Please use this identifier to cite or link to this item: http://hdl.handle.net/10603/15717
Title: Influence of emotional intelligence self efficacy and reflectiveness on academic achievement of high school students
Researcher: Vasimalai Raja. M
Guide(s): Annaraja, P
Keywords: academic achievement
communication skills
emotional intelligence
Empathy
high school students
psychological abilities
self efficacy and reflectiveness
Upload Date: 6-Feb-2014
University: Manonmaniam Sundaranar University
Completed Date: December 2009
Abstract: Emotional intelligence allows one to think more creatively and use one s emotions to solve problems. Daniel Goleman (1998) believes that emotional intelligence appears to be an important set of psychological abilities that relates to success in one s life. Empathy and communication skills as well as social and leadership skills will be central to one s success in life and personal relationships. Rather than high IQ, Goleman purports that it is far better to have high emotional quotient, emotional intelligence, if one wants to be a valued and a productive member in our society. newline newline Daniel Goleman (1998) argues that men particularly need to develop emotional skills and gives many examples of men with high intelligence who were not successful because they had problem with their relationship skills. He found from his research that people with high emotional intelligence generally have successful relationships with family, friends and fellow workers. They are also successful because they persist in the face of set back and channel their emotional energies towards achieving their goals. The investigator compares self-efficacy and emotional intelligence of high school students in relation to some particular factors. Students possess emotional intelligence that emphasizes the value of the positive individual difference, promote the learning of teamwork and problem solving skills and empower children to gain positive social skills. Such social skills boost student s relationship, mutual respect, and engagement in classroom learning. In the same way, it is being said that high self-efficacy exhibits less anger and less stress, use of fewer control tactics, use of cooperative learning, more participation in many programmes and try new things reduces the barriers to self-efficacy. So, there is interrelation between emotional intelligence and self-efficacy newline newline
Pagination: viii, 247p.
URI: http://hdl.handle.net/10603/15717
Appears in Departments:St. Xavier's College

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01_titles.pdfAttached File66.47 kBAdobe PDFView/Open
02_certificate.pdf14.16 kBAdobe PDFView/Open
03_declaration.pdf12.86 kBAdobe PDFView/Open
04_acknowledgement.pdf17.54 kBAdobe PDFView/Open
05_contents.pdf22.35 kBAdobe PDFView/Open
06_chapter 1.pdf282.48 kBAdobe PDFView/Open
07_chapter 2.pdf247.69 kBAdobe PDFView/Open
08_chapter 3.pdf381.14 kBAdobe PDFView/Open
09_chapter 4.pdf739.69 kBAdobe PDFView/Open
10_chapter 5.pdf165.19 kBAdobe PDFView/Open
11_references.pdf69.26 kBAdobe PDFView/Open
12_appendix.pdf565.73 kBAdobe PDFView/Open


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