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A Snooping on the
he Factor Structure off Schutte Self-Report
Self
Emotional Intelligence Test among the Engineering Students
ABSTRACT
Emotional Intelligence (EI) has emerged as the most Components were extracted using Principal
influencing concept contributing more vibrantly to Components Analysis (PCA) and used varimax rotation
one’s productivity and success in life than Intelligence resulting in nine component solution.
sol
Quotient. Its influence on and relevance in various
fields like leadership, relationships, indiv
individual success Keywords:: Emotional Intelligence, SSEIT, Exploratory
is being scientifically researched and asserted. As long Factor Analysis
as the broader mission of education is to prepare
students for positions of responsibility and leadership Introduction:
and make them industry-ready,ready, there is a need for
institutions to invest in emotional
tional development of Emotional intelligence (EI) has drawn huge attention
students. Professional courses like medical and since its introduction. It was originally proposed by
engineering are highly stressful. Overwhelming burden Salovey and Mayer (1990) defined as an "ability to
may cause huge stress on the students pursuing these monitor one's own and others' feelings and emotions, to
courses. Developing right Emotional Intelligence and discriminate among them and to use this information to
itscorrect measurement is very essential, hence EI guide one's thinking and actions". A related definition
variables have to be studied in depth among the says "ability to adaptively recognize emotion, express
students. This study is at the preliminary stage, the emotion, regulate emotion and harness harn emotions"
primary goal is to explore the relationship between EI, (Schutte et al., 1998).Previous studies suggest that non-
non
Coping stress and Academic performance. After traditional measures of intelligence, such as emotional
making a systematic understandinganding of models and intelligence may be better predictors of success than
measures of EI, the authors have chosen Shutte’s traditional psychometric IQ tests and other standardized
Emotional Intelligence (SSEIT) scale, as this inventory measures of academic ic achievement (Goleman, 1998;
has been widely used by many researchers on various Dryden & Vos, 1994). In the current competitive world
target respondents especially on the college students. students of professional courses always face different
The sample consisted of 1120 engineering college kinds of stress. An optimal stress is required for their
students from engineering colleges of D.K district, learning process but excess stress lead them to
Karnataka. The data has been collected using stratified depression anxiety mental and physical health hazards,
purposive sampling method. This study is an analysis so it is very essential to develop and measure their right
of 33 variables associated with various facet of EI. emotional intelligence to deal with unseen complexities
Utilizing Exploratory
atory Factor Analysis (EFA) of life and improve the quality of education.
techniques, the researchers examined the relationships
among the different variables present in SSEIT.
Table 2:
KMO and Bartlett's Test
Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .886
Bartlett's Test of Approx. Chi-Square 8337.095
Sphericity df 528
Sig. 0.000
The exploratory factor analysis with principle discussing with English Language and Psychology
component analysis and varimax rotation(SPSS-23) experts.
resulted in a 9 factor structure with 53.71% of the total
variance and eigenvalues greater than 1.0 .The factor Table 3: represents the factor Emotional Utilization
loadings above 0.4 had been extracted(Schutte consists of 7 items with Eigen value is 7.009 and it
et.al.,1998).All 33 item are loaded. Item 6 and 14 are accounts for 21.240 percentage of variance, Cronbach
cross loaded so, the factors under which these two alpha is 0.747 which shows good internal consistency
items showed maximamvalue are considered. Item six of the items. Table 4: has three statements representing
is excluded from the study in order to increase the
reliability of factor 6.Even though Petrides and Emotional Appraisal having Eigen Value 1.852,% of
Furnham(2000) reported the inclusion of all items in variance 5.613 and Cronbach alpha is 0.684 which is
four factor structure, in this study 9 factors are also very close to .70.Table5: represents the factor
extracted by inclusion of 32items and exclusion of one Optimism having Eigen value 1.524 and 4.619
item. A loading is nothing but the Pearson correlation percentage of variance. Factor 4 that is Emotional
between the variable and the extracted Control represented by Table6: beholding an Eigen
components.(Stevens, 2009).Greater is the loading value 1.487 and 4.505 percentage of variance. Table7:
more the variable is a pure measure of the representing Social Skill with Eigen value 1.348 and
component.(Tabachnick & Fidell, 2001).Rotated matrix representing 4.085percentage of variance. Table8:
of the component reveals an interpretable and simple representing Non-verbal Interpretation consisting of
solution. The factor’s name have been decided from the two statements having Eigen value 1.196 and 3.624
partial similarities observed in item loading under the percent of variance with a Cronbach alpha 0.620.Table
factors described by Petrides and Furnham(2000) 9: represents Emotional Awarenesswith 3.569
,Saklofske, Austin and Minski(2003) and also percentage of variance and 1.178 Eigen value. The
factor Negative Outlook represented by Table 10:
@ IJTSRD | Available Online @ www.ijtsrd.com | Volume – 2 | Issue – 1 | Nov-Dec 2017 Page: 1437
International Journal of Trend in Scientific Research and Development (IJTSRD) ISSN: 2456-6470
having three statements, beholding Eigen value 1.098 1.031 and 3.125 percentage of variance and Cronbach
with 3.329 percentage of variance. The ninth factor or alpha 0.654.
Emotional Regulation is represented by Table 11:
consisting of four questions having an Eigen value
TABLE : 3 EMOTIONAL UTILIZATION
S.No Statement Loading Eigen % of Cronbach
Value Variance alpha
1. When my mood changes, I see new .545 7.009 21.240 0.747
possibilities(7)
2. I expect good things to happen (10) .448
3. When I am in a positive mood, solving .610
problems is easy for me. (17)
4. When I am in a positive mood, I am able to .613
come up with new ideas(20)
5. I motivate myself by imagining a good .476
outcome to tasks I take on.(23)
6. When I feel a change in emotions, I tend to .511
come up with new ideas.(27)
I use good moods to help myself keep .498
trying in the face of obstacles.(31)
TABLE 5: OPTIMISM
s. no statement loading Eigen % of Cronbach
value variance alpha
1. I know when to speak about my personal .537 1.524 4.619 0.600
problems to others.(1)
2. When I am faced with obstacles, I .464
remember times I faced similar obstacles
and overcame them(2)
3. I expect that I will do well on most things I .488
try.(3)
4. Other people find it easy to confide in .613
me.(4)
@ IJTSRD | Available Online @ www.ijtsrd.com | Volume – 2 | Issue – 1 | Nov-Dec 2017 Page: 1438
International Journal of Trend in Scientific Research and Development (IJTSRD) ISSN: 2456-6470
TABLE 6: EMOTIONAL CONTROL
S.No Statement Loading Eigen % of Cronbach
Value Variance alpha
1. I know why my emotions change.(19) .575 1.487 4.505 0.622
2. I have control over my emotions. (21) .740
3. I easily recognize my emotions as I .581
experience them.(22)
@ IJTSRD | Available Online @ www.ijtsrd.com | Volume – 2 | Issue – 1 | Nov-Dec 2017 Page: 1439
International Journal of Trend in Scientific Research and Development (IJTSRD) ISSN: 2456-6470
TABLE 11: EMOTIONAL REGULATION
S.No Statement Loading Eigen % of Cronbach
Value Variance alpha
1. I like to share my emotions with others.(11) .507 1.031 3.125 0.654
2. When I experience a positive emotion, I .529
know how to make it last.(12)
3. I arrange events others enjoy.(13) .469
4. I seek out activities that make me happy.(14) .446
The results shown in the Table 12: indicate that among the nine domains, Emotional Appraisal scores less, which
reveals that there is a potential for the students to improving their level of emotions and self-confidence.
Emotional Control and Emotional Regulation scores less which explains that students in between age group
(18- 21) are poor dealing with emotional complexities but over the period of time they can improve. Non-verbal
Interpretation also shows less score which narrates that students may not have enough maturity to interpret non-
verbal messages easily. Negative Outlook lower shows the better Emotional Intelligence construct of the students.
@ IJTSRD | Available Online @ www.ijtsrd.com | Volume – 2 | Issue – 1 | Nov-Dec 2017 Page: 1441
International Journal of Trend in Scientific Research and Development (IJTSRD) ISSN: 2456-6470
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