Emotional Intelligence and Academic Achievement of School Going Children: A Study in South Odisha, India

This paper based on an explanatory design and focused on four dimensions of emotional intelligence (self-awareness, self-regulation, self-motivation and empathy) of school-going children drawn from standard 8th, 9th and 10th with an objective to trace relationship between emotional intelligence and academic achievement. For this, a small sample of 120 (60 boys and 60 girls) was drawn from a co-education school of South Odisha, India. The data obtained through a pre-tested schedule-cum-questionnaire having both open and closed ended questions after considerable rapport was established. Close observations were made for a little more than two months on activities of the children in-situ during recess period on every working day continuously. It hypothesises that emotional intelligence is directly proportional to the academic achievements of school going children with significant difference between boys and girls. The result of the analysis at the outset indicated that boys have a higher value of understanding concerning the different dimensions of emotional intelligence than girls. However, there is no significant difference of the ‘t’ value (at 5% level of significance) between the boys and the girls regarding understating of the emotional dimensions. Thus, it is ascertained that irrespective of gender, the manifestation of emotional intelligence remains unaltered. Thus, the proposition of boys being better than girls is falsified. However, it was observed that those who suffer from strong wanted-control differ in their emotional intelligence and academic achievement from those who have least wanted – control.