Emotional Intelligence, Prosocial Behaviour and Acadamic Achievment of Undergraduate Students in Addis Ababa University

Terfassa, Gemechu (2014) Emotional Intelligence, Prosocial Behaviour and Acadamic Achievment of Undergraduate Students in Addis Ababa University. Masters thesis, Addis Ababa University.

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Abstract

This study was conducted to investigate the level of emotional intelligence and prosocial behavior, the relationship among emotional intelligence, prosocial behavior and academic achievement of undergraduate students of the college of Social Science and Education and Behavioral Studies. In addition, it investigated whether the level of emotional intelligence and prosocial behavior of the students differ by gender and locality. For this purpose data were gathered from 248 sample students from 9 department of the colleges using self-report type instruments. The questionnaire consisted of 3 types of instruments. These are instrument for gathering general information, instrument measure emotional intelligence and instrument measures prosocial behavior of the students. The questionnaire was administered to 248(m=124, F= 124) randomly selected students from 9 departments. Out of these 151 students were from urban while 62 of them were from rural areas. The collected data were analyzed using both descriptive and inferential statistics. The result indicated the majority of the students have high emotional intelligence and prosocial behavior. It was observed also “Regulation of emotion” and “Altruistic Prosocial behavior” predominantly experienced among the students from the components of emotional intelligence and Prosocial behavior respectively. Regarding gender difference, male students were found to be high in both emotional intelligence and prosocial behaviour. Based on locality difference, there was no statistically significant difference between students from urban and rural areas in both emotional intelligence and prosocial behavior. Besides, there was statistically significant positive relationship between emotional intelligence and prosocial behavior. On the other hand, it was found that there were no statistically significant relationships between academic achievement and emotional intelligence, and academic achievement and prosocial behavior. This imply that scoring high in academic achievement doesn’t imply that having high emotional intelligence and prososocial behaviour while having high emotionally intelligent imply their tendency to behave more in a prosocial manner. Thus, it is emotional intelligence rather than academic achievement which is determinant for their prosocial behaviour.

Item Type: Thesis (Masters)
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Divisions: Africana
Depositing User: Vincent Mpoza
Date Deposited: 21 Jun 2018 07:18
Last Modified: 21 Jun 2018 07:18
URI: http://thesisbank.jhia.ac.ke/id/eprint/5259

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