Relationship of Different Dimensions of Emotional Intelligence with Students’ School Adjustment at Secondary Level

Abstract

Focus of the article was on two very important aspects. These are often neglected at secondary school level, whereas they contribute a lot in personality development. The present study aimed at investigating the relationships of different dimensions of emotional intelligence (self-awareness, managing emotion, empathy, social skills and self-motivation) with school adjustment. All the students studying in secondary classes of district Dera Ismail Khan constituted the population of the study. A sample of 400 girls’ students were selected by using LR Gay formula as a sample of the study. Two scales emotional intelligence and school adjustment were developed and made valid with the help of experts in the field of education. The Cronbach alpha value of emotional intelligence and school adjustment was 0.80 and 0.82 respectively. The collected data was analyzed with the help of correlation. The results indicated that the level of emotional intelligence was moderate and there was a positive relationship between dimensions of emotional intelligence (self-awareness, managing emotion, empathy, social skills and self-motivation) and school adjustment. The relationship between self-awareness and school adjustment is stronger than other dimensions of emotional intelligence. It was concluded that higher the level of emotional intelligence better the school adjustment

    Keywords: emotional intelligence, empathy, adjustment, self-             awareness, self-motivation.