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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


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


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


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.


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


148

H0(3): There is no relationship between competency of Intrapersonal Management and

its skills.


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


149

H0(4): There is no relationship between competency of Interpersonal Awareness and its

skills.


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


150

H0(5): There is no relationship between competency of Interpersonal Management and

its skills.


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


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


.561**

.470**

.691**

.813**

.621**

.509**

.681**

.870**

.657**

.765**

.683**

.778**

.649**

.499**

.463**


1 .720**

.579**

.812**

.585**

.451**

.356**

.493**

.593**

.412**

.547**

.467**

.535**

.425**

.395**

.288**


.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**


.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**


.356**

.214**

.262**

.296**

.677**

.310**

1 .415**

.337**

.272**

.285**

.264**

.323**

.313**

.100**

.255**


.493**

.322**

.359**

.390**

.810**

.338**

.415**

1 .476**

.364**

.398**

.397**

.486**

.444**

.222**

.340**


.593**

.386**

.297**

.536**

.572**

.453**

.337**

.476**

1 .774**

.868**

.782**

.586**

.513**

.360**

.333**


.412**

.281**

.219**

.357**

.425**

.312**

.272**

.364**

.774**

1 .510**

.426**

.462**

.446**

.226**

.273**


.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**


.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**


.288**

.184**

.154**

.257**

.354**

.203**

.255**

.340**

.333**

.273**

.281**

.256**

.619**

.253**

.165**

1


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



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


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


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



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


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


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



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


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


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



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


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


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


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


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


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



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


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


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



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


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


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.


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


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


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



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


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


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



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


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


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.


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


Academic Performance .747**

1


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


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.



Mathematics Subject .625**

English Subject .696**


170

Table 5.24

Correlation between Emotional Intelligence’s competencies and academic

performance


H0(11a): There is no correlation between competency of Intrapersonal Awareness and


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


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


The third competency – Interpersonal Awareness was positively correlated with

academic performance, with r = .663 at 0.01 level of significance. Thus, the null


Academic Performance





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


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


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


Academic Performance


Self Esteem .310**

General Mood .510**

Self Control .439**





Empathy .535**

Leadership .475**

Attitude .396**



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


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


N = 311


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.


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


N = 276


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.


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


N = 331


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


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


N = 256


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



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.


Intelligence and academic performance among students of different standards.


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


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.


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


N = 296


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.


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


N = 276



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.


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


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


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


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



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


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


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.


Emotional Intelligence and academic performance, which is shown in Fig. 5.38.

Table 5.38

Correlation between Emotional Intelligence and Parental Support


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.


Emotional

Intelligence

Academic

Performance


Parental Support .646**

1


187

Fig. 5.10 Box plot for comparison of Emotional Intelligence for high and low groups

of PS


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


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


N = 587


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.


Intelligence and Parental Support among students of different standards.


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


N = 572


189


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.


Intelligence and Parental Support among students of different gender.


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


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



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.


Parental

support score

Academic

performance

Parental support score 1 .545**

Academic performance .545**

1


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


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


N = 587


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.


academic performance of students among students of different standards.


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



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.


academic performance of students among students of different gender.


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


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

195

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

196

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.

197

References

1. Ratner, B., (2003) The Correlation Coefficient: Definition, from

http://www.dmstat1.com/res/TheCorrelationCoefficientDefined.html

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