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Abstract

The present study examined the effects emotional intelligence on self-Efficacy of tertiary education students. Two scales Schutte Self-Report Emotional Intelligence Scale 44 and Schwarzer & Jerusalem Self Efficacy Scale 47 were used. The pilot study was conducted to assess the reliability of the instrument and main study was conducted to assess the results on sample of the study. A sample of 50 students (25 males, 25 females) were taken from universities of Islamabad and Rawalpindi. Both questionnaire were administered to the sample. The psychometric properties of pilot study were found satisfactory. In second phase main study was conducted which considered of sample of 200 university students (100 males and 100 females). The psychometric properties of main study were also satisfactory. Scores were analysed using SPSS software. Results of demographic variables such as age, birth order, mother education, father education and number of siblings are positively correlated with both scales and sub scales. The results were significant at (p<0.05) of mean differences with gender, education and family system. This survey consists of three hypotheses, which were accepted.

Introduction

Several research studies have examined the emotional intelligence and its considerable association and relationship with self-efficacy in relation to adults as sample of these investigations. On the other hand studies also focused on individual variations of emotional intelligence in association with psychological aspects of the personality and self-efficacy and relationship of all these attributes to the attitudes of the adult students. However, the prediction of individual attitudes through addressing emotional intelligence and self-efficacy is rarely addressed in research studies 1.

Emotional consistency through individual awareness of appropriate behavior after processing the information of the situation varies individual to individual this concept is addressed by trait emotional intelligence (Trait EI). This concept also covers the gathering of information through emotional capabilities, it also relates to the individual tempers related to personality aspects of immature individual depicting lower personality attributes 2.

Assessment of individuals those present positive emotions to individuals and the welfare to the society mostly possess high trait EI assessment scores 3. Individuals with Trait EI attributes possess greater level of emotional intelligence and endorse greater happiness for them and other individuals around them 4.

Individual success and personal happiness is produced and directed through various means such as individuals with higher level of self-efficacy embrace complex tasks as contest or experiment while individuals with lower level of self-efficacy prefer to avoid complex tasks and remain in pressure or fear of accomplishing complex challenges 5. While facing the challenging situations attitudes of individuals with higher level of self-efficacy would be controlling and authoritative. This sort of attitude produces individual success and decreases depression and anxiety 678.

Individual who are uncertain regarding personal competence and feel hesitation usually avoid performing complex tasks or feel pressure in performing challenging tasks. These individuals mostly possess low ambitions to the objectives and aims of the life goals they want to achieve. While performing complex task related to any objective to achieve these individuals with low self-efficacy start concentrating on their personal weaknesses and difficulties of task they want to peruse rather than concentrating on gathering and processing information on task achievement. They often lose concentration and determination of performing task and facing problems and fall into depression and anxiety and more often they choose to quit the task. Efficacy deals and reduces the individual stress level while performing task that seems to be challenging according to individual capacity to perform that task 910.

On the basis of above background, we intend to measure the emotional intelligence and self-efficacy among university students, to find out the relationship of emotional intelligence and self-efficacy, to explore the differences of emotional intelligence and self-efficacy on selected demographic variables and to explore the gender difference on Emotional Intelligence and self-efficacy. And meanwhile our hypotheses of the Study were the greater the Emotional Intelligence, the more will be the Self Efficacy, males are emotionally more intelligent than Females and female students rate high on Self Efficacy than male students.

Results

Result

The study was conducted in two phases that is Pilot study and Main study.

Pilot Study

It is conducted to check the psychometric properties of the scales. For the research purpose we used sample of 50 university students (25 males, 25 females). They were selected from two major universities of Islamabad and Rawalpindi. The age range of participants were between twenty and thirty. Whereas there educational qualification varied from Bachelor to M.Phil.

The research was conducted of two major scales Schutte Self Report Emotional Intelligence Scale 44 and second is Schwarzer & Jerusalem Self Efficacy Scale 47. These scales used on sample of 50 university students.

Pilot Study Results

The objectives of pilot study were to determine the psychometric properties of instruments used in the study and to find out the trends of data on small sample size. Note. PE = Perception of Emotions; ME = Managing own Emotions; MOE = Managing other Emotions; UE = Utilizing of Emotions; EI = Emotional Intelligence; SE= Self Efficacy; SD = Standard Deviation; M = mean; n = Number of Items .

Phase II

Main Study: It is concerned with the attitude of students. For this purpose sample of 200 university students (100 males, 100 females) was collected from two major universities of Islamabad and Rawalpindi. The age range of participants was between twenty and thirty, whereas there educational qualification varied from Bachelor to M.Phil. Table 1 and Table 2

Table 1. Psychometric properties of major study variable (N = 50)

					Range
Variables	n	M	SD	α	Potential	Actual	skewness
PE	10	37.62	4.62	0.64	26-50	Oct-50	0.284
ME	9	34.06	3.47	0.336	26-44	Sep-45	0.106
MOE	8	30.26	3.63	0.509	20-38	Aug-40	-0.653
UE	6	23.98	3.6	0.694	13-30	30-Jun	-1.18
EI	33	125.29	12.9	0.843	89-152	33-165	-0.625
SE	10	29.76	6.23	0.819	Dec-39	Oct-40	-0.986

Table 2. Summary of Inter correlations, Means and S.D for scores of variables (N = 50)

Measures	1	2	3	4	5	6
1. PE	-	.749**	.526**	.654**	.890**	.405**
2. ME	-	-	.510**	.641**	.860**	.371**
3. MOE	-	-	-	.550**	.761**	0.246
4. UE	-	-	-	-	.841 **	0.169
5. EI	-	-	-	-	-	.362**
6.SE	-	-	-	-	-	-
Mean	37.62	34.06	30.26	23.98	125.29	29.76
S.D	4.62	3.47	3.63	3.6	12.9	6.23

Main Study Results

Table 3 shows the value of Cronbach alpha of Emotional Intelligence scale and Balance Task Leadership and their sub-scales. The reliabilities of all scales and subscales are highly satisfactory of Emotional Intelligence and Self Efficacy except Managing Other Emotions subscale of Emotional Intelligence. It also indicates the mean and Standard Deviation of Emotional Intelligence scale and Self Efficacy scale and also its subscales. The actual and potential ranges of Emotional Intelligence scale its sub-scales and Self Efficacy scale shows in table which indicates that actual ranges are highly satisfactory. All the scales and most of the subscales are negatively skewed.

Table 6 shows inter-scale correlation of Emotional intelligence and Self Efficacy with Age. The correlation coefficients range from .070 to .162*. There are significantly correlated in positive direction. Table also shows inter-scale correlation of Emotional intelligence and Self Efficacy with Mother Education. The correlation coefficients range from .002 to .98. There are significantly correlated in positive direction. Table 6 in addition shows inter-scale correlation of Emotional intelligence and Self Efficacy with Father Education. The correlation coefficients range from -.008 to .111. There are significantly correlated in positive direction. Table 6 also shows inter-scale correlation of Emotional intelligence and Self Efficacy with birth order. The correlation coefficients range from .003 to .062*. There are significantly correlated in positive direction. Table 6 further shows inter-scale correlation of Emotional intelligence and Self Efficacy with number of siblings. The correlation coefficients range from -.028 to .096. There are significantly correlated in positive direction.

Table 7 indicates Mean difference of Males and Females on Emotional intelligence, its subscales and Self Efficacy that there is non-significant relationship between (p>0.05) of emotional Intelligence with gender and also it subscales but there is a significant relationship (p<0.05) of Self Efficacy Scale with gender.

Discussion

Present study was aimed to find out the effect of Emotional Intelligence with Self Efficacy. The study was conducted in two phases that is pilot study and main study. Pilot study was conducted to assess the psychometric properties of instruments and analyze main hypothesis of the study to trend the data on a small sample. Results were satisfactory to start the second phase which was the main study.

The results of analysis related to psychometric properties showed that the value of Cronbach alpha of Emotional Intelligence scale, its sub-scales and Self Efficacy Scale. The reliabilities of all subscales are highly satisfactory except managing other emotions, subscale of Emotional Intelligence. It also indicated the mean of Emotional Intelligence scale and Self Efficacy scale. The actual and potential ranges of Emotional Intelligence scale and Self Efficacy and their sub-scales shows in table which indicates that potential ranges were highly satisfactory (See table 3).

Item total correlations were calculated in order to assess whether the items were consistent with the rest of the scale. The results of item total correlations were significant for all the items of Emotional Intelligence and its sub scales except its perception of emotions scale. The correlation coefficient suggests that most of the items are significantly positively related (p< 0.01) to the scale except item no 33 which is no significant and also negative correlated.

Another result of item total correlations was significant for all the items of Self Efficacy are positively related (p< 0.01) to the scale.

To estimate the trends of data, descriptive analysis was conducted on Emotional Intelligence scale and Self Efficacy Scale. Mean and standard deviation (see table 4) indicating the clustering of scores around the mean. The values of mean and standard deviations showed deviations from the mean on scales and its sub scales were normal.

Table 3. Psychometric properties of major study variable (N= 200)

					Range
Variables	n	M	SD	α	Potential	Actual	skewness
PE	10	36.16	4.47	0.616	Oct-50	21-49	0.114
ME	9	35.2	4.23	0.597	Sep-45	23-45	-0.258
MOE	8	30.02	3.82	0.48	Aug-40	20-39	-0.029
UE	6	23.54	3.5	0.658	30-Jun	13-30	-0.557
EI	33	125.24	12.6	0.834	33-165	87-160	0.172
SE	10	29.11	6.16	0.801	Oct-40	Dec-40	-0.051

Table 4. Summary of Inter correlations, Means and S.D for scores of variables (N= 200)

Measures	1	2	3	4	5	6
1.PE	-	.441**	.416**	.467**	.773**	.170*
2.ME	-	-	.417**	.709**	.806**	.267**
3.MOE	-	-	-	.378**	.725**	0.013
4.UE	-	-	-	-	.776**	0.132
5.EI	-	-	-	-	-	.158**
6.SE	-	-	-	-	-	-
Mean	36.16	35.2	30.02	23.54	125.24	29.11
S.D	4.47	4.23	3.82	3.5	12.6	6.16

P< 0.05,

P< 0.01

Inter scale correlation coefficient of two instruments in order to assess the link of scale and subscales with one another. The results indicate that there is significant correlation between Emotional intelligence and Self Efficacy and positive directed and ranges from .013 to .806** (see table 4).

This moderate positive correlation related to the findings of Hutchison 2010, who s also has moderate positive correlation and suggested that due to the low score of factors related to emotional intelligence there is necessity for principals to focus on professional training of teacher to inculcate emotional intelligence into learners, this process must support the assessment programs through which emotional intelligence and self-efficacy of learners should be measured.

The results of Relationship between certain Demographic Variables with Emotional Intelligence, its subscales and Self Efficacy of adults. It shows inter-scale correlation of Emotional intelligence and Self Efficacy with Age. The correlation coefficients range from .070 to .162*. There are significantly correlated in positive direction. Table inter-scale correlation of Emotional intelligence and Self Efficacy with Mother Education shows the correlation coefficients range from .002 to .98. There are significantly correlated in positive direction. It also shows inter-scale correlation of Emotional intelligence and Self Efficacy with Father Education. The correlation coefficients range from -.008 to .111 (see table 5). There are significantly correlated in positive direction. Which shows that parents education develop a great effect on their children in most of the areas. Inter-scale correlation of Emotional intelligence and Self Efficacy with birth order shows the correlation coefficients range from .003 to .062*. There are significantly correlated in positive direction. It shows that individual Emotional Intelligence and Self Efficacy do not enhance or decrease by Birth order. Inter-scale correlation of Emotional intelligence and Self Efficacy with number of siblings shows the correlation coefficients range from -.028 to .096. There are significantly correlated in positive direction (see table 5).

By the study of gender differences there is no significant interaction (p>0.05) between Emotional intelligence and Self Efficacy (See Table 6). Our findings is according to the 48 which also showed non-significant interaction (p>0.05) between Emotional intelligence and Self Efficacy among adolescence.

Moreover findings of this study showed that females have higher rate on Self Efficacy than males. However males found more Emotional intelligent than females. So we can t say that females or males beat each other. So there is no big difference of both genders between Emotional Intelligence and Self Efficacy.

The findings of this survey proved the 2 and 3 hypothesis, and this hypothesis is also proved according to the past research 49. Which shows that boys were more confident in self-realization and maintaining wellness and girls were more confident in self-efficacy.

Moreover the role of family system also effects on Emotional intelligence and Self Efficacy that is whether the joint family system or nuclear family system affects. But the results of our study indicates that there is no significant relationship (p>0.05) of Emotional intelligence and Self Efficacy with family system (see table 7).

Table 5. Correlation of Emotional Intelligence with Self Efficacy (N= 200)

Variables	1	2		3	4	5	6
1.PE	-		.441**	.416**	.467**	.773**	.170*
2.ME	-		-	.417**	.709**	.806**	.267**
3.MOE	-		-	-	.378**	.725**	0.013
4.UE	-		-	-	-	.776**	0.0132
5. EI	-		-	-	-	-	.158*
6.SE	-		-	-	-	-	-

p<0.05,

p<0.01

Table 6. Relationship between certain Demographic Variables with Emotional Intelligence, its subscales and Self Efficacy of adults (N = 200)

Variables	Perception of Emotions	Managing own Emotions	Managing other Emotions	Utilizing of Emotions	Emotional Intelligence	Self Efficacy
Age	.078	.132	.162*	.070	.135	.059
Mothers Education	.098	-.044	.002	.027	.034	.020
Fathers Education	.102	-.008	.020	.051	.051	.111
Birth Order	-.110	.003	.062*	-.051	-.049	-.064
No. of Siblings	-.081	.096	.061	-.051	.000	-.028

p<0.05

Table 7. Mean difference of Males and Females on Emotional intelligence, its subscales and Self Efficacy(N = 200)

Variables	Male		Female		t(198)	p	95% CI		Cohen s
	(n =100)		(n = 100)						d
	M	S.D	M	S.D			LL	UL
PE	36.03	4.54	36.3	4.41	-0.426	0.671	-1.52	0.98	0.06
ME	35.35	3.89	35.05	4.56	0.5	0.617	-0.882	1.482	0.07
MOE	30.18	3.79	29.85	3.87	0.609	0.544	-0.739	1.399	0.09
UE	23.48	3.27	23.6	3.73	-0.242	0.809	-1.098	0.858	0.03
EI	125.5	12.86	124.99	12.39	0.285	0.776	-3.013	4.033	0.04
SE	28.1	6.92	30.12	5.13	-2.343	0.02	-3.72	-0.32	0.33

The findings Emotional Intelligence and Self Efficacy on Education are aligned to the study 50, which shows that the through integrating aptitude related to emotional intelligence in curriculum contents and instructional strategies would support to enhance the self-efficacy of the students in effective manner.

Conclusion

In last we concluded that research shows that greater the Emotional Intelligence, the more will be the Self Efficacy. The inter scale and inter items correlation of Emotional Intelligence and Self Efficacy were significant and positively correlated. There is not significant interaction (p>0.05) between Emotional intelligence and Self Efficacy with the Mean difference of Males and Females.

Journal of Human Psychology