E5770018520

Emotional, School Environment and Intelligence Academic Achievement of Secondary School Students
V. Mathialahan¹, K. Govindarajan², R. Nandhakumar³, T. Balasubramanian⁴, R. Sivannatham^5
1V.Mathialahan, Research Scholar, Department of Education, Alagappa University, Karaikudi, Tamil Nadu, India.
²Dr. K. Govindarajan, Assistant Professor and Research supervisor, Department of Education, Alagappa University, Karaikudi, Tamil Nadu, India.
³R.Nandhakumar, Research Scholar, Department of Education, Alagappa University, Karaikudi. Tamil Nadu, India.
⁴T.Balasubramanian Research Scholar, Department of Education, Alagappa University, Karaikudi. Tamil Nadu, India.
⁵R.Sivannatham, Research Scholar, Department of Education, Alagappa University, Karaikudi. Tamil Nadu, India.
Manuscript received on January 02, 2020. | Revised Manuscript received on January 15, 2020. | Manuscript published on January 30, 2020. | PP: 2651-2657 | Volume-8 Issue-5, January 2020. | Retrieval Number: E5770018520/2020©BEIESP | DOI: 10.35940/ijrte.E5770.018520
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)

Abstract: Purpose – In the present century the need and importance of understanding the emotional intelligence of the learner has been grown among the educationists. This is especially true and more prevalent in professions that require the employees to be highly emotionally intelligent such as in the teaching profession. In this study Emotional Intelligence, School Environment and Academic Achievement of secondary school students was probed to find the relationship between and among Emotional nature, School climate and outcomes of standard IX and X students. Methodology – In this study the Emotional Intelligence Questionnaire, School Environment Scale (SES) is used. The investigator used stratified random sampling technique for selecting the sample. The study will adopt a Normative Survey Method. The variables studied are the Emotional Intelligence, School Environment and Academic Achievement. Emotional Intelligence Scale developed and validated by the Balasubramanain and Shanty in 2005 is used for the study. Further School Environment questionnaire developed and validated by the Shanty Jose 2009 is used for the study. The academic achievement scores obtained by the student is used for analysing the learning outcome. Findings – Finding shows from the study shows that there is a high level of Emotional Intelligence, school environment and academic achievement of secondary school students. No significant differences found between and among Emotional Intelligence, School Environment and Academic Achievement with respect to the variables gender, class, type of institutions, locality and medium of instruction. There is a significant relationship exists between and among Emotional Intelligence, school environment and academic achievement and its sub variables. Significance – Emotion as the basis of all behaviours and activities and so is directly related to all human nature and achievements. Emotions are source of motivation, source of learning,source of strength and endurance to body. Emotional intelligence is being able to understand one’s one behaviour and to use this to guide their action. Understanding the emotional intelligence of learner will help to analyse the academic performance of individual learner and to provide them useful support.
Keywords: Emotional intelligence, Academic achievement, Emotionally intelligent, School Environment, Emotions, Emotional tensions, Emotional tensions.
Scope of the Article: Environmental Engineering.