A Study Of The Effect Of Emotional Intelligence And Motivation On Academic Achievement Of Senior Secondary School Students

Abstract

In today's dynamic educational environment, adolescents face various pressures both at home and in their social spheres. This period is characterized by significant physical, emotional, and social changes that can profoundly influence their academic performance. The present study aims to examine the effects of emotional intelligence and motivation on the academic achievement of senior secondary school students. It seeks to explore the interrelationships and interdependencies between these variables, providing insight into how they collectively impact students’ performance.

The research is grounded in a comprehensive review of existing literature, which highlights the significance of emotional intelligence and motivation in the academic context. This literature review serves as a foundation for the current study, emphasizing previously established findings and encouraging further exploration in this area.

Following the literature review, the methodological aspects of the study are outlined, including the research design, objectives, and hypotheses. The study employs a descriptive research method using a stratified random sampling technique, focusing on a sample of 400 senior secondary students from the Medinipur division in the southern part of West Bengal. Before data collection, the purpose and procedures were communicated to school principals, and written permission was obtained. Confidentiality was assured to both the school authorities and students.

To assess emotional intelligence and achievement motivation, validated tools such as the Mangal Emotional Intelligence Inventory and the Deo-Mohan Achievement Motivation Scale were employed. Academic achievement was measured through students’ marks in the annual examinations of classes XI and XII.

Data analysis involved calculating descriptive statistics and employing correlation coefficients to examine relationships between variables. Additionally, stepwise multiple regression analysis and t-tests were conducted to identify significant differences among the two demographic variables: male and female, and urban and rural students.

The findings of the study are critically analyzed, discussing the implications for educators and parents. The results may enhance teachers' understanding of their students' emotional and motivational profiles, fostering a supportive learning environment. Moreover, the insights gained can assist parents in guiding their children effectively, ultimately promoting their academic success.

Future research can expand on these findings by exploring additional psychological variables, such as personality traits and mental health, across broader geographical regions and educational levels, including undergraduate studies.