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Influence Of Emotional Intelligence And Assertiveness On Pro-social Behaviours
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Definition of Emotions
Emotion is derived from the word
“emover†which means to move or excite. More recently, the term relates
to any subjective experience. Emotions can relate to expression of love,
hate, attraction, aggression and disappointment (Girdhalwal, 2007).
Emotions are internal events that coordinate many psychological
subsystems including physiological responses, cognitions and conscious
awareness. Emotions arise in response to a person’s changing
relationships. When a person’s relationship to memory, to his family,
and to humanity changes, this person’s emotions will change†(Tucker,
Sojka, Barone & McCarthy, 2000)
Emotional Intelligence is
essential for any student, as they are the leaders in their own life and
drive either their success or failure of obtaining a degree. As any
student would know, the motivation to success has to lie within
themselves as the demands and stress levels are all part of the pursuit
of educational success. The university and their staff complement act as
a medium to obtain this degree, therefore, they are the management of
the organization. Together with the leaders (students); who should be
emotionally equipped to identify their own emotions and the emotions of
other subjects; and the management (university) they play an ideal role
in the performance and success of the student.
“Emotional
intelligence describes the ability, capacity, skill, or self-perceived
ability to identify, assess, and manage the emotions of one’s self, of
others, and of groups†(weiten, 2007). People who possess a high degree
of emotional intelligence know themselves very well and are also able to
sense the emotions of others; they are malleable, resilient, and
optimistic. Student involvement in extra-curricular activities can
greatly contribute to students' development in social competence,
reflective thought, altruism, and self-awareness (Kuh, 1993). Such
opportunities foster the development of the student (Goleman, 1998).
Individuals with emotional intelligence have the ability to identify and
utilize emotional information and then use that knowledge to manage
relationships and solve problems (Mayer, Caruso, Panter, & Salovey,
2012).
Emotion is one of such factor which is said to play a
significant role in the development of helping actions or pro-social
behaviours, along with pro-social values and motives (Eisenberg, 1986,
). In alliance to the concept of “emotion†as a prevailing factor behind
“pro-social behaviourâ€, a construct namely “emotional intelligence†has
been found to be an antecedent carrying a lot of positive attributes
one of which is pro-social behaviour (Mayer, Hsee & Salovey, 1993).
Emotions
are involved in everything people do: every action, decision and
judgment executed. Emotionally intelligent people recognize this and use
their thinking to manage their emotions rather than being managed by
them. In the course of last two decades, Emotional Intelligence (EI)
concept has become a very important indicator of a person‘s knowledge,
skills and abilities in workplace, school and personal life (Mayer,
Hisee & Salovey, 1993).
Defining Emotional Intelligence
Emotional
Intelligence represents a specific subset group of tasks to social
intelligence. It does not only encompass reasoning about emotions in
social relationships, but also reasoning about internal emotions that
are important for personal growth. EI is also more focused than social
intelligence in that it pertains to emotional problems embedded in
personal and social problems (Tucker et al., 2000). Emotional
Intelligence (EI) is used interchangeably with Emotional Quotient (EQ)
in many ways, where these terms are representative of emotional
awareness and emotional skills. It is pointed out that an emotionally
skilled person is skilled in four areas: identifying, using,
understanding and regulating emotions (Salovey & Mayer, 1990).
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ABSRACT - [ Total Page(s): 1 ]Empirically explored in the study were emotional intelligence and assertiveness on pro-social behaviour. One hundred and eighty-six students (83 males and 103 females) of the University of Uyo, Uyo in Akwa Ibom State, were used in the study. Valid questionnaires and scales were used in the present study, such as; The Schutte Self Report Emotional Intelligence Test (SSEIT) developed by Dr. Nicola Schutte (1998), Rathus Assertiveness Scale (RAS) by Spencer Rathus (1973), and Adult Pro-Socialness S ... Continue reading---
