The purpose of this study was to investigate the relationship between Emotional intelligence, locus of control, self-esteem, test anxiety and academic achievement among Bahir Dar university students. A total of 89 3rd year Educational and Behavioral science students were selected using convenience sampling method. To collect data four questionnaires (EI, LC, SE and TA) and document analysis for AA were employed. One sample t-test, Pearson correlation, independent t-test and multiple regressions were used to analyze the data. The result of one sample t-test shows that students have better level of EI. The level of students LC is slightly internal as a group. Students had significantly high level of self-esteem and students have low test anxiety level.
The study revealed that positive and significant relationship between EI and AA, EI and SE, EI and ILC, in contrast EI and ELC, EI and TA shows negative relationship. All EI dimensions show a positive significant relationship with AA. The independent sample t-test revealed that there was significance difference between male and female students in EI. Meaning males have higher score than females. There was statistically significant mean difference between male and female students. Female students have high level test anxiety than male students. Females are more external in locus of control than males. There is no mean difference between male students in AA and SE. regression analysis shows that LC, SE and TA predict academic achievement. On the other hand, the effects of emotional intelligence on academic achievement were found not statistically significant. Furthermore, the effect of LC and TA on AA found to be negative.
Table of Contents
ABSTRACT
ABBRIVATION
CHAPTER ONE: INTRODUCTION
1.1 Background of Study
1.2 Statement of the problem
1.3 Objectives of the study
1.3.1. General objective
1.3.2. Specific objectives
1.4 Significance of the study
1.5. Delimitation of the study
1.6. Definition of terms
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Emotional intelligence Definition
2.2. Theoretical and Historical Background of Emotional Intelligence
2.2.1 Emotions and the Brain
2.2.2 Concepts of Emotional Intelligence
2.2.3 Approaches of emotional intelligence
2.2.4 Specific ability approaches to emotional intelligence
2.2.5. Integrative Model approaches to Emotional Intelligence
2.2.6. Mixed model Approaches to Emotional Intelligence
2.2.7 Gender Differences in Emotional Intelligence
2.2.8 Age Differences in Emotional Intelligence
2.2.9 The role of Emotional Intelligence in School achievement
2.2.10 Emotional Intelligence and its components
2.2.11 Benefits of emotional intelligence
2.3 Locus of Control
2.3.1 Definition of locus of control
2.3.2 Dimensions and approaches of locus of control
2.3.3 Locus of Control and Emotional Intelligence
2.3.4 Locus of control and academic achievement
2.4 Self-esteem
2.4.1 Definition of self-esteem
2.4.2 Explaining the concept of self-esteem
2.4.3 The relationship between emotional intelligence and self-esteem
2.4.4 The relationship between self-esteem and academic achievement
2.5 Test Anxiety
2.5.1 The concept and Definition of Test Anxiety
2.5.2 Causes of test anxiety
2.5.3 The relationship between test anxiety, emotional intelligence, self esteem and academic achievement
2.5.4 Sex difference in test anxiety
2.6 Summary of literature review
CHAPTER THREE: METHODOLOGY
3.1. Research design of the study
3.2. Population, sample and sampling technique
3.3. Instruments
3.3.1 Demographic questionnaire
3.3.2. Emotional intelligence scale
3.3.3. Locus of control scale
3.3.4. Self-esteem scale
3.3.5. Test Anxiety Scale
3.3.6. Academic achievement
3.4. Variables included in the study
3.5. Procedures of data collection
3.6 pilot test
3.6.1 Validity of the instruments
3.6.2. Reliability of the instrument
3.7. Scoring
3.8. Data analysis techniques
CHAPTR FOUR: RESULTS AND DISCUSSION
4.1 Results
4.1.1 The level of students’ emotional intelligence, locus of control, self esteem and test anxiety
4.1.2 The relationship between emotional intelligence, locus of control, self esteem, test anxiety and academic achievement
4.1.3 The relationship between EI dimensions and AA
4.1.4 Comparison of emotional intelligence, locus of control, self esteem, test anxiety and academic achievement between male and female students
4.1.4 The result of multiple regressions on EI, LC, SE, TA and AA
4.2 DISCUSSION
4.2.1 The level of students’ emotional intelligence, locus of control, self esteem and test anxiety
4.2.2 The relationship between emotional intelligence, locus of control, self esteem, test anxiety and academic achievement
4.2.3 The relationship between EI dimensions and AA
4.2.4 Comparison of emotional intelligence, locus of control, self esteem, test anxiety and academic achievement between male and female students
4.2.5 The result of multiple regressions on EI, LC, SE, TA and AA
CHAPTER FIVE: SUMMERY CONCULUSION AND RECOMENDATION
5.1 SUMMERY
5.2 CONCULUSION
5.3 RECOMENDATION
REFERENCES
APPENDIX: English version of the questionnaire
ABSTRACT
The purpose of this study was to investigate the relationship between Emotional intelligence, locus of control, self esteem, test anxiety and academic achievement among Bahir Dar university students. A total of 89 3rd year Educational and Behavioral science students were selected using convenience sampling method. To collect data four questionnaires (EI, LC, SE and TA) and document analysis for AA were employed. One sample t-test, Pearson correlation, independent t-test and multiple regressions were used to analyze the data. The result of one sample t-test shows that students have better level of EI. The level of students LC is slightly internal as a group. Students had significantly high level of self esteem and students have low test anxiety level. The study revealed that positive and significant relationship between EI and AA, EI and SE, EI and ILC, in contrast EI and ELC, EI and TA shows negative relationship. All EI dimensions show a positive significant relationship with AA. The independent sample t-test revealed that there was significance difference between male and female students in EI. Meaning males have higher score than females .there was statistically significant mean difference between male and female students. Female students have high level test anxiety than male students. Females are more external in locus of control than males. There is no mean difference between male students in AA and SE. regression analysis shows that LC, SE and TA predict academic achievement. On the other hand the effects of emotional intelligence on academic achievement were found not statistically significant. Furthermore the effect of LC and TA on AA found to be negative.
ABBRIVATION
Abbildung in dieser Leseprobe nicht enthalten
CHAPTER ONE: INTRODUCTION
1.1 Background of Study
Education no doubt remains the most outstanding development priority area in the world today. The core purpose of education, unquestionably, is human development. Other things being equal uneducated person who is well or relatively positioned in the socioeconomic, cultural, and political milieu is expected to be a valuable asset to the society than another individual who is illiterate and perhaps ignorant. This simple fact explains why researchers and scholars all over the world continue to do research in improving human knowledge and development. The socio-political, economic and technological development which brings about a high frequency of innovations and reforms have all combined to make discussions and debates on education and human development trend, exciting and unending.
Academic achievement is the central area of research in educational psychology. Educational psychologists attempt to investigate what determines academic achievement of learners they have come with more questions than answers. In recent times research has shown that learning out comes (academic achievement) have been determined by such variables; family, school, society and motivation factors etc (simon,2000, cited by Sintayehu2009).
The Emotional intelligence has been defined as an ability to understand and comprehend the emotions in order for assessing thoughts, manners and to put them in a way that makes emotion and intelligent growth and elevation (Goleman 1995). Emotional intelligence is a topic that attempts to explain and interprets the human excitement, feeling and capability status (Hassan zadeh 2007).
(Mayer, Salovey, and Caruso, 2004), The emotional intelligence points to the ability to recognize and differentiate feelings, excitements, meanings and concepts, the relations between them, to reason about them and to solve problems by them .Emotional intelligence includes the ability to receive, coordinate, understand and manage emotions.
Another definition of emotional intelligence is a series of unrecognizable abilities, powers and skills that have an effect on the ability to encounter wills necessities and environmental pressures successfully (Bar-on, 2000). Intelligence Quotient (IQ) in its best form causes only 20 percent of life successes and all 80 percent remaining depends on another factor and the human’s fate in the most cases depends on the skills that link to the emotional intelligence to provide person adaptability with the environment and is a better predictor of success in university, work and home than the analytic intelligence (Mayer and Salovey 1997).
Applying emotional intelligence in school made situations make students more success full. Some researchers suggested that emotional intelligence is an important protective factor which prevented individuals from psychological problems and contributions to psychological well being (Bar-on 1997; Bar-on & parker, 2000; Ciarrochi & Scott, 2006. Cited in Wong and Ang, 2007). This implies that emotional intelligence is very fundamental to students for their academic purposes to be effective. In a study conducted on a sample of high school students emotional intelligence turns out to be a good predictor of scholastic success as defined in terms of their academic achievement (parker et al, 2004)
The other factor which is effective in academic advancement is self-esteem. Self esteem refers to an individual over all view of himself or herself. Self esteem also is referred to as self worth or self image (Santirock 2004). Interest in self esteem arose from the work of (Carl Rogers 1961), cited in (Santirock 2004). Roger said that the main reason individuals have low self esteem is that they have not been given adequate emotional support and social approval. Self esteem it is personal self-satisfaction and his sense of being valuable (Bandura & Adams 2002). Self-esteem means how people think about themselves ,how much they like themselves and if they are satisfy of their performance ,especially how they feel about society, education and family and to what extent their ideal self and actual self are close to each other (Hosseini et al. 2007).
Most authorities believe that self-esteem is a central factor and a base to people social and emotional compatibility. This belief has been extended and it has a long history. At first, psychologists and socialists such as William jame, Herbert Mid and Charles Coli insisted on the self-esteem positive importance (Biabangard 1995). A collection of characteristics that a person uses to describe himself is known as a person “self-imagination” (Biabangard 1995). Self-esteem is defined as the extension of values which the information within self-imagination has for a person and it comes from person beliefs about all the attributes and features presented in him. Self- imagination has a particular importance for mental health experts because the person imagination about his personality to high degree determines his image about environment, and these two elements plan his behaviour forms (Tamanai far et al. 2010).
A good self-esteem can bring up personal uniformity and makes person to pay attention to the other people (Zenden 2008). According to the Mezlo humanism theory, when an individual feels he is being loved and make a sense of belonging, he is in a situation that two kinds of needs stimulate him to respect. A person needs to grants values and respects to himself as a form of self-esteem and also he needs to be respected by others. Satisfying the self-esteem, one can ensure that he has competences, values and capabilities. This helps him to be deserved in all aspects of life and in the absence of self-esteem. He feels contempt, failure and hopelessness and he is not sure he can cope with them (Hasanvand & khaledian 2012).
Locus of control is a psychological orientation about how an individual attribute the course of events that happen to him/her either of him/her own internal locus of control or another person’s external locus of control. According to (Roter 1966) individuals with external locus of control believe that “reinforcements are not on their personal control but rather are under the control of powerful others luck, chance, fate, etc.” while individuals with internal locus of control belive that reinforcements are contingent up on their own behavior capability or attributes. To improve academic achievement the sense of control that students have plays a crucial role.
Test anxiety refers to an emotional feeling in which a person encounters some kind of fear resulting from disbelieving in his own capabilities in tackling the challenges presented in an exam or doing a special task or responsibility and its consequences resulting from reducing the capability of the person to overcome the confronted challenges in an exam situation. So a person with too much anxiety is the one knowing the test materials but the intense and high level of anxiety is to the extent preventing the person from showing his abilities in the exam session. Test anxiety is prevalent among university students and is among the serious academic problems and concerns of every educational system (Cheraghian et al. 2008).
There are many factors which make this situation more serious and as a result reduce the performance of the students. Some of these factors are as follows: low self-esteem, inadequate study amount, negative attitudes towards school or college, fear of failure and negative feelings resulted from previous failure experiences (Cassady & Johnson, 2002). Also, the more students assume the exam to be threatening, the more they are likely to show stressful reactions in the exam session. In the situations without stressor, they experience less test anxiety and more self-esteem to the same amount (Cheraghian et al. 2008). Test anxiety is a common type of performance anxiety with psychological condition involving at least 30 percents of students based on different studies (Heydari et al. 2012).
In general individuals having test anxiety have low level of self-efficacy and feelings of helplessness and powerlessness and are not able to control and influence the events triggered from the exam session. They also believe that any attempt to succeed in the exam session is futile and doomed to failure. In such circumstances, the initial efforts to overcome the obstacles and difficulties are likely to be ineffective (Schunk 1991).
The results of (Syavorchi et al. 2001), study also showed that there is a positive correlation between the emotional intelligence and self-esteem. In other word, the more the exciting intelligence, the self-esteem will increase. The results of (Kanglosi and Patterson, 1998) study showed that there is a positive correlation between the emotional intelligence and self-esteem (Khanjani et al. 2008,). Results from (Sheik Haleslami et al.; 2010), study showed that there is a positive correlation between self – esteem and academic achievements among students. Results from (Gerardi 2005), study showed that there is a positive relationship between self-esteem and academic achievements. Also results of (Hasanvand and Khaledian 2012), study also showed that there is a positive correlation between emotional intelligence and self-esteem. If it is posible is it consistent to our countries context?
Results from (Hosinitabatabaee and Ghadimimoghadam 2007), and Hasanvand and (Khaledian 2012), study showed that there is no difference between male and female in self-esteem. Results from Sapp (1994), showed that students with cognitive strategies - increasing their self-esteem and behavior, their anxiety was reduced. Results from Khaledian et al (2012), showed that there is a negative correlation between self-esteem and anxiety. So the purpose of the present investigstor is to see these variables relationship in our context. Therefore, an investigation on this area is vital inorder to give information on the relationship between emotional intelligence, self esteem, teat anxiety and academic achievement of universty students.
Research shows that having an internal locus of control is related to higher academic achievement (Findley and Coper, 1983). A high external control leads to lack motivation for study and school in general (Bender, 1995). If students are thought to have a more hopeful attitude (develop an internal locus of control), their grades tend to rise (Noel, Forsyth and Kelley, 1987). (Knoles and Kerman 2007), found that students with internal locus of control tend to perform batter in academic courses than to those with external control. Other studies such as (Biggs, 1997; Nejati, Abedi, Agebaci and Mohammedi, 2012, cited in Ogunmakin, & Akomolafe, 2013) have reported that a strong relationship between locus of control and academic achievement. (Shepherd, Owen, Fitch, and Marsall 2006, cited by Ogunmakin, & Akomolafe, 2013) found that students with higher CGPA reported higher score in internal locus of control. (Dincyurek, Guneyli, and Caglar 2012, cited by Ogunmakin, & Akomolafe, 2013) found no significant relationship between locus of control and academic achievement of students.Therefore, an investigation on this area is vital inorder to give information on the relationship between locus of control and academic achievement of universty students.
The results of a study done by (Jahangir 2012), on the relationship between university students’ emotional intelligence and their anxiety showed that there was a negative correlation between emotional intelligence and anxiety. (Sarni 1999, cited in Jahangir, 2012). (Parker, 2004), (Braket and Sallovi, 2004), (Woitaszewski and Alsama 2004), Samari and Tahmasbi 2007) and Laliphaz and Asgari, 2008), Hasanvand and Khaledian (2012); cited in Khalediian 2013) all showed that there is a positive relationship between the emotinal intelligence and academic achievement. Results of (Cheraghian et al 2008) showed that there is no significant relationship between university students’ test anxiety and their academic performance. However, in a situation with increased level of test anxiety, their academic performance reduced dramatically (Cheraghian et al. 2008). (Hong and Karstensson 2002), in their study concluded that individuals who have higher anxiety in general have poorer academic performance. Based on this the present investigator becomes interested to see test anxieties relationship with academic achivement in the context context bahirdar universty students.
The results of a study done by (Khaledian et al. 2012), on the relationship between university students’ self-esteem , their academic achievements and also their test anxiety showed that there is a significant negative correlation between the students’ test anxiety and their successfulness.
Results from (Samari and Tahmasbi 2007, Tamanaifar et al. 2010, and Hasanvand and Khaledian 2012), study showed that there is no difference between male and female the emotional intelligence. The investigation of research and health testing in Germany suggest that anxiety in women is twice as much as that of men (Degraaf et al, 2002). Also (Breslau et al. 1999) in their study found that anxiety levels twice as many women as men. Research at (Jakobi et al 2004) cited in (Cring et al, 2007) the 12-month prevalence of anxiety in Germany on 4181 patients; the results indicate that these two women are equal to men suffering from anxiety disorders. Research results of a survey done by (Shart 2003), cited in (Heydari, et al. 2012) revealed that female students have a higher level of test anxiety than the test anxiety of male students. Therefore the present investigator becomes interested to see the difference between male and female students in emotional intelligence and test anxiety in our context.
However the researchers’ effort to investigate the relationship between emotional intelligence, locus of control, self esteem, test anxiety and academic achievement is not enough as much the debate found in the literature. Thus this study investigating the relationship between emotional intelligence, locus of control, self esteem, test anxiety and academic achievement in Bahir Dar University students and it is assuming that it will add something to the extensive body of literature in this regard.
1.2 Statement of the problem
In Ethiopia education is considered the most important instrument for change and national development. researchs and theoretical evidences provide strong support that emotional intelligence, locus of control, self-esteem, and test anxiety and to the great extent the acceptance of the expectancy placed on these variables are important factor for consideration in the education process at any level. However there are many problems facing Ethiopia’s education system in the secondary schools as well as in higher institutions. The problems are social, economical, environmental, psychological, administrative, personal etc. From those problems the present researcher focuses on some selected psychological variables (emotional intelligence, self-esteem, locus of control and test anxiety) and their relationship with academic achievement.
The primary reason for students’ attribution and under achievement may be mainly academic. Rather personal factors such as loneliness depression (boredom), lack of clear purpose (meaningful goal), and feelings of inadequacy (low self-esteem) could be main reason attribution and low level of achievement. As the primary focus of education is to bring about behavioral attitudinal and skill changes that are reviled through performance, there are research evidences that demonstrate schools emphasize on the learning and development of personal and emotional intelligence skills (Manisfaield etal; 2004, cited by sintayehu2009). Students’ success depends not only on cognitive abilities. Many students in counter social situations for which they are not prepared and learning opportunities that they are an able to fully access due to social and emotional issue. For example poor social behavior in schools can adversely affect students’ academic achievement (Gersham, 1998; Wentzel, 1991 cited in Reda, 2002). This is because learning is a social experience.
The rationales that initiated the investigator to conduct this study are numerous. Even though there is an increase frequency of research studies conducted related emotional intelligence in other countries, in our country a few researches had examined the possible link between academic achievement and emotional intelligence. Local research works conducted by (Sintayehu, 2009), (Mulugata, 2010), (Tadesse, 2011) (Aynalem, 2012),and (Yalemeshet, 2013) has addressed the relationship between EI and AA at different level of schooling. (Sintayehu, 2009) examined the relationship between emotional intelligence, parent child interaction, and academic achievement of grade nine students of Tanna Hike and Bahir Dar Acdemy of secondary school students. (Tadesse, 2011) investigated the effect of EI and motivation on students AA in Arbaminch Collage of Teacher Education. (Mulugata, 2010) examined the EI and its link with some demographic variable and AA in Adama Town among Adolescents and Young students. (Aynalem, 2012) examined EI and AA of Junior and High School male and female students in Menz Keya Gebral Woreda. (Yalemeshet, 2013) examined the interrelationship of EI Parentig style and AA among Hossana Collage of Teacher Education students. These local studies could not see EI at the university levels. They are also limited in study scope the study; most of them examined the relationship between EI and AA. They could not treat the relationship between EI, with locus of control, self esteem and test anxiety.
The investigators own personal experience as educational psychology student and the day today observation of problems related to students at the university urged me to conduct this study in educational and behavioral science faculty third year students. In the faculty the attainment of poor academic achievement by the students becoming a serious problem that challenges the teaching learning process a lot.
The present investigator observes the following problems in Educational and Behavioral Science Faculty students. Students’ attrition rate is high, that means from the total 137 first registered students in 2011-2012 academic year know in the year 2013-2014 remains 89 only. In percentage 35% of the students are not present in their education. Only 65 % the students are attending their education.
The other problem is that the score of the students is low. As shown in table one, there is no student who scores above 3.5. Only one student score 3.52 in the faculty the other scored below this grade point level. 12% of the students score between 3.00-3.49, around 33% of the students score between 2.7-2.99, 54% of the students score below 2.69. This shows that the score of the students are low. Know adys15% students are under warning. The reason for this problem may be Social, Economic, Personal, Psychological, assessment etc. there for the need to see the contribution psychological factors seem worth investigation
Table1: CGPA percentage description of students result.
Abbildung in dieser Leseprobe nicht enthalten
The present investigator of this study raises some selected psychological variables which may affect students’ academic achievement. From many psychological variables the following variables are selected by the investigator to see their relationship with students’ academic achievement. The selected variables are emotional intelligence, locus of control, self esteem and test anxiety.
Emotional intelligence, locus of control, self esteem, test anxiety and academic achievement have been chosen due to different conclusions reached by studies in the literature which examined the relationship between emotional intelligence, locus of control, self esteem, test anxiety and academic achievement. Some researchers found that academic achievement has a strong relationship with the listed variables. Whereas some others displayed that they had no impact on academic performance the aim of this study is to obtain a new result about this subject and compare it with the conclusions of previous studies.
The investigator is initiated to conduct this research area to fill the existing knowledge gaps that show relationship between EI, SE, LC, TA, and AA. Even though some studies were conducted in this area on the relationship between EI and AA, no study so far has been conducted on the relationship between EI, LC, SE and TA, in Bahir Dar University students.
After having the above problems the researcher raises the following research questions.
1. What is the level of students’ emotional intelligence, locus of control, self esteem and test anxiety?
2. Is there a relationship between emotional intelligence dimensions and academic achievement?
3. Is there a relationship between emotional intelligence, Locus of control, self esteem, test anxiety and academic achievement?
4. Is there a significant mean score difference between male and female students in emotional intelligence, locus of control, self esteem, test anxiety and academic achievement?
5. Do emotional intelligence, locus of control, self esteem and test anxiety predicts students’ academic achievement?
1.3 Objectives of the study
1.3.1. General objective
The objective of the study was to investigate the relationship between emotional intelligence, locus of control, self esteem, test anxiety and academic achievement of students in Bahir Dar University. The focus of the study was, there for, to examine the extent university students academic achievement was influenced by the variable of emotional intelligence, self esteem, locus of control and test anxiety.
1.3.2. Specific objectives
- To assess the level of students’ emotional intelligence, locus of control, self esteem, and test anxiety
- To see whether there exist relationship between emotional intelligence, locus of control, self esteem and test anxiety with academic achievement
- To examine whether there is relationship between emotional intelligence dimensions and academic achievement
- To camper whether there exist significant mean score difference between male and female students in emotional intelligence, locus of control, self esteem, test anxiety and academic achievement
- To investigate how much emotional intelligence, locus of control, self esteem and test anxiety predicts students’ academic achievement
1.4 Significance of the study
In this study, relationship between emotional intelligence, locus of control, self-esteem, test anxiety and academic achievement among students of Bahirdar University, Ethiopia in year 2006 E.C were examined and recommendations based on the results of research to parents, students, university officials, to make them aware of the relationship between emotional intelligence, locus of control, self-esteem, test anxiety and academic achievement are presented. It is hoped that considering this study results and outcomes to eliminate the higher educational system problems in the university and help students to have a healthy life. It is clear that as we know the emotional intelligence, locus of control, self-esteem and Test anxiety are important to discover talents and train the effective student forces in order for constructing an illuminated future, so it is very important to examine the exciting intelligence, locus of control, self-esteem, Test anxiety in students and as a result to study their influences on academic achievements or failure.
This study could be important to teachers’ administrators, experts of education in the university, curriculum developers, students as well as counselors and policy makers in the following way.
- It could provide information about the relationship emotional intelligence, locus of control, self esteem, and test anxiety with academic achievement.
- It could give an insight that cognitive ability alone is no more a sole factor in students academic achievement rather emotional intelligence, locus of control, self esteem and test anxiety are other significant factors to be considered.
- It could be a resource for counselors and teachers to guide and consult their students before behavioral and academic problems happen of students
- It could give direction for curriculum developers to consider the important concepts to incorporate at the necessary levels as an integral part or a component in the curricula.
A study of this nature might play a significant role in assisting students towards better adjustment to university environment, especially in areas of improved academic performance, good initiative and creativity relevant to national development. At the present level of the Ethiopian economic and social hardship, a study in this direction might be significant in promoting students self esteem, evaluative behavior and encouragement towards the achievement of university educational goals. The study furthermore, compliments the existing literature on students’ academic performance at the university level in the university.
1.5. Delimitation of the study
The scope of the present study was limited to exploring the relationship between emotional intelligence, locus of control, self esteem, test anxiety and academic achievement in Ethiopia, Amhara region specifically at Bahir dar city, Bahir Dar University students. Thus the result of the study may not be generalized to other areas of the country; those who live in rural areas and far from the study area .on the other hand the scope of the present study was limited to study only in this university duo to time and financial limitations. More specifically, relatively less time and money are needed to gather data from this university than other schools to me. More over the present investigator is delimited in its variables treatment: EI which measured by (Baron, 2002), which includes 51 total items of EI with five dimensions, LC which was measured by (Trice’s academic locus of control scale, 1985) which include 28 items with five dimensions, SE was measured by (Rosenberg self esteem scale, 1965) which include 10 items with for dimensions and west side test anxiety scale validated by (Rechared Diriscoll, 2004) which include 10 items with five dimensions.
The study would have been meaningful if it had included other faculties in the university or other universities to generalize the relationship between emotional intelligence, locus of control, self esteem, test anxiety and academic achievement. The researcher could not do this because of time and money constraints.
1.6. Definition of terms
Emotional intelligence: An ability to monitor one’s own and others feelings and emotions to discriminate among them, and to use this information to guide ones thinking and action.
Locus of control: in the context of education refers to the type of attributions students make for their success and/or failures in school tasks.
Internal locus of control: a belief that person’s success and failure are due to factors within their control, such as effort or ability.
External locus of control: a belief that person’s success and failure are due to factors outside of their own control, such as fate or luck.
Self-esteem: general evaluation of one self. Self-esteem means how people think about themselves ,how much they like themselves and if they are satisfy of their performance, especially how they feel about society, education and family and to what extent their ideal self and actual self are close to each other.
Test anxiety: refers to an emotional feeling in which a person encounters some kind of fear resulting from disbelieving in his own capabilities in tackling the challenges presented in an exam or doing a special task or responsibility and its consequences resulting from reducing the capability of the person to overcome the confronted challenges in an exam situation
Academic achievement: refers to the outcome of instruction, which is stated in the form of numbers or words. Achievement is the end product of learning experience.
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Emotional intelligence Definition
For decades Intelligence Quotient (IQ) has been accepted as the best gauge or predictor for an individual’s success in life. In spite of this many individuals with high IQ scores were not realizing their perceived potential. Subsequently the last 30 years has seen increasing attention given to the possibility that emotions may moderate intelligent behavior by an individual’s reaction to, and their interpretation of information (Salovey & Mayer, 1994). It is now proposed that Emotional Intelligence (Salovey & Mayer, 1989) may be a better predictor of success in life than IQ. Emotional intelligence (EI) is increasingly relevant in business and organizations and is now an important consideration in human resources, job profiling, recruitment interviewing and selection, management development, customer service and more.
The concept of EI was brought into the public domain in 1996 by Daniel Goleman’s international best-selling book: Emotional Intelligence: Why it can matter more than IQ. The book captured the attention of the world media, researchers and the general public claiming that EI can be “as powerful and at times more powerful than IQ” in predicting how successful one is in life (Goleman, 1996, p. 34). He also maintains that IQ at best contributes approximately 20% of the factors that contribute to life success, leaving 80% to other forces Definition of emotional intelligence.
Developing on the concepts of ‘non-cognitive’ and ‘social intelligence’, (Salovey & Mayer 1989) were first to propose a formal definition of EI as “a subset of social intelligence that involves the ability to monitor one’s own and others’ feelings and emotions, to discriminate them and to use this information to guide one’s thinking and actions” . They viewed emotions as organized responses that incorporated many psychological disciplines including physiological, cognitive, motivational and experiential.
Emotional intelligence has been defined as an ability to understand and comprehend the emotions in order for assessing thoughts, manners and to put them in a way that makes emotion and intelligent growth and elevation (Goleman, 1995). Emotional intelligence is a topic that attempts to explain and interprets the human excitement, feeling and capability status ( Hasan zadeh, 2007).
The concept of emotional intelligence gives a new depth to the human’s intelligence, this intelligence is a tactical competency (personal performance), whilst the recognition intelligence is a strategic capability (long term capability). The emotional intelligence makes it possible to predict the achievement because it demonstrates how a person applies knowledge in an immediate success. It is a form of social intelligence which is a suitable predictor in special areas such as job and educational performances. In the other word, it has an ability to control feelings and excitements by one and others (Bar-on, 2000).
In 2004, the emotional intelligence has been defined in more details. This Definition is as follow: The emotional intelligence points to the ability to recognize and differentiate feelings, excitements, meanings and concepts, the relations between them, to reason about them and to solve problems by them .The emotional intelligence includes the ability to receive emotions, and coordinate them to understand the information related to them, it also manages them (Mayer, Salovey, and Caruso, 2004).
Another definition of the emotional intelligence is as follow: A series of unrecognizable abilities, powers and skills that have an effect on the ability to encounter wills necessities and environmental pressures successfully (Bar-on, 2000). Intelligence Quotient (IQ) in its best form causes only 20 percent of life successes and all 80 percent remaining depends on another factor and the human’s fate in the most cases depends on the skills that link to the emotional intelligence to provide person adaptability with the environment and is a better predictor of success in university, work and home than the analytic intelligence (Mayer and Salovey, 1997)
2.2. Theoretical and Historical Background of Emotional Intelligence
When psychologists first began to write about intelligence it was with a restricted view in which they focused on cognitive abilities such as: mathematics, language, memory, problem-solving and spatial reasoning. These abilities were measured with various ‘intelligence tests’ for example, the Intelligence Quotient (IQ). However, researchers soon came to realise that these tests presented a very narrow view of intelligence and proposed that non-cognitive aspects were equally important. Psychologists became concerned with how little traditional tests of cognitive intelligence told us about what it takes to be ‘successful’ in life. Studies by (Hunter & Hunter, 1984) argued that IQ by itself is not an accurate predictor of job performance and propose that there are people who are highly intelligent but who are not socially adept. They estimate that at best IQ accounts for about 25 percent of the variance. (Sternberg, 1996) has documented that studies vary and that 10 percent may be a more realistic estimate.
As early as the 1930’s scientists began to broaden their view of intelligence. (Thorndike, 1937) divided intelligence into three facets, pertaining to the ability to understand and manage ideas (abstract intelligence), concrete objects (mechanical intelligence), and people (social intelligence). As originally defined by (Thorndike, 1920) Social Intelligence referred to the person’s ability to understand and manage other people, and to engage in adaptive social interactions. Building on Thorndike’s research, (Wechsler,1943) defined intelligence as "the aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment". He referred to ‘on-intellective’ elements by which he meant affective, personal, and social factors, and proposed that non-intellective abilities are essential for predicting one’s ability to succeed in life.
Unfortunately there was a gap in the research when interest in ‘non-cognitive’ elements of intelligence declined. It was not until 1983 when Howard Gardner began to write about “multiple intelligences” that the construct once more came into vogue. He took a wider view of intelligence, and tried to reinvent it in terms of what it takes to lead life successfully (Goleman, 1996). (Gardner,1983) proposed that ‘intrapersonal’ and ‘interpersonal’ intelligences, which concern the ability to understand the emotions and mental states in one’s own self and in other people, respectively, are as important as the type of intelligence typically measured by IQ and related tests. He identified seven distinct intelligences: Visual-Spatial; Bodily-Kinaesthetic; Musical; Intrapersonal; Interpersonal; Linguistic and Logical-Mathematical. In his book Multiple Intelligences: The theory in practice (1993) Gardner suggested that it is through language, mathematics, music, spatial representations and our bodies that we come to understand ourselves, others and the world around us. He asserted that ‘Intrapersonal Intelligence’ comprises of a capacity to detect one’s own moods and the ability to understand them as a means to guiding behaviour. This division of intelligences was supported by Robert Sternberg (1985) who concluded in his book Beyond IQ that “social intelligence is both distinct from academic abilities and a key part of what makes people do well in the practicalities of life.”
2.2.1 Emotions and the Brain
Emotions have been traditionally viewed as “disorganised interruptions of mental activity, so potentially disruptive that they must be controlled” (Woodworth, 1940). However, there were some theorists who saw emotions in a more positive light and suggested that they are primarily motivating forces. For example, (Leeper 1948) asserted that emotions are “processes which arouse, sustain and direct activity and contribute to logical thought and adaptive behaviour”. The basic emotions of fear, anger, disgust, sadness, joy and surprise are presumed to be hard-wired and physiologically distinctive. Our ‘fight or flight’ response suggests there is an evolutionary advantage to emotions, but can these basic emotions override our rational thinking?
Historically emotion and cognition were considered to be separate systems that seldom interacted. However, the last few decades have seen a notable shift in this perspective. Over the past thirty years neuroscientists have sought to understand how the ‘thinking’ brain interacts with the ‘emotional’ brain. The discipline of affective neuroscience is concerned with the neural bases of emotion and mood, and combines the work of psychologists, psychiatrists, neurologists, philosophers and biologists to address questions such as: Which brain systems underlie emotions? How does emotion processing in the brain relate to physiological changes due to emotion? And how does emotion processing interact with cognition? (Dalgleish, 2004).
One of the first contributions to the field of affective neuroscience was (Charles Darwin’s 1872) ground-breaking book, The Expression of Emotion in Man and Animals. In this book he made two important contributions: firstly, he proposed that human and animal emotions have the same structure; and secondly, that there was a limited set of fundamental or basic emotions across species and across cultures. These emotions include anger, fear, sadness and surprise. Following on from (Darwin, in the 1880’s, William James 1882 and Carl Lange, 1885) developed similar ideas in parallel with each other that became known as the James-Lange Theory of Emotion (as cited in Dalgleish, 2004, p. 582). They controversially suggested that emotions are no more than the experience of sets of bodily changes that occur in response to emotive stimuli. (James, 1884) gives the much cited example of meeting a bear in the woods to explain the theory. He suggests that it is not a case of us feeling frightened and running when we see the bear, rather running away follows directly from our perception of the bear, and our experience of the bodily changes involved in running is the emotion of fear. (Dalgleish 2004) argues that the main contribution of the James-Lange Theory is the emphasis it places on the embodiment of emotions and for that reason it remains an influential theory.
Subsequent research by (Cannon, 1927) on the emotional behavior of cats following brain lesions, challenged the James-Lange Theory. He argued that if emotions were perception of bodily change, then they should be dependent entirely on having their sensory and motor cortices intact. He suggested that the fact that removal of the cortex did not eliminate emotions must mean that James and Lange were wrong (Dalgleish, 2004). Cannon (1927) was first to propose that the hypothalamus is the brain region involved in the emotional response to stimuli. Experiments by (Kluver and Bucy 1939) demonstrated how the bilateral removal of the temporal lobes in monkeys led to loss of emotional reactivity indicating a key role for temporal lobe structures in emotion (as cited in Dalgleish, 2004, p. 583).
Since then advances in technology, for example, functional magnetic resonance imaging (fMRI) and positron emission tomography (PET) scans have enabled us to take a closer look at the neural underpinnings of human emotion and examine how cognitive and emotional brain systems interact in the generation of complex behaviors. The work of neurologist (Damasio 1995) demonstrates how neurobiology can help us understand the role of emotion in thinking. The results of his studies of patients with damage to the prefrontal-amygdala circuit reported evidence of extremely flawed decision making with no deterioration to IQ or any cognitive ability. Thus, suggesting that intellect cannot work at its best without some input from emotion. The results of a meta-analysis of emotion activation studies by (Luan Phan, Wager, Taylor & Liberzon 2002) suggests separate brain regions are involved in different aspects of emotions. Specifically they reported that: the medial prefrontal cortex had a general role in emotional processing; fear engages the amygdala; the subcallosal cingulate was associated with sadness; and emotional tasks with cognitive demand involved the anterior cingulated and insula.
2.2.2 Concepts of Emotional Intelligence
Emotional Intelligence has been conceptualized in different ways, resulting in confusion about the nature of it and the best way to measure it. According to (Davey, 2005) early work on EI failed to understand the essential role of measurement in the oprationalization of the construct. More specifically, the fundamental distinction between self-report and maximum performance measurement went unheeded, thus leading to conceptual confusion and contradictory results. Some conceptualizations of EI are somewhat broad and include a range of adaptive characteristics associated with emotions, whereas others emphasize cognitive elements, such as emotions aiding judgment and memory (Schutte et al., 2001). The choice of measurement has a direct and significant influence on the operationalisation process and thus on empirical findings. (Davey 2005) argues that the measurement of EI through maximum performance tests will not yield the same findings as its measurement through self-report questionnaires. This is because the former will assess actual abilities whilst the latter assess behavioral tendencies and self-perceived abilities.
There are currently two concepts of Emotional Intelligence: Ability (involving the cognitive processing of affect-laden information) which should be measured by ability-type tests (Goleman, 1995; Mayer, Salovey & Caruso, 2000); and Dispositional (or Trait - a personality trait) which should be measured by self-report questionnaires (Bar-On, 1997; Schutte & Malouff, 1999; Petrides & Furnham, 2001). Problems associated with both concepts of EI (i.e. Ability and Trait) are discussed in detail by (Roberts, Zeidner and Matthews 2001 and Matthews et al., 2002). However, it is still not clear if or how these two measurements should be reconciled. Studies by (Petrides & Furnham 2000; 2001) suggest that trait and ability EI should be regarded as distinct. This is supported by (Lopes et al., 2003) who reveal that self-report and ability measures of EI yield different findings. Empirical studies have revealed very low correlations between trait and ability EI (O’Connor & Little, 2003; Warwick & Nettlebeck, 2004).
Addressing the debate on the status of Emotional Intelligence as‘ability’ or a ‘trait’, (Mikolajczak, 2009) proposed a tripartite model of EI. Along with the aspects of ability and trait, this model posits a third aspect, knowledge. Mikolajczak outlines the difference between them as follows: The ability aspect of EI refers to the application of knowledge to an emotional situation and the implementation of a plan, the focus is not on what people know but on what they can do; the trait aspect of EI relates to emotion-related dispositions, specifically the tendency to behave in a particular way in emotional situations, the focus is on what the individual does in the situation; the knowledge aspect refers to the extent and complexity of the individuals knowledge of emotion and focuses on how they deal with emotion-laden situations. The rationale behind the three levels of EI is that knowledge does not always translate into abilities and likewise abilities are not always expressed in practice
2.2.3 Approaches of emotional intelligence
Emotional intelligence represents abilities that join intelligence and emotions to enhance thought. Some of the abilities that make up emotional intelligence are the ability to accurately identify emotion, understand and use them. Theoretical approaches to emotional intelligence, in fact, can be divided according to whether they focus on specific abilities or on more global integrations of those capacities.
The specific ability approaches concern individual mental capabilities important to emotional intelligence. The integrative model approaches regard emotional intelligence as cohesive, global ability. There exists a third approach to emotional intelligence as well, called amixed modeal approach (Mc Cral, 2000; Mayer et al., 2000b; Mathews et al., 2004; Neubeauer and Freudenthaler, 2005, cited in Mayer , Roberts,&Barsade,2008). The three approaches are discussed below.
2.2.4 Specific ability approaches to emotional intelligence
Emotional perception and identification specific ability approaches to emotional intelligence focus on a particular skills that can be considered fundamental to emotional intelligence. The study of perceptual accuracy grow out grew out of an extensive body of research in non verbal perception. Non-verbal perception includes deciphering social information such as power, intimacy relationship, along with the accurate recognition of emotional expression. From this non verbal research specialized model of emotional accuracy emerged. For example one model aimed to study a person’s accuracy at perceiving emotion in child and adult faces, voices and postures (Nowicki &Duke, 1994, cited in Mayer et al., 2008).
2.2.5. Integrative Model approaches to Emotional Intelligence
A. Izard’s emotional knowledge approach
The elements in integrative models of emotional intelligence are the joining of several specific abilities to obtain an overall sense of emotional intelligence. For example Izards emotional knowledge test (Izard et al. 2001) ask to test taker to mach an emotion such as sadness and situations such as “your best friend move away” as well as to identify emotions in face. It provides an integrative measure of emotional intelligence, focusing on particular on emotional perception and understanding.
B. The Four-Branch model of Emotional Intelligence
This is another integrative approach that measures emotional intelligence in four joining areas of abilities. The four areas are: a) accurately perceiving emotion, b) using emotion to facilitate thought, c) understand emotion and d) managing emotion (Mayer & Salovey. 1997; Mayer et al., 2003, cited in Mayer et al., 2008).
According to these pioneers of the filed each of the area is viewed as developing from early childhood on ward. As skills grow in one area (e.g perceiving emotions), so will skills in other areas such as understanding emotions and being able to regulate them (Mayer & Salovey,1997, cited in Mayer et al., 2008).
2.2.6. Mixed model Approaches to Emotional Intelligence
This approach is so called because of mixed qualities that such models target. This model used broad definition of emotional intelligence that include “ non-cognitive capability, competency, or skill” and /or “emotionally intelligent and socially intelligent behavior” (Bar-on, 2004 quoted in Mayer et al.,2008).
More concretely, most measures in this category assess one or more emotional intelligence attributes, such as accurate emotional perception, but varying degrees mix in other scales of happiness, stress tolerance and self-regard, adaptability, (low) impulsiveness and social competence and creative thinking, flexibility, intuition versus reason. Generally speaking mixed model is theoretical approach that equates diverse psychological traits, abilities, styles, and other characteristics to emotional intelligence. In this study this model is chosen for its measurement and areas it covers were easy to understand to the target population.
This approach used two measures to measure specific emotion understanding skills. The first and most used is the diagnostic analysis of non verbal accuracy scale (Duke & Nowicki, 1994) and the second one is the Japanese and Caucasian Brief Affect recognition test (Matsumoyo et al., 2000, quoted in Mayer et al., 2008).
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- Moges Gebresellassie (Autor:in), 2014, The relationship between emotional intelligence, locus of control, self-esteem, test anxiety and academic achievement of Bahir Dar university students, München, GRIN Verlag, https://www.grin.com/document/513535
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