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PEER REVIEWED & REFEREED JOURNAL, FEB-MAR, 2023, VOL-11/56
EMOTIONAL INTELLIGENCE OF FIRST GENERATION LEARNERS
ENROLLED IN HIGHER SECONDARY SCHOOLS IN KASHMIR

Rakhshanda Lateef1 & Najmah Peerzada2, Ph.D.

1
Research Scholar, School of Education & Behavioural Sciences, University of Kashmir,
Hazratbal, Srinagar
2
Sr. Assistant Professor, School of Education & Behavioural Sciences,
University of Kashmir, Hazratbal, Srinagar

Paper Received On: 18 MAR 2023

Peer Reviewed On: 31 MAR 2023
Published On: 1 APRIL 2023

Abstract

The aim of the study was to assess the emotional intelligence of first generation learners enrolled in
higher secondary schools in Kashmir. The sample for the present study consisted of 800 higher
secondary school students (400 male and 400 female) perusing their education in different
higher secondary schools of Kashmir valley. The sample was selected randomly to ensure that each
unit of the population was having equal chance of being selected. Emotional Intelligence Scale
prepared by Anokool Hyde, Sanjyot Pethe and Upinder Dhar (2001) was used to measure the
Emotional intelligence of first generation higher secondary school students. The scale consists of ten
factors these are: self-awareness, empathy, self-motivation, emotional stability, managing
relations, integrity, self-development, value orientation, commitment and altruistic behaviour. The
study was found that there is significant mean difference between male and female First Generation
Higher Secondary School Students on overall scores of Emotional Intelligence. Also the study was
found that male students have better emotional intelligence as compare to female students.
Keywords: Emotional Intelligence, First Generation Learners, Higher Secondary Schools, Kashmir

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INTRODUCTION
In recent years, emotional intelligence (EI) has become a major topic of interest in scientific
and academic circles as well as in the public and private sector (Mortana, Ripolla, Carvalhob,
Bernala, 2014: 97). The contrary this philosophical and cultural background that the new
notion of EI has become important in psychology.
Emotional intelligence involves the capacity to accomplish faithful analysis about emotions
and the capacity to employ feelings, emotions, and emotional knowledge to augment thought,
incorporating particular expertness and suggesting that this distinctive expertness may also be

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considered as constituting a united, general emotional intelligence (Ljungholm, 2014: 128).

Despite the fact that a variety of concepts similar to EI have been proposed over the years,
modern interest in EI began with Salovey and Mayer’s article defining EI (JR.O’Boyle,
Humphrey, Pollack, Hawver, Story, 2011: 789). Over the past several decades, the concept
of emotional intelligence has once again become popular (Cherniss, 2010: 110). Emotional
intelligence is significant and useful for various fields. Since 1990’s emotional intelligence
has been studied considerably researchers focused on the possible outcomes of interrelating
the construct with the outcomes of life, such as business, pschology or education.
Mayer and Salovey (1989) was first defined emotional intelligence (EI) as “The subset of
social intelligence that involves the ability to monitor one’s own and others’ feelings and
emotions, to discriminate among them and to use this information to guide one’s thinking and
actions” (Salovey, Mayer, 1989: 189). Their resources point out that a coherent conceptual
model of EI, which differentiated multiple aspects or province of emotional abilities, such as
emotion perception and emotion management. They besides developed a series of tests for
assessment of EI, culminating in the Mayer-Salovey-Caruso Emotional Intelligence Test.
This test has been used a lot of research and covered different subjects (Matthews, Zeidner,
Roberts, 2012: 106).
Daniel Goleman defines emotional intelligence as: “The capacity for recognizing our own
feelings and those in others, for motivating ourselves, for managing emotions well in
ourselves and in our relationships (Goleman, 1998: 16). The concept of EI has been
popularized by Daniel Goleman’s (1995) influential book “Emotional Intelligence” in which
he claimed that EI can matter more than IQ and suggested a redefining of what it means to be
smart. Goleman’s book argues that effective business leaders are distinguished not by their
education, native intelligence (IQ) or subject knowledge, but by emotional intelligence,
which in the context of the workplace includes characteristics like self-awareness and self-
control; the ability to communicate and influence others; and facility at building bonds and
creating group synergies (Goleman, 1995).
Emotional management deals with our capacity to control emotions for personal and societal
progress. It is the capacity to accept responsibility for one's feelings and happiness, to convert
negative emotions, into good learning and growth opportunities and the ability to assist
other's recognise and profit from their emotions.
These four emotional skills composing the EI model are placed so that the more fundamental
psychological processes (Eg. sensing emotions) are at the top of the model and are

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considered, to some extent, to be reliant on the lower level abilities. Within each dimension,
there is a developmental path of talents from the more fundamental to the more complicated.
Abilities within each categories also are anticipated to grow with experience and age. The
hypothesis indicates that the four talents led to the higher order concept of Emotional
Intelligence (Mayer and Salovey, 1997) which has been validated experimentally.
OPERATIONAL DEFINITIONS
The following operational definitions for the present proposal:
 Emotional intelligence: In the present proposal emotional intelligence means the
scores gained by the; sample on S Anokool Hyde, Sanjyot Pethe and Upinder Dhar
(2001). The scale consists of ten factors these are: self- awareness, empathy, self
motivation, emotional stability, managing relations, integrity, self development,
value orientation, commitment and altruistic behavior.
 First Generation Learners: First generation learners have been operationally
defined as those higher secondary school students of Kashmir whose parents are
illiterate.
OBJECTIVES
The proposed study will be conducted with the following objectives:
1. To identify the first generational higher secondary school students in Kashmir.

2. To study and compare the emotional intelligence of first generation higher secondary
school students with respect to gender.
HYPOTHESES
The following hypotheses have been formulated for the present study:
1. There is no significant difference on emotional intelligence of first generation higher
secondary school students with respect to gender.
SAMPLE
The sample for the present study consisted of 800 higher secondary school students
(400 male and 400 female) perusing their education in different higher secondary
schools of Kashmir valley. The sample was selected randomly to ensure that each unit of
the population was having equal chance of being selected.
TOOLS
 Emotional Intelligence Scale prepared by Anokool Hyde, Sanjyot Pethe and
Upinder Dhar (2001) was used to measure the Emotional intelligence of first

Copyright © 2023, Scholarly Research Journal for Humanity Science & English Language
 Rakhshanda Lateef &Dr. Najmah Peerzada 14052
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generation higher secondary school students. The scale consists of ten factors these
are: self-awareness, empathy, self-motivation, emotional stability, managing
relations, integrity, self-development, value orientation, commitment and altruistic
behavior.

STATISTICAL TREATMENTS

 Percentage
 Mean
 S.D
 t-test
ANALYSIS AND INTERPRETATION OF THE DATA
Table 1: Overall levels of Emotional Intelligence among First Generation Higher
Secondary School Students (N=800)
Levels of EI N Percent
High 213 26.63
Normal 515 64.38
Low 72 9.00
Total 800 100.0
The perusal of the above table shows the overall levels of emotional intelligence among first
generation higher secondary school students. The results of the table shows that 26.63% First
Generation Higher Secondary School Students have high level of emotional intelligence,
64.38% have normal level of emotional intelligence, whereas only 9.0% First Generation
Higher Secondary School Students were found to have low level of emotional intelligence.

26.63
High
Normal
Low
64.38

Fig. 1: Overall Emotional Intelligence among First Generation Higher Secondary

School Students (N=800)

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 Rakhshanda Lateef &Dr. Najmah Peerzada 14053
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Table 2: Levels of Emotional Intelligence among Male and Female First Generation
Higher Secondary School Students (N=400 each)
Male FGHSSS Female FGHSSS
Levels of EI
N Percent N Percent
High 114 28.50 99 24.75
Normal 263 65.75 252 63.0
Low 23 5.75 49 12.25
Total 400 100.0 400 100.0
FGHSSS = First Generation Higher Secondary School Students
A quick look at the above table shows the levels of Emotional Intelligence among Male and
Female First Generation Higher Secondary School Students. The results of the above table
depicts that 28.50% male First Generation Higher Secondary School Students have high level
of emotional intelligence, 65.75% male First Generation Higher Secondary School Students
have normal level of emotional intelligence and 5.75% male First Generation Higher
Secondary School Students have low level of emotional intelligence. Whereas, the data also
reveals that 24.75% female First Generation Higher Secondary School Students have high
level of emotional intelligence, 63.0% female First Generation Higher Secondary School
Students have normal level of emotional intelligence and only 12.25% female First
Generation Higher Secondary School Students were found to have low level of emotional
intelligence.

65.75
70 63
60

50

40 Male FGHSSS
28.5
30 24.75 Female FGHSSS

20 12.25
10 5.75

0
High Normal Low

Fig. 2: Levels of Emotional Intelligence among Male and Female First Generation
Higher Secondary School Students (N=400 each)

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 Rakhshanda Lateef &Dr. Najmah Peerzada 14054
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Table 3: Significance of mean difference between Male and Female First Generation
Higher Secondary School Students on composite scores of Emotional Intelligence
(N=400 each group)
Group N ̅
𝐗 S.D t-value Significance
Male FGHSSS 400 124.66 13.88
3.54 Sig. at 0.01 level
Female FGHSSS 400 119.81 11.97
FGHSSS = First Generation Higher Secondary School Students
The above table shows the mean comparison between Male and Female First Generation
Higher Secondary School Students on composite scores of Emotional Intelligence. The above
table shows that there is significant mean difference between male and female First
Generation Higher Secondary School Students on overall scores of Emotional Intelligence
and the t-value came out to be (3.54) which is significant at 0.01 level. The mean difference
favours male first generation higher secondary school students, which depicts that male
students have better emotional intelligence as compare to female students.

124.66 119.81
140

120

100

80

60

40

20

0
Male FGHSSS Female FGHSSS

Fig 3: Significance of mean difference between Male and Female First Generation
Higher Secondary School Students on composite scores of Emotional Intelligence
(N=400 each group)
CONCLUSION
 The study was found that 26.63% First Generation Higher Secondary School Students
have high level of emotional intelligence, 64.38% have normal level of emotional

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 Rakhshanda Lateef &Dr. Najmah Peerzada 14055
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intelligence, whereas only 9.0% First Generation Higher Secondary School Students were
found to have low level of emotional intelligence.
 The study was found that 28.50% male First Generation Higher Secondary School
Students have high level of emotional intelligence, 65.75% male First Generation Higher
Secondary School Students have normal level of emotional intelligence and 5.75% male
First Generation Higher Secondary School Students have low level of emotional
intelligence.
 The study was found that 24.75% female First Generation Higher Secondary School
Students have high level of emotional intelligence, 63.0% female First Generation Higher
Secondary School Students have normal level of emotional intelligence and only 12.25%
female First Generation Higher Secondary School Students were found to have low level
of emotional intelligence.
 The study was found that there is significant mean difference between male and female
First Generation Higher Secondary School Students on overall scores of Emotional
Intelligence.
 The study was found that male students have better emotional intelligence as compare to
female students.
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