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Comparative Study

| Published: November 20, 2018

A Study of Gender Differences in Emotional Intelligence and Learning Behaviour among Children

Mr. Vargha Mokhlesi ,

International Research Scholar in Psychology, Shivaji University Kolhapur, Child Psychologist, India Google Scholar More about the auther

Dr. Chidanand B. Patil

Director, Mansanjeevan: The Centre for Psychological Services, Gadhinglaj, Kolhapur, MH, India Google Scholar More about the auther

DIP: 18.01.047/20180604

DOI: 10.25215/0604.047

ABSTRACT

The present study was conducted to assess the gender differences in emotional intelligence and learning behaviour among children. Taken into consideration the purpose of the study, 100 children (50 boys and 50 girls) studying in secondary school especially, 5th and 6th grade located in Kolhapur district were selected randomly as a sample. The age range of the selected sample was 11 to 12 years. Multifactor Emotional Intelligence Scale – 2004 (MEIS) of Shanwal was used to measure emotional intelligence. Learning behaviour is measured to by Students Learning Behaviour Scale (2002).  Data analysis was done by using various statistical techniques such as mean, standard deviation and t test of significance through SPSS. Results show that boys tend to be significantly higher score in learning behaviour than that of girls. However study fails to show any significant gender differences with respect to emotional intelligence and its all dimensions (Identification of emotions, Assimilation of Emotions, Understanding of Emotions and Regulations of Emotions).  This Study will encourage the students to improve their own emotions in sound direction and will help to manage their behavior so that better adjustment may take place. Study also will helps to children to develop the learning strategies among them.
Responding Author Information

Mr. Vargha Mokhlesi @ deepanandpatil@gmail.com

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ISSN 2348-5396

ISSN 2349-3429

DIP: 18.01.047/20180604

DOI: 10.25215/0604.047

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Published in   Volume 06, Issue 4, October-December, 2018

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