.315**
.281**
.203**
Personal Power .509**
.356**
.214**
.262**
.296**
.677**
.310**
1 .415**
.337**
.272**
.285**
.264**
.323**
.313**
.100**
.255**
Drive Strength .681**
.493**
.322**
.359**
.390**
.810**
.338**
.415**
1 .476**
.364**
.398**
.397**
.486**
.444**
.222**
.340**
Interpersonal Awareness .870**
.593**
.386**
.297**
.536**
.572**
.453**
.337**
.476**
1 .774**
.868**
.782**
.586**
.513**
.360**
.333**
Social Awareness .657**
.412**
.281**
.219**
.357**
.425**
.312**
.272**
.364**
.774**
1 .510**
.426**
.462**
.446**
.226**
.273**
Social Relationship .765**
.547**
.356**
.289**
.488**
.502**
.426**
.285**
.398**
.868**
.510**
1 .514**
.506**
.439**
.322**
.281**
Empathy .683**
.467**
.291**
.203**
.447**
.458**
.349**
.264**
.397**
.782**
.426**
.514**
1 .452**
.361**
.320**
.256**
Interpersonal Management .778**
.535**
.370**
.327**
.438**
.540**
.387**
.323**
.486**
.586**
.462**
.506**
.452**
1 .783**
.681**
.619**
Leadership .649**
.425**
.292**
.303**
.327**
.480**
.315**
.313**
.444**
.513**
.446**
.439**
.361**
.783**
1 .270**
.253**
Attitude .499**
.395**
.288**
.208**
.327**
.283**
.281**
.100**
.222**
.360**
.226**
.322**
.320**
.681**
.270**
1 .165**
Managing Relationship .463**
.288**
.184**
.154**
.257**
.354**
.203**
.255**
.340**
.333**
.273**
.281**
.256**
.619**
.253**
.165**
1
**. Correlation is significant at the 0.01 level (2-tailed).
153
H0(7): There is no significant difference between Emotional Intelligence of students of
different boards.
To explore this hypothesis, the t-test was carried out for Gujarat Board and Central
Board students, which is shown in Table 5.11(a) and (b).
Table 5.11 (a)
EI of different boards
Board N Mean Std. Deviation Std. Error Mean
Emotional Intelligence GB 597 299.55 28.733 1.176
CB 587 306.19 29.091 1.201
Table 5.11 (b)
t-Test for EI of different boards
Table 5.11 (a) shows the mean, standard deviation and standard error mean for
emotional Intelligence of the students of Gujarat Board and Central Board for all students.
Table 5.11 (b) shows an independent-samples t-test which was conducted to compare the
means of Emotional Intelligence of Gujarat Board and Central Board students. The
Central Board students showed higher EI (M = 306.19, SD = 29.091) than Gujarat Board
students (M = 299.55, SD = 28.733). From table 5.11 (b) the researcher found that
t = - 3.951, p = 0.00 < 0.01, so the null hypothesis was rejected and it was found that there
was a significant difference in the scores of Emotional Intelligence between Gujarat
Board and Central Board students at 0.01 level of significance. Thus, it can be concluded
that, the CB students were emotionally stronger than the GB students.
Levene’s Test
for Equality of
Variances t-test for Equality of Means
F Sig. t df
Sig.
(2-tailed)
Mean
Difference
Std. Error
Difference
Emotional
Intelligence
Equal variances
assumed
.534 .465 -3.951 1182 .000 -6.640 1.681
Equal variances
not assumed
-3.951 1180.98 .000 -6.640 1.681
154
In descriptive statistics, a box plot (also known as a box-and-whisker diagram) is a
convenient way of graphically depicting groups of numerical data through their five-
number summaries: the smallest observation (sample minimum), lower quartile (Q1),
median (Q2), upper quartile (Q3), and largest observation (sample maximum). A box plot
may also indicate which observations, if any, might be considered outliers. Fig. 5.5 shows
the box plot for Emotional Intelligence of GB and CB students.
Fig. 5.5 Box plot for EI of different boards
From the box plot graph, it is evident that there was a difference in Emotional
Intelligence of CB and GB students. The lower quartile, median and upper quartile was
higher for CB students. Thus it can be concluded that CB students had more EI than GB
students. From the graph it is also observed that very few students are as outliers i.e. score
extremely high and low as compared to the rest of the group members.
H0(7a): There is no significant difference in Emotional Intelligence of eighth standard
students of different boards.
To evaluate this hypothesis, the t-test was carried out for eighth standard students
of Gujarat Board and Central Board, which is shown in Table 5.12 (a) and (b).
155
Table 5.12 (a)
EI of eighth standard students of different boards
Board N Mean Std. Deviation Std. Error Mean
Emotional Intelligence GB 301 299.97 27.988 1.613
CB 311 307.49 30.466 1.728
Table 5.12 (b)
t-Test for EI of eighth standard students of different boards
Levene’s Test for
Equality of
Variances t-test for Equality of Means
F Sig. t df
Sig.
(2-tailed)
Mean
Difference
Std. Error
Difference
Emotional
Intelligence
Equal variances
assumed
3.460 .063 -3.178 610 .002 -7.522 2.367
Equal variances
not assumed
-3.182 608.35 .002 -7.522 2.364
Table 5.12 (a) shows the mean, standard deviation and standard error mean for
Emotional Intelligence of Gujarat Board and Central Board of the eighth standard
students. Table 5.12 (b) shows an independent-samples t-test which was conducted to
compare the means of Emotional Intelligence of Gujarat Board and Central Board
students of eighth standard. The Central Board students showed higher EI (M = 307.49,
SD = 30.466) than Gujarat Board students (M = 299.97, SD = 27.988). From table 5.12
(b) the researcher found that t = - 3.178, p = 0.002 < 0.01, so the null hypothesis was
rejected and in other words it was found that there was a significant difference in the
scores of Emotional Intelligence between Gujarat Board and Central Board students of
eighth standard at 0.01 level of significance. Thus, it can be concluded that, the eighth
standard CB students were emotionally stronger than the eighth standard GB students.
H0(7b): There is no significant difference in Emotional Intelligence of ninth standard
students of different boards.
To evaluate the hypothesis, the t-test was carried out for ninth standard students of
Gujarat Board and Central Board, which is shown in Table 5.13 (a) and (b).
156
Table 5.13 (a)
EI of ninth standard students of different boards
Board N Mean Std. Deviation Std. Error Mean
Emotional Intelligence GB 296 299.12 29.514 1.715
CB 276 304.72 27.441 1.652
Table 5.13 (b)
t-Test for EI of ninth standard students of different boards
Levene’s Test for
Equality of
Variances t-test for Equality of Means
F Sig. t df
Sig.
(2-tailed)
Mean
Difference
Std. Error
Difference
Emotional
Intelligence
Equal variances
assumed
.929 .335 -2.345 570 .019 -5.599 2.387
Equal variances
not assumed
-2.351 569.99 .019 -5.599 2.381
Table 5.13 (a) shows the mean, standard deviation and standard error mean for
Emotional Intelligence of Gujarat Board and Central Board of the ninth standard students.
Table 5.13 (b) shows an independent-samples t-test which was conducted to compare the
means of Emotional Intelligence of Gujarat Board and Central Board students of ninth
standard. The Central Board students showed higher EI (M = 304.72, SD = 27.441) than
Gujarat board students (M = 299.12, SD = 29.514). From table 5.13 (b) the researcher
found that t = - 2.345, p = 0.019 < 0.05, so the null hypothesis was rejected and in other
words it was found that there was a significant difference in the scores of Emotional
Intelligence between Gujarat Board and Central Board students of ninth standard at 0.05
level of significance. Therefore, it can be concluded that, the ninth standard CB students
were emotionally stronger than the ninth standard GB students.
H0(7c): There is no significant difference in Emotional Intelligence of male students of
different boards.
To evaluate this hypothesis, the t-test was carried out for male students of Gujarat
Board and Central Board, which is shown in Table 5.14 (a) and (b).
157
Table 5.14 (a)
EI of male students of different boards
Board N Mean Std. Deviation Std. Error Mean
Emotional Intelligence GB 322 295.56 30.849 1.719
CB 331 304.88 28.647 1.575
Table 5.14 (b)
t-Test for EI of male students of different boards
Levene’s Test for
Equality of
Variances t-test for Equality of Means
F Sig. t df
Sig.
(2-tailed)
Mean
Difference
Std. Error
Difference
Emotional
Intelligence
Equal variances
assumed
.629 .428 -4.003 651 .000 -9.323 2.329
Equal variances
not assumed
-3.999 644.36 .000 -9.323 2.331
Table 5.14 (a) shows the mean, standard deviation and standard error mean for
Emotional Intelligence of male students of Gujarat Board and Central Board. Table 5.14
(b) shows an independent-samples t-test which was conducted to compare the means of
Emotional Intelligence of male students of Gujarat Board and Central Board students.
The Central Board students showed higher EI (M = 304.88, SD = 28.647) than Gujarat
Board students (M = 295.56, SD = 30.849). From table 5.14 (b) the researcher found that
t = - 4.003, p = 0.00 < 0.01, so the null hypothesis was rejected and it was concluded that
there was a significant difference in the scores of Emotional Intelligence between Gujarat
Board and Central Board male students at 0.01 level of significance. Thus, it can be
concluded that, male students of Central Board has more EI than male students of Gujarat
Board.
158
H0(7d): There is no significant difference in Emotional Intelligence of female students
of different boards.
To evaluate this hypothesis, the t-test was carried out for female students of
Gujarat Board and Central Board, which is shown in Table 5.15 (a) and (b).
Table 5.15 (a)
EI of female students of different boards
Board N Mean Std. Deviation Std. Error Mean
Emotional Intelligence GB 275 304.22 25.304 1.526
CB 256 307.88 29.627 1.852
Table 5.15 (b)
t-Test for EI of female students of different boards
Levene’s Test for
Equality of
Variances t-test for Equality of Means
F Sig. t df
Sig.
(2-tailed)
Mean
Difference
Std. Error
Difference
Emotional
Intelligence
Equal variances
assumed
5.949 .015 -1.533 529 .126 -3.657 2.386
Equal variances
not assumed
-1.524 503.03 .128 -3.657 2.399
Table 5.15 (a) shows the mean, standard deviation and standard error mean for
emotional Intelligence of female students of Gujarat Board and Central Board. Table 5.15
(b) shows an independent-samples t-test which was conducted to compare the means of
Emotional Intelligence of female students of Gujarat Board and Central Board students.
The Central Board students showed higher EI (M = 307.88, SD = 29.627) than Gujarat
Board students (M = 304.22, SD = 25.304). From table 5.15 (b) the researcher found that
t = - 1.533, p = 0.126 > 0.05, so the null hypothesis was accepted and it was concluded
that there was no significant difference in the scores of Emotional Intelligence between
Gujarat Board and Central Board female students at 0.05 or 0.01 level of significance.
Therefore, it can be concluded that, female students of Central Board and Gujarat Board
have almost same level of EI.
159
H0(8): There is no significant difference between Emotional Intelligence of students of
different standards.
To explore this hypothesis, the t-test was carried out for all eighth and ninth
standard students, which is shown in Table 5.16 (a) and (b).
Table 5.16 (a)
EI of different standards
Standard N Mean Std. Deviation Std. Error Mean
Emotional Intelligence Eighth 612 303.79 29.491 1.192
Ninth 572 301.82 28.645 1.198
Table 5.16 (b)
t-Test for EI of different standards
Levene’s Test for
Equality of
Variances t-test for Equality of Means
F Sig. t df
Sig.
(2-tailed)
Mean
Difference
Std. Error
Difference
Emotional
Intelligence
Equal variances
assumed
1.160 .282 1.164 1182 .245 1.969 1.691
Equal variances
not assumed
1.165 1180.24 .244 1.969 1.690
Table 5.16 (a) shows the mean, standard deviation and standard error mean for
Emotional Intelligence of all the students of eighth standard and ninth standard. Table
5.16 (b) shows an independent-samples t-test which was conducted to compare the means
of Emotional Intelligence of all eighth standard and ninth standard students. The eighth
standard students showed higher EI (M = 303.79, SD = 29.491) than ninth standard
students (M = 301.82, SD = 28.645). From table 5.16 (b) the researcher found that t =
1.164, p = 0.245 > 0.05, so the null hypothesis was accepted and in other words it was
found that there was no significant difference in the scores of Emotional Intelligence
between eighth and ninth standards at 0.05 or 0.01 level of significance. Thus, it can be
concluded that with the difference of one year in age, specific difference is not observed
160
in Emotional Intelligence of sampled students. Fig. 5.6 shows the box plot for the
Emotional Intelligence of the eighth and ninth standard students.
Fig. 5.6 Box plot for EI of different standards
The box plot in Fig. 5.6 indicates that there was no difference between the
medians of eighth standard and ninth standard groups. It is noticed that eighth standard
students have more EI than ninth standard students but the difference is not statistically
significant. The graph also shows that some students as outliers i.e. score extremely high
and low as compared to the rest of the group members.
H0(8a): There is no significant difference of Emotional Intelligence of Gujarat Board’s
students of different standards.
To explore this hypothesis, the t-test was carried out for Gujarat Board’s eighth
and ninth standard students, which is shown in Table 5.17 (a) and (b).
161
Table 5.17 (a)
EI of different standards of Gujarat Board
Standard N Mean Std. Deviation Std. Error Mean
Emotional Intelligence Eighth 301 299.97 27.988 1.613
Ninth 296 299.12 29.514 1.715
Table 5.17 (b)
t-Test for EI of different standards of Gujarat Board
Levene’s Test for
Equality of
Variances t-test for Equality of Means
F Sig. t df
Sig.
(2-tailed)
Mean
Difference
Std. Error
Difference
Emotional
Intelligence
Equal variances
assumed
.439 .508 .360 595 .719 .848 2.354
Equal variances
not assumed
.360 592.115 .719 .848 2.355
Table 5.17 (a) shows the mean, standard deviation and standard error mean for
Emotional Intelligence of the Gujarat Board’s students of eighth standard and ninth
standard. Table 5.17 (b) shows an independent-samples t-test which was conducted to
compare the means of Emotional Intelligence of Gujarat Board’s eighth standard and
ninth standard students. The eighth standard students showed almost same EI (M =
299.97, SD = 27.988) as ninth standard students (M = 299.12, SD = 29.514). From table
5.17 (b) the researcher found that t = 0.360, p = 0.719 > 0.05, so the null hypothesis was
accepted and it was found that there was no significant difference in the scores of
Emotional Intelligence between two standards of Gujarat Board at 0.05 or 0.01 level of
significance. Thus, it can be concluded that Gujarat Board’s students of eighth and ninth
standard were equally emotionally strong.
162
H0(8b): There is no significant difference of Emotional Intelligence of Central Board’s
students of different standards.
To explore this hypothesis, the t-test was carried out for Central Board’s eighth
and ninth standard students, which is shown in Table 5.18 (a) and (b).
Table 5.18 (a)
EI of different standards of Central Board
Standard N Mean Std. Deviation Std. Error Mean
Emotional Intelligence Eighth 311 307.49 30.466 1.728
Ninth 276 304.72 27.441 1.652
Table 5.18 (b)
t-Test for EI of different standards of Central Board
Levene’s Test
for Equality of
Variances t-test for Equality of Means
F Sig. t df
Sig.
(2-tailed)
Mean
Difference
Std. Error
Difference
Emotional
Intelligence
Equal variances
assumed
4.635 .032 1.152 585 .250 2.771 2.405
Equal variances
not assumed
1.159 584.868 .247 2.771 2.390
Table 5.18 (a) shows the mean, standard deviation and standard error mean for
Emotional Intelligence of the Central Board’s students of eighth standard and ninth
standard. Table 5.18 (b) shows an independent-samples t-test which was conducted to
compare the means of Emotional Intelligence of Central Board’s eighth standard and
ninth standard students. The eighth standard students showed higher EI (M = 307.49, SD
= 30.466) than ninth standard students (M = 304.72, SD = 27.441). From table 5.18 (b)
the researcher found that t = 1.152, p = 0.250 > 0.05, so the null hypothesis was accepted
and it was concluded that there was no significant difference in the scores of Emotional
Intelligence between two standards of Central Board at 0.05 or 0.01 level of significance.
163
Thus, it can be concluded that Central Board’s students of eighth and ninth standard were
equally emotionally strong.
H0(9): There is no significant difference between Emotional Intelligence of students of
different gender.
To examine this hypothesis, the t-test was carried out for all male and female
students, which is shown in Table 5.19 (a) and (b).
Table 5.19 (a)
EI of different genders
Gender N Mean Std. Deviation Std. Error Mean
Emotional Intelligence Male 653 300.28 30.094 1.178
Female 531 305.98 27.508 1.194
Table 5.19 (b)
t-Test for EI of different genders
Levene’s Test
for Equality of
Variances t-test for Equality of Means
F Sig. t df
Sig.
(2-tailed)
Mean
Difference
Std. Error
Difference
Emotional
Intelligence
Equal variances
assumed
2.777 .096 -3.368 1182 .001 -5.700 1.692
Equal variances
not assumed
-3.399 1165.936 .001 -5.700 1.677
Table 5.19 (a) shows the mean, standard deviation and standard error mean for
Emotional Intelligence of the male and female students. Table 5.19 (b) shows an
independent-samples t-test which was conducted to compare the means of Emotional
Intelligence of male and female students. The female students showed higher EI (M =
305.98, SD = 27.508) than male students (M = 300.28, SD = 30.094). From table 5.19 (b)
the researcher found that t = - 3.368, p = 0.001 < 0.01, so the null hypothesis was rejected
164
and in other words it was found that there was a significant difference in the scores of
Emotional Intelligence between two genders i.e. male and female at 0.01 level of
significance. By this analysis, it can be concluded that female students are emotionally
stronger than male students. Thus, female students can better understand and manage
emotions in oneself and in others than male students. Fig. 5.7 shows the box plot for the
Emotional Intelligence of male and female students.
Fig. 5.7 Box plot for EI of different genders
The box plot shown in Fig. 5.7 indicates that there was a significant difference
between the medians of male and female students. It is observed that the lower quartile,
median and upper quartile were higher for female students than male students. Thus it can
be concluded that female students have more EI than male students. From the graph it is
also observed that very few students are as outliers i.e. score extremely high and low as
compared to the rest of the group members.
H0(9a): There is no significant difference of Emotional Intelligence of Gujarat Board’s
students of different gender.
To explore this hypothesis, the t-test was carried out for male and female students
of Gujarat Board, which is shown in Table 5.20 (a) and (b).
165
Table 5.20 (a)
EI of different genders of Gujarat Board
Gender N Mean Std. Deviation Std. Error Mean
Emotional Intelligence Male 322 295.56 30.849 1.719
Female 275 304.22 25.304 1.526
Table 5.20 (b)
t-Test for EI of different genders of Gujarat Board
Levene’s Test
for Equality of
Variances t-test for Equality of Means
F Sig. t df
Sig.
(2-tailed)
Mean
Difference
Std. Error
Difference
Emotional
Intelligence
Equal variances
assumed
7.004 .008 -3.711 595 .000 -8.663 2.334
Equal variances
not assumed
-3.769 594.05 .000 -8.663 2.299
Table 5.20 (a) shows the mean, standard deviation and standard error mean for
Emotional Intelligence of the male and female students of Gujarat Board. Table 5.20 (b)
shows an independent-samples t-test which was conducted to compare the means of
Emotional Intelligence of male and female students of Gujarat Board. The female
students showed higher EI (M = 304.22, SD = 25.304) than male students (M = 295.56,
SD = 30.849). From table 5.20 (b) the researcher found that t = - 3.711, p = 0.00 < 0.01,
so the null hypothesis was rejected and it was proved that there was a significant
difference in the scores of Emotional Intelligence between two genders of Gujarat Board
at 0.01 level of significance. Thus, it can be proved that, female students have more EI
than male students of Gujarat Board.
166
H0(9b): There is no significant difference of Emotional Intelligence of Central Board’s
students of different gender.
To explore this hypothesis, the t-test was carried out for male and female students
of Central Board, which is shown in Table 5.21 (a) and (b).
Table 5.21 (a)
EI of different genders of Central Board
Gender N Mean Std. Deviation Std. Error Mean
Emotional Intelligence Male 331 304.88 28.647 1.575
Female 256 307.88 29.627 1.852
Table 5.21 (b)
t-Test for EI of different genders of Central Board
Levene’s Test
for Equality of
Variances t-test for Equality of Means
F Sig. t df
Sig.
(2-tailed)
Mean
Difference
Std. Error
Difference
Emotional
Intelligence
Equal variances
assumed
.315 .575 -1.238 585 .216 -2.997 2.420
Equal variances
not assumed
-1.233 539.244 .218 -2.997 2.431
Table 5.21 (a) shows the mean, standard deviation and standard error mean for
Emotional Intelligence of the male and female students of Central Board. Table 5.21 (b)
shows an independent-samples t-test which was conducted to compare the means of
Emotional Intelligence of male and female students of Central Board. The female
students showed higher EI (M = 307.88, SD = 29.627) than male students (M = 304.88,
SD = 28.647). But, from table 5.21 (b) the researcher found that t = - 1.238, p = 0.216 >
0.05, so the null hypothesis was accepted and found that there was no significant
difference in the scores of Emotional Intelligence between two genders of Central Board
at 0.05 or 0.01 level of significance. Thus, it can be proved that, female students have
more EI than male students of Central Board.
167
5.3 Emotional Intelligence and Academic Performance
One of the main objective of the present research is to know the effect of
Emotional Intelligence on academic performance of the students. Thus, for this section,
Emotional Intelligence, its four competencies with twelve skills were taken as
independent (predictor) variables while academic performance was taken as dependant
(criterion) variable. Hereafter, statistical analysis and interpretation of the hypotheses
related to Emotional Intelligence and academic performance are discussed in detail.
H0(10): There is no significant relationship between Emotional Intelligence and
academic performance of students.
To examine this hypothesis, the researcher had found the correlations between
Emotional Intelligence and academic performance, which are shown in Table 5.22.
Table 5.22
Correlation between Emotional Intelligence and academic performance
Table 5.22 shows the correlations I between two variables i.e. Emotional
Intelligence and academic achievement. Emotional Intelligence and academic
performance was positively strongly correlated with, r = .747 at 0.01 level of significance.
Thus, the null hypothesis was rejected and was found that there was a positive high
correlation between Emotional Intelligence and academic performance at 0.01 level of
significance. Thus it can be concluded that, students with high Emotional Intelligence
show better academic performance than those with low Emotional Intelligence. These
significant positive correlations between Emotional Intelligence and academic
performance also indicate that academic success does not only depend on cognitive
aspects of intelligence rather it is also affected by emotional abilities.
Correlations (N=1184)
Emotional
Intelligence
Academic
Performance
Emotional Intelligence 1 .747**
Academic Performance .747**
1
**. Correlation is significant at the 0.01 level (2-tailed).
168
To further understand the relation between Emotional Intelligence and academic
performance the data of Emotional Intelligence was divided into two categories i.e. the
students who scored more than average EI (M = 302.84) were considered in high EI
group and who scored less than average EI were considered in low EI group. The
relationship between Emotional Intelligence and academic performance is shown in box
plot in Fig. 5.8.
Fig. 5.8 Box plot for comparison of academic performance of high and low groups of
EI
The box plot shown in Fig. 5.8 clearly shows that there was significant difference
between the medians of both the groups of EI on academic performance. Thus, the
students who were in high EI group shows more academic performance than the low EI
group. The lower quartile and upper quartile also found more, for high EI group students
than low EI group students.
H0(10a): There is no significant relationship between Emotional Intelligence and
academic performance in Mathematics subject.
H0(10b):There is no significant relationship between Emotional Intelligence and
academic performance in English subject.
EI Groups N
Low EI 585
High EI 599
Total 1184
169
To explore these two hypotheses, the researcher had found the correlations
between Emotional Intelligence and academic performance in two subjects i.e.
Mathematics and English, which are shown in Table 5.23.
Table 5.23
Correlation between Emotional Intelligence and academic performance in
Mathematics and English subjects
Table 5.23 shows the correlations I between two variables i.e. Emotional
Intelligence and academic performance in Mathematics and English subjects. The
Emotional Intelligence showed more correlations with English subject (r = .696) than
with Mathematics subject (r = .625) at 0.01 level of significance. Thus, the null
hypothesis no. 10 (a) and 10 (b) were rejected and it was found that there was a positive
moderate correlation between them at 0.01 level of significance. Thus, it was found that,
the Emotional Intelligence is more correlated with English subject than Mathematics.
H0(11): There is no relationship between four competencies of Emotional Intelligence
and academic performance of students.
To explore this hypothesis, four different hypotheses were formed for which the
correlations between EI competencies and academic performance were calculated. Table
5.24 shows the correlations between EI competencies and academic performance.
Correlations (N=1184)
Emotional Intelligence
Mathematics Subject .625**
English Subject .696**
**. Correlation is significant at the 0.01 level (2-tailed).
170
Table 5.24
Correlation between Emotional Intelligence’s competencies and academic
performance
**. Correlation is significant at the 0.01 level (2-tailed).
H0(11a): There is no correlation between competency of Intrapersonal Awareness and
academic performance of students.
The first competency – Intrapersonal Awareness was positively correlated with
academic performance, with r = .599 at 0.01 level of significance. Thus, the null
hypothesis (no. 11(a)) was rejected and it can be concluded that a moderate level of
positive correlation existed between Intrapersonal Awareness and Academic
Performance.
H0(11b): There is no correlation between competency of Intrapersonal Management
and academic performance of students.
The second competency – Intrapersonal Management was positively correlated
with academic performance, with r = .594 at 0.01 level of significance. Thus, the null
hypothesis (no. 11(b)) was rejected and it can be concluded that a moderate level of
positive correlation existed between Intrapersonal Management and Academic
Performance.
H0(11c): There is no correlation between competency of Interpersonal Awareness and
academic performance of students.
The third competency – Interpersonal Awareness was positively correlated with
academic performance, with r = .663 at 0.01 level of significance. Thus, the null
Correlations (N=1184)
Academic Performance
Intrapersonal Awareness .599**
Intrapersonal Management .594**
Interpersonal Awareness .663**
Interpersonal Management .592**
171
hypothesis (no. 11I) was rejected and it can be concluded that a moderate level of positive
correlation existed between Interpersonal Awareness and academic performance.
H0(11d): There is no correlation between competency of Interpersonal Management
and academic performance of students.
The fourth competency – Interpersonal Management was positively correlated
with academic performance, with r = .592 at 0.01 level of significance. Thus, the null
hypothesis (no. 11(d)) was rejected and it can be concluded that a moderate level of
positive correlation existed between Interpersonal Management and academic
performance.
From hypotheses 11a to 11d, it can be concluded that, the effect of Interpersonal
Awareness was found maximum on academic performance followed by Intrapersonal
Awareness, Intrapersonal Management and Interpersonal Management. Thus, the students
who can understand the emotions of others are generally responsive and positive in their life,
so they can perform well in academic.
H0(12): There is no relationship between twelve skills of Emotional Intelligence and
academic performance of students.
To explore this hypothesis, twelve different hypotheses were formed for which the
correlations between EI skills and academic performance were calculated. Table 5.25
shows the correlations between EI skills and academic performance.
172
Table 5.25
Correlation between skills of Emotional Intelligence and academic performance
Correlations (N=1184)
Academic Performance
Self Awareness .424**
Self Esteem .310**
General Mood .510**
Self Control .439**
Personal Power .357**
Drive Strength .520**
Social Awareness .481**
Social Relationship .586**
Empathy .535**
Leadership .475**
Attitude .396**
Managing Relationship .358**
**. Correlation is significant at the 0.01 level (2-tailed).
H0(12a): There is no correlation between Self Awareness and academic performance of
students.
The Self Awareness was positively correlated with academic performance, with r
= .424 at 0.01 level of significance. Thus, the null hypothesis (no. 12(a)) was rejected and
in other words it was found that a moderate level of positive correlation exists between
Self Awareness and academic performance.
H0(12b): There is no correlation between Self Esteem and academic performance of
students.
The Self Esteem was positively correlated with academic performance, with r =
.310 at 0.01 level of significance. Thus, the null hypothesis (no. 12(b)) was rejected; thus
it can be concluded that a moderate level of positive correlation exists between Self
Esteem and academic performance.
173
H0(12c): There is no correlation between General Mood and academic performance of
students.
The General Mood was positively correlated with academic performance, with r =
.510 at 0.01 level of significance. Thus, the null hypothesis (no. 12I) was rejected; thus it
can be concluded that a moderate level of positive correlation exists between General
Mood and academic performance.
H0(12d): There is no correlation between Self Control and academic performance of
students.
The Self Control was positively correlated with academic performance, with r =
.439 at 0.01 level of significance. Thus, the null hypothesis (no. 12(d)) was rejected; thus
it can be concluded that a moderate level of positive correlation exists between Self
Control and academic performance.
H0(12e): There is no correlation between Personal Power and academic performance
of students.
The Personal Power was positively correlated with academic performance, with r
= .357 at 0.01 level of significance. Thus, the null hypothesis (no. 12(e)) was rejected;
thus it can be concluded that a moderate level of positive correlation exists between
Personal Power and academic performance.
H0(12f): There is no correlation between Drive Strength and academic performance of
students.
The Drive Strength was positively correlated with academic performance, with r =
.520 at 0.01 level of significance. Thus, the null hypothesis (no. 12(f)) was rejected; thus
it can be concluded that a moderate level of positive correlation exists between Drive
Strength and academic performance.
H0(12g): There is no correlation between social Awareness and academic performance
of students.
The Social Awareness was positively correlated with academic performance, with
r = .481 at 0.01 level of significance. Thus, the null hypothesis (no. 12(g)) was rejected;
174
thus it can be concluded that a moderate level of positive correlation exists between
Social Awareness and academic performance.
H0(12h): There is no correlation between social Relationship and academic
performance of students.
The Social Relationship was positively correlated with academic performance,
with r = .586 at 0.01 level of significance. Thus, the null hypothesis (no. 12(h)) was
rejected; thus it can be concluded that a moderate level of positive correlation exists
between Social relationship and academic performance.
H0(12i): There is no correlation between Empathy and academic performance of
students.
The Empathy was positively correlated with academic performance, with r = .535
at 0.01 level of significance. Thus, the null hypothesis (no. 12(i)) was rejected; thus it can
be concluded that a moderate level of positive correlation exists between Empathy and
academic performance.
H0(12j): There is no correlation between Leadership and academic performance of
students.
The Leadership was positively correlated with academic performance, with r =
.475 at 0.01 level of significance. Thus, the null hypothesis (no. 12(j)) was rejected; thus
it can be concluded that a moderate level of positive correlation exists between
Leadership and academic performance.
H0(12k): There is no correlation between Attitude and academic performance of
students.
The Attitude was positively correlated with academic performance, with r = .396
at 0.01 level of significance. Thus, the null hypothesis (no. 12(k)) was rejected; thus it can
be concluded that a moderate level of positive correlation exists between Attitude and
academic performance.
175
H0(12l): There is no correlation between Managing Relationship and academic
performance of students.
The Managing Relationship was positively correlated with academic performance,
with r = .358 at 0.01 level of significance. Thus, the null hypothesis (no. 12(l)) was
rejected; thus it can be concluded that a moderate level of positive correlation exists
between Managing Relationship and academic performance.
From hypotheses 12a to 12l, it can be concluded that, on academic performance,
the effect of Social Relationship was found maximum and Self Esteem found minimum.
Other skills like Empathy, Drive Strength, General Mood and Social Awareness also
shows good impact on academic performance.
H0(13): There is no significant difference between correlations of Emotional
Intelligence and academic performance among students of different boards.
To test such hypothesis, two correlations coefficients were derived from two
separate samples and then the Fisher’s Z-test was adopted to check the significant
difference between two correlations. For present hypothesis, the correlations between
Emotional Intelligence and academic performance of different boards were compared,
which is shown in Table 5.26.
Table 5.26
Correlation between EI and academic performance of different boards
r Sig. Z Value
N = 597
4.29 Gujarat Board .686 0.01
N = 587
Central Board .797 0.01
Table 5.26 shows the correlations of EI and academic performance of students of
different boards. Academic performance was correlated with EI of students of Gujarat
Board, i.e. r = .686, N = 597 and with EI of students of Central Board, i.e. r = .797, N =
587. The difference between these correlations was statistically significant with Z = 4.29
> 2.58. Thus, this null hypothesis was rejected and it was proved that there was a
significant difference between correlations of Emotional Intelligence and academic
176
performance among students of different boards at 0.01 level of significance. Thus, it can
be concluded that the effect of EI on academic performance for CB students is stronger
than GB students.
H0(13a): There is no significant difference between correlations of Emotional
Intelligence and academic performance among eighth standard students of different
boards.
For this hypothesis, the correlations between Emotional Intelligence and academic
performance of eighth standard students of different boards were compared and then the
Z-test was adopted to check the significant difference between them. Table 5.27 shows
the correlation between EI and academic performance of eighth standard students of
different boards.
Table 5.27
Correlation between EI and academic performance of eighth standard students of
different boards
r Sig. Z Value
N = 301
2.96 Gujarat Board .688 0.01
N = 311
Central Board .795 0.01
Table 5.27 shows the correlations of EI and academic performance of eighth
standard students of different boards. For eighth standard students, Academic
Performance was correlated with EI of Gujarat Board, i.e. r = .688, N = 301 and with EI
of Central Board, i.e. r = .795, N = 311. The difference between these correlations was
statistically significant with Z = 2.96 > 2.58. Thus, the null hypothesis was rejected and it
was concluded that there was a significant difference between correlations of Emotional
Intelligence and academic performance among eighth standard students of different
boards at 0.01 level of significance. Therefore, it can be concluded that, the effect of EI
on the academic performance of CB students is higher than GB students of eighth
standard.
177
H0(13b): There is no significant difference between correlations of Emotional
Intelligence and academic performance among ninth standard students of different
boards.
For this hypothesis, the correlations between Emotional Intelligence and academic
performance of ninth standard students of different boards were compared and then the Z-
test was adopted to check the significant difference between them. Table 5.28 shows the
correlation between EI and academic performance of ninth standard students of different
boards.
Table 5.28
Correlation between EI and academic performance of ninth standard students of
different boards
r Sig. Z Value
N = 296
3.46 Gujarat Board .693 0.01
N = 276
Central Board .816 0.01
Table 5.28 shows the correlations of EI and academic performance of ninth
standard students of different boards. For ninth standard students, Academic Performance
was correlated with EI of Gujarat Board, i.e. r = .693, N = 296 and with EI of Central
Board, i.e. r = .816, N = 276. The difference between these correlations was statistically
significant with Z = 3.46 > 2.58. Thus, the null hypothesis was rejected and it was
concluded that there was a significant difference between correlations of Emotional
Intelligence and academic performance among ninth standard students of different boards
at 0.01 level of significance. Therefore, it can be concluded that, the effect of EI on the
academic performance of CB students is higher than GB students of ninth standard.
H0(13c): There is no significant difference between correlations of Emotional
Intelligence and academic performance among male students of different boards.
For this hypothesis, the correlations between Emotional Intelligence and academic
performance of male students of different boards were compared and then the Z-test was
178
adopted to check the significant difference between them. Table 5.29 shows correlation
between EI and academic performance of male students of different boards.
Table 5.29
Correlation between EI and academic performance of male students of different
boards
r Sig. Z Value
N = 322
2.83 Gujarat Board .638 0.01
N = 331
Central Board .752 0.01
Table 5.29 shows the correlations of EI and academic performance of male
students of different boards. For male students, Academic Performance was correlated
with EI of Gujarat Board, i.e. r = .638, N = 322 and with EI of Central Board, i.e. r =
.752, N = 331. The difference between these correlations was statistically significant with
Z = 2.83 > 2.58. Thus, the null hypothesis was rejected and it was concluded that there
was a significant difference between correlations of Emotional Intelligence and academic
performance among male students of different boards at 0.01 level of significance. Thus,
it can be concluded that EI makes more effect on academic performance of male students
of Central Board than male students of Gujarat Board.
H0(13d): There is no significant difference between correlations of Emotional
Intelligence and academic performance among female students of different boards.
For present hypothesis, the correlations between Emotional Intelligence and
academic performance of female students of different boards were compared and then the
Z-test was adopted to check the significant difference between them. Table 5.30 shows
correlation between EI and academic performance of female students of different boards.
179
Table 5.30
Correlation between EI and academic performance of female students of different
boards
r Sig. Z Value
N = 275
2.89 Gujarat Board .766 0.01
N = 256
Central Board .852 0.01
Table 5.30 shows the correlations of EI and academic performance of female
students of different boards. For female students, Academic Performance was correlated
with EI of Gujarat Board, i.e. r = .766, N = 275 and with EI of Central Board, i.e. r =
.852, N = 256. The difference between these correlations was statistically significant with
Z = 2.89 > 2.58. Thus, the null hypothesis was rejected and it was concluded that there
was a significant difference between correlations of Emotional Intelligence and academic
performance among female students of different boards at 0.01 level of significance.
Thus, it can be concluded that EI makes more effect on academic performance of female
students of Central Board than female students of Gujarat Board.
H0(14): There is no significant difference between correlations of Emotional
Intelligence and academic performance among students of different standards.
For this hypothesis, the correlations between Emotional Intelligence and academic
performance of different standards were compared and then the Z-test was adopted to
check the significant difference between them. Table 5.31 shows correlation between EI
and academic performance of different standards.
Table 5.31
Correlation between EI and academic performance of different standards
R Sig. Z Value
N = 612
0.16 Eighth Standard .751 0.01
N = 572
Ninth Standard .747 0.01
180
Table 5.31 shows the correlations of EI and academic performance of students of
different standards. Academic performance was correlated with EI of eight standard
students, i.e. r = .751, N = 612 and for ninth standard students, i.e. r = .747, N = 572. The
difference between these correlations was not statistically significant as Z = 0.16 < 1.96.
Thus, the null hypothesis was accepted and it was concluded that there was no significant
difference between correlations of Emotional Intelligence and academic performance
among students of different standards at 0.05 or 0.01 level of significance. Thus, it can be
concluded that, the effect of EI on academic performance for eighth and ninth standard
students is almost same.
H0(14a): There is no significant difference between correlations of Emotional
Intelligence and academic performance among Gujarat Board’s students of different
standards.
For this hypothesis, the correlations between Emotional Intelligence and academic
performance of different standards of Gujarat Board’s students were compared and then
the Z-test was adopted to check the significant difference between them. Table 5.32
shows correlation between EI and academic performance of different standards of Gujarat
Board.
Table 5.32
Correlation between EI and academic performance of different standards of
Gujarat Board
r Sig. Z Value
N = 301
0.12 Eighth Standard .688 0.01
N = 296
Ninth Standard .693 0.01
Table 5.32 shows the correlations of EI and academic performance of different
standards of Gujarat Board. For Gujarat Board students, Academic Performance was
correlated with EI, of eight standard, i.e. r = .688, N = 301 and of ninth standard, i.e. r =
.693, N = 296. The difference between these correlations was not statistically significant
as Z = 0.12 < 1.96. Thus, the null hypothesis was accepted and it was concluded that there
181
was no significant difference between correlations of Emotional Intelligence and
academic performance among Gujarat Board’s students of different standards at 0.05 or
0.01 level of significance. Thus, it can be concluded that, the effect of EI on academic
performance for eighth and ninth standard students of Gujarat Board is nearly same.
H0(14b): There is no significant difference between correlations of Emotional
Intelligence and academic performance among Central Board’s students of different
standards.
For this hypothesis, the correlations between Emotional Intelligence and academic
performance of different standards of Central Board’s students were compared and then
the Z-test was adopted to check the significant difference between them. Table 5.33
shows correlation between EI and academic performance of different standards of Central
Board.
Table 5.33
Correlation between EI and academic performance of different standards of Central
Board
r Sig. Z Value
N = 311
0.72 Eighth Standard .795 0.01
N = 276
Ninth Standard .816 0.01
Table 5.33 shows the correlations of EI and academic performance of different
standards of Central Board. For Central Board students, Academic Performance was
correlated with EI, of eight standard, i.e. r = .795, N = 311 and of ninth standard, i.e. r =
.816, N = 276. The difference between these correlations was not statistically significant
as Z = 0.72 < 1.96. Thus, the null hypothesis was accepted and it was concluded that there
was no significant difference between correlations of Emotional Intelligence and
academic performance among Central Board’s students of different standards at 0.05 or
0.01 level of significance. Thus, it can be concluded that, the effect of EI on academic
performance of eighth and ninth standard students of Central Board is almost same.
182
H0(15): There is no significant relationship between correlations of Emotional
Intelligence and academic performance among students of different gender.
For this hypothesis, the correlations between Emotional Intelligence and academic
performance of different gender were compared and then the Z-test was adopted to check
the significant difference between them. Table 5.34 shows Correlation between EI and
academic performance of different gender.
Table 5.34
Correlation between EI and academic performance of different gender
r Sig. Z Value
N = 653
4.68 Male .700 0.01
N = 531
Female .815 0.01
Table 5.34 shows the correlations of EI and academic performance of students of
different gender. Academic performance was correlated with EI of male students, i.e. r =
.700, N = 653 and with EI of female students, i.e. r = .815, N = 531. The difference
between these correlations was statistically significant as Z = 4.68 > 2.58. Thus, the null
hypothesis was rejected and it was concluded that there was a significant difference
between correlations of Emotional Intelligence and academic performance among
students of different gender at 0.01 level of significance. Thus, it can be concluded that
the effect of EI on academic performance of female students is better than male students.
H0(15a): There is no significant relationship between correlations of Emotional
Intelligence and academic performance among Gujarat Board’s students of different
gender.
For the hypothesis, the correlations between Emotional Intelligence and academic
performance of Gujarat Board’s students of different gender were compared and then the
Z-test was adopted to check the significant difference between them. Table 5.35 shows
correlation between EI and academic performance of different gender of Gujarat Board.
183
Table 5.35
Correlation between EI and academic performance of different gender of Gujarat
Board
r Sig. Z Value
N = 322
3.10 Male .638 0.01
N = 275
Female .766 0.01
Table 5.35 shows the correlations of EI and academic performance of different
gender of Gujarat Board. For Gujarat Board students, Academic Performance was
correlated with EI, of male students, i.e. r = .638, N = 322 and EI of female students, i.e. r
= .766, N = 275. The difference between these correlations was statistically significant as
Z = 3.10 > 2.58. Thus, the null hypothesis was rejected and it was concluded that there
was a significant difference between correlations of Emotional Intelligence and academic
performance among Gujarat Board’s students of different gender at 0.01 level of
significance. Thus, it can be concluded that the effect of EI on academic performance of
female students of Gujarat Board is better than male students of Gujarat Board.
H0(15b): There is no significant relationship between correlations of Emotional
Intelligence and academic performance among Central Board’s students of different
gender.
For the hypothesis, the correlations between Emotional Intelligence and academic
performance of Central Board’s students of different gender were compared and then the
Z-test was adopted to check the significant difference between them. Table 5.36 shows
Correlation between EI and academic performance of different gender of Central Board.
184
Table 5.36
Correlation between EI and academic performance of different gender of Central
Board
r Sig. Z Value
N = 331
3.42 Male .752 0.01
N = 256
Female .852 0.01
Table 5.36 shows the correlations of EI and academic performance of different
gender of Central Board. For Central Board students, Academic Performance was
correlated with EI, of male students, i.e. r = .752, N = 331 and of female students, i.e. r =
.852, N = 256. The difference between these correlations was statistically significant as Z
= 3.42 > 2.58. Thus, the null hypothesis was rejected and it was concluded that there was
a significant difference between correlations of Emotional Intelligence and academic
performance among Central Board’s students of different gender at 0.01 level of
significance. Thus, it can be concluded that the effect of EI on academic performance of
female students of Central Board is better than male students of Central Board.
5.4 Emotional Intelligence and Parental Support
The other objective of the present research is to know the effect of Parental
Support on Emotional Intelligence of the students. In this section, Parental Support was
taken as independent (predictor) variable while Emotional Intelligence was considered as
dependant (criterion) variable. The parental support score would be used as Parental
Support (PS) was obtained from the standardized test which was originally prepared by
Shobha Nandwana and Nimmki Asawa. This scale consisted 37 items with three
dimensions viz. parental interest, parental behavioral and resources provision. Hereafter,
statistical analysis and interpretation of the hypotheses related to Emotional Intelligence
and Parental Support are discussed in detail.
185
Table 5.37
Descriptive statistics of Parental Support
All
N 1184
Mean 88.23
Median 89.00
Mode 91.00
Std. Deviation 8.718
Range 46
Minimum 62
Maximum 108
Percentiles 25 83.00
50 89.00
75 94.00
Table 5.37 shows descriptive statistics i.e. mean, standard error of mean, median,
mode, standard deviation variance, minimum and maximum values etc. for PS for all
sampled students. It was observed that the mean of PS was 88.23 with a standard
deviation of 8.718. The median and mode were observed 89.0 and 91.0 respectively. The
range of PS was found from 62 to 108 for all sampled students. The percentile range
indicates that lower 25% students got less than 83.0 marks and higher 25% students got
more than 94.0 marks so, remaining 50% students got marks within 83.0 to 94.0 in all
sampled students.
Fig. 5.9 Chart showing frequency distribution of PS for all students.
0
100
200
300
400
500
60-70 70-80 80-90 90-100 100-110
No
. of
stu
de
nts
Parental Support
186
Fig. 5.9 shows the chart for frequency distribution of PS for all students. As the
rang of scores varies between 62 to 108, the frequency was taken in class length of 10
marks between 60 to 110. From the figure it can be concluded that the data follows the
normal distribution curve.
H0(16): There is no significant relationship between Emotional Intelligence and
Parental Support of students.
To examine this hypothesis, the researcher had found the correlations between
Emotional Intelligence and academic performance, which is shown in Fig. 5.38.
Table 5.38
Correlation between Emotional Intelligence and Parental Support
Table 5.38 shows the correlations I between two variables i.e. Emotional
Intelligence and Parental Support. Emotional Intelligence and Parental Support were
positively moderately correlated with, r = .646 at 0.01 level of significance. Thus, the null
hypothesis was rejected and was found that there was a positive moderate level
correlation between Parental Support and Emotional Intelligence at 0.01 level of
significance. Thus it can be concluded that, the more Parental Support, the more was
one’s Emotional Intelligence means students with high Parental Support show better
Emotional Intelligence than those with low Parental Support.
To further understand the relation between Emotional Intelligence and Parental
Support the data of Parental Support was divided into two categories i.e. the students who
scored more than average PS (M = 88.23) were considered in high PS group and who
scored less than average PS were considered in low PS group. The relationship between
Emotional Intelligence and Parental Support is shown in box plot in Fig. 5.10.
Correlations (N=1184)
Emotional
Intelligence
Academic
Performance
Emotional Intelligence 1 .646**
Parental Support .646**
1
**. Correlation is significant at the 0.01 level (2-tailed).
187
Fig. 5.10 Box plot for comparison of Emotional Intelligence for high and low groups
of PS
The box plot shown in Fig. 5.10 clearly shows that there was significant difference
between the medians of both the groups of PS on Emotional Intelligence. Thus, the
students who were in high PS group shows more Emotional Intelligence than the low PS
group. The lower quartile and upper quartile also found more for high PS group students
than low PS group students
H0(17): There is no significant difference between correlations of Emotional
Intelligence and Parental Support among students of different boards.
For this hypothesis, the correlations between Emotional Intelligence and Parental
Support of different boards were compared and then the Z-test was adopted to check the
significant difference between them. Table 5.39 shows correlation between EI and
Parental Support of different boards.
PS Groups N
Low PS 566
High PS 618
Total 1184
188
Table 5.39
Correlation between EI and Parental Support of different boards
r Sig. Z Value
N = 597
4.31 Gujarat Board .565 0.01
N = 587
Central Board .712 0.01
Table 5.39 shows the correlations of EI and Parental Support of students of
different boards. Parental support was correlated with EI of students of Gujarat Board, i.e.
r = .565, N = 597 and with EI of students of Central Board i.e., r = .712, N = 587. As Z =
4.31 > 2.58, would prove that the difference between these correlations was statistically
significant. Thus, the null hypothesis was rejected and it was concluded that there was a
significant difference between correlations of Emotional Intelligence and Parental
Support among students of different boards at 0.01 level of significance. Thus, it can be
concluded that the CB students have higher EI due to their Parental Support than GB
students.
H0(18): There is no significant difference between correlations of Emotional
Intelligence and Parental Support among students of different standards.
For this hypothesis, the correlations between Emotional Intelligence and Parental
Support of different standards were compared and then the Z-test was adopted to check
the significant difference between them. Table 5.40 shows correlation between EI and
Parental Support of different standards.
Table 5.40
Correlation between EI and Parental Support of different standards
r Sig. Z Value
N = 612
1.71 Eighth Standard .618 0.01
N = 572
Ninth Standard .676 0.01
189
Table 5.40 shows the correlations of EI and Parental Support of students of
different standards. Parental support was correlated with EI of eight standard students, i.e.
r = .618, N = 612 and with EI of ninth standard students, i.e. r = .676, N = 572. As Z =
1.71 < 1.96, would prove that the difference between these correlations was not
statistically significant. Thus, the null hypothesis was accepted and it was concluded that
there was no significant difference between correlations of Emotional Intelligence and
Parental Support among students of different standards at 0.05 or 0.01 level of
significance. Thus, it can be concluded that, the effect of Parental Support on EI is found
almost same on eighth and ninth standard students.
H0(19): There is no significant difference between correlations of Emotional
Intelligence and Parental Support among students of different gender.
For this hypothesis, the correlations between Emotional Intelligence and Parental
Support of different gender were compared and then the Z-test was adopted to check the
significant difference between them. Table 5.41 shows correlation between EI and
Parental Support of different gender.
Table 5.41
Correlation between EI and Parental Support of different gender
r Sig. Z Value
N = 653
1.98 Male .616 0.01
N = 531
Female .683 0.01
Table 5.41 shows the correlations of EI and Parental Support of students of
different gender. Parental support was correlated with EI of male students, i.e. r = .616, N
= 653 and with EI of female students, i.e. r = .683, N = 531. As Z = 1.98 > 1.96, would
prove that the difference between these correlations was statistically significant. Thus, the
null hypothesis was rejected and it was concluded that there was a significant difference
between correlations of Emotional Intelligence and Parental Support among students of
different gender at 0.05 level of significance. Thus, it can be established that the effect of
Parental Support on EI of female students is higher than the EI of male students.
190
5.5 Parental Support and Academic Performance
The other objective of the present research is to know the effect of Parental
Support on academic performance of the students. In this section, Parental Support was
taken as independent (predictor) variable while academic performance was considered as
dependant (criterion) variable. Hereafter, statistical analysis and interpretation of the
hypotheses related to Parental Support and academic performance are discussed in detail.
Hereafter, statistical analysis and interpretation of the hypotheses related to Parental
Support and academic performance are discussed in detail.
H0(20): There is no significant relationship between Parental Support and academic
performance of students.
To examine this hypothesis, the researcher had found the correlations between
Parental Support and academic performance, which is shown in Fig. 5.42.
Table 5.42
Correlation between Parental Support score and academic performance
Table 5.42 shows the correlations I between two variables i.e. Parental Support
score and academic performance. Parental Support and academic performance were
positively moderately correlated with, r = .545 at 0.01 level of significance. Thus, the null
hypothesis was rejected and it was found that there was a positive moderate correlation
between them at 0.01 level of significance. The positive association between the two
variables indicated that the more Parental Support score, the more was one’s academic
performance. Thus, it can be further concluded that, due to positive Parental Support, the
students are better in their academic performance.
Correlations (N=1184)
Parental
support score
Academic
performance
Parental support score 1 .545**
Academic performance .545**
1
**. Correlation is significant at the 0.01 level (2-tailed).
191
To further understand the relation between Parental Support score and academic
performance the data of Parental Support score was divided into two categories i.e. the
students who scored more than average PS (M = 88.23), were considered in high PS
group and who scored less than average PS, were considered in low PS group. The
relationship between Parental Support and academic performance is shown in box plot in
Fig. 5.11.
Fig. 5.11 Box plot for comparison of academic performance of high and low groups
of PS
The box plot shown in Fig. 5.11 clearly shows that there was significant difference
between the medians of both groups of PS on academic performance. Thus, the students
who were in high PS group shows more academic performance than the low PS group.
The lower quartile and upper quartile also found more of high PS group students than low
PS group students.
H0(21): There is no significant difference between correlations of Parental Support and
academic performance of students among students of different boards.
For this hypothesis, the correlations between Parental Support and academic
performance of different boards were compared and then the Z-test was adopted to check
PS Groups N
Low PS 566
High PS 618
Total 1184
192
the significant difference between them. Table 5.43 shows correlation between Parental
support score and academic performance of different boards.
Table 5.43
Correlation between Parental support score and academic performance of different
boards
R Sig. Z Value
N = 597
4.88 Gujarat Board .429 0.01
N = 587
Central Board .631 0.01
Table 5.43 shows the correlations of Parental Support score and academic
performance of students of different boards. Academic performance was correlated with
Parental Support score of Gujarat Board students, i.e. r = .429, N = 597 and of Central
Board students, i.e. r = .631, N = 587. The difference between these correlations was
statistically significant as Z = 4.88 > 2.58. Thus, the null hypothesis was rejected and it is
proved that there was a significant difference between correlations of Parental Support
score and academic performance among students of different boards at 0.01 level of
significance. Thus, it can be concluded that the relation between Parental Support and
academic performance of CB students is quite higher than GB students.
H0(22): There is no significant difference between correlations of Parental Support and
academic performance of students among students of different standards.
For this hypothesis, the correlations between Parental Support and academic
performance of different standards were compared and then the Z-test was adopted to
check the significant difference between them. Table 5.44 shows correlation between
Parental Support score and academic performance of different standards.
193
Table 5.44
Correlation between Parental Support score and academic performance of different
standards
r Sig. Z Value
N = 612
0.20
Eighth Standard .552 0.01
N = 572
Ninth Standard .544 0.01
Table 5.44 shows the correlations of Parental Support score and academic
performance of students of different standards. Academic performance was correlated
with Parental Support score of eighth standard students, i.e. r = .552, N = 612 and for
ninth standard students, i.e. r = .544, N = 572. The difference between these correlations
was not statistically significant as Z = 0.20 < 1.96. Thus, the null hypothesis was accepted
and it was proved that there was no significant difference between correlations of Parental
Support score and academic performance among students of different standards at 0.05 or
0.01 level of significance. Thus, it can be established that, the effect of Parental Support
on academic performance is almost equal on eighth and ninth standard students.
H0(23): There is no significant difference between correlations of Parental Support and
academic performance of students among students of different gender.
For this hypothesis, the correlations between Parental Support and academic
performance of different gender were compared and then the Z-test was adopted to check
the significant difference between them. Correlation between Parental Support score and
academic performance of different gender is shown in Table 5.45.
194
Table 5.45
Correlation between Parental Support score and academic performance of different
gender
r Sig. Z Value
N = 653
4.06 Male .474 0.01
N = 531
Female .637 0.01
Table 5.45 shows the correlations of Parental Support score and academic
performance of students of different gender. Academic performance was correlated with
Parental Support score of male students, i.e. r = .474, N = 653 and of female students, i.e.
r = .637, N = 531. The difference between these correlations was statistically significant
as Z = 4.06 > 2.58. Thus, the null hypothesis was rejected and it was proved that there
was a significant difference between correlations of parental support score and academic
performance among students of different gender at 0.01 level of significance. Thus, it can
be concluded that the effect of Parental Support on academic performance of female
students is found more than the male students.
5.6 Emotional Intelligence, Parental Support and Academic Performance
The other main aim of this research is to investigate the impact of these two
constructs (Emotional Intelligence and Parental Support) on academic performance of
sampled students. In this section, Emotional Intelligence and Parental Support were taken
as independent (predictor) variable while academic performance was considered as
dependent (criterion) variable. Hereafter, statistical analysis and interpretation of the
hypotheses related to Emotional Intelligence, Parental Support and academic performance
is discussed in detail.
H0(24): Emotional intelligence and parental support are not significant predictors of
students’ academic performance.
For this hypothesis, the multiple regression analysis was performed. For this
analysis, Emotional Intelligence and Parental Support were taken as independent
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variables and academic performance was taken as dependent variable. Table 5.46(a) to (c)
shows the results of multiple regression analysis in detail.
Table 5.46 (a)
Model Summary for multiple regression analysis
Table 5.46 (b)
ANOVAb of multiple regression analysis
Model Sum of Squares df Mean Square F Sig.
Regression 219801.605 2 109900.802 764.791 .000a
Residual 169710.257 1181 143.700
Total 389511.861 1183
a. Predictors: (Constant), Parental Support, Emotional Intelligence
b. Dependent Variable: Academic Performance
Table 5.46 I
Coefficientsa of multiple regression analysis
Model
Unstandardized Coefficients
Standardized
Coefficients
t Sig. B Std. Error Beta
(Constant) -91.348 3.961 -23.061 .000
Emotional Intelligence .423 .016 .678 26.927 .000
Parental Support .223 .052 .107 4.258 .000
a. Dependent Variable: Academic Performance
The Table 5.46 (a) i.e. first table of regression analysis shows R, R square and
adjusted R square values of present study. As R value was .751 and adjusted R square
R R Square
Adjusted R
Square
Std. Error of the
Estimate
.751a .564 .564 11.988
a. Predictors: (Constant), Parental Support, Emotional Intelligence
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was .564, it is further revealed that the predictor variables, when combined together
accounted for more than 56% of the total variance observed in performance.
The Table 5.46 (b) i.e. second table of regression analysis reports an ANOVA,
which assesses the overall significance. From the analysis of variance performed on
multiple regression, it is clear that the calculated F(2,1181) = 764.791, p = 0.000 which
reveals that this analysis is significant at 0.01 level of significance.
The Table 5.46 I i.e. third table of regression analysis reports Coefficients of
Regression Analysis. The Standardized Beta Coefficients give a measure of the
contribution of each variable to the model. A large value indicates that a unit change in
this predictor variable has a large effect on the criterion variable. In general, the t and Sig.
(p) values give a indication of the impact of each predictor variable. For the present
analysis, high absolute t value and small p value suggests that a predictor variable is
having a large impact on the criterion variable.
In term of predicting students’ academic performance, Emotional Intelligence
contributed the highest, explains about 67.8% (B = 0.423, t = 26.927, P < 0.01) and
Parental Support contributed about 10.7% (B = 0.223, t = 4.258, P < 0.01). So, the null
hypothesis was rejected with 0.01 level of significance and it was implied that the
predictor variables i.e. Emotional Intelligence and Parental Support, significantly predict
the dependent variable i.e. academic performance. The equation is:
𝑨𝒄𝒂𝒅𝒆𝒎𝒊𝒄 𝑷𝒆𝒓𝒇𝒐𝒓𝒎𝒂𝒏𝒄𝒆
= 0.423 ∗ 𝑬𝒎𝒐𝒕𝒊𝒐𝒏𝒂𝒍 𝑰𝒏𝒕𝒆𝒍𝒍𝒊𝒈𝒆𝒏𝒄𝒆+ 0.223 ∗ 𝑷𝒂𝒓𝒆𝒏𝒕𝒂𝒍 𝑺𝒖𝒑𝒑𝒐𝒓𝒕 − 91.348
5.7 SUMMARY
In this chapter the researcher had used her Emotional Intelligence Scale and
checked the hypothesis to attain objectives of the study. The hypotheses were checked
with different statistical methods and the significance levels were also assessed. Here in
this chapter the researcher made an attempt to determine the crucial role of emotional
intelligence in learning of students. Further, it was proved that emotional intelligence has
good impact on the academic performance, and parental support plays an important role
in the better learning of their wards. Both, Emotional Intelligence and parental support
can improve students’ academic performance.
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References
1. Ratner, B., (2003) The Correlation Coefficient: Definition, from
http://www.dmstat1.com/res/TheCorrelationCoefficientDefined.html
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