RESEARCH OBJECTIVES

Research objectives of this study is to investigate if there exist the differences between Emotional
Intelligence based on gender and age amongst the university students, the Research hypotheses
involve a prediction that may or may not be carried out by data, hence we have taken following
assumptions:

H1- There is a statistically significant difference in EQ amongst the university students based on
gender.

H2- There is a statistically significant difference in EQ amongst the university students based on work
experience.

DATA COLLECTION METHOD

The data method that is employed in this study is opinion poll; hence it is a Quantitative Study which
was personally administered to the respondents.
Questionnaires are written formulated set of questions to which the respondents have to record
their answers, in most cases these answers has rather closely defined alternatives

DESCRIPTION OF THE POLL

The questionnaire for this study is divided into two sections:

1. Bar On Emotional Quotient-Inventory.

2. Response to 7C’s of Communication based on EQ

The individuals’ responses render a total EQ score as well as scores on the following 5 composite
scales and 15 sub-scales:

Intrapersonal

 Self-regard  Emotional Self-Awareness  Assertiveness  Independence  Self-actualisation

Interpersonal

 Empathy  Social Responsibility  Interpersonal relationship

Stress Management

 Stress tolerance  Impulse control

Adaptability

 Reality testing  Flexibility  Problem solving

General Mood

 Optimism  Happiness

DATA ANALYSIS

We framed questions and floated a form. The questions were in line with the 7 C’s of communication
along with emotional perspectives (Table 2). We also gathered data on the basis of Bar on Emotional
Quotient-Inventory (Table 1).
We gathered data of around 202 students. Of them 113 were male students and 87 female students.
A total of 158 students were with work ex and 42 students were freshers.

Table 1

Variable N Min Max Mean

Intrapersonal 200 1 5 4.22

Interpersonal 200 1 5 4.35

Stress tolerance 200 1 5 3.89

Adaptability 200 1 5 4.19

General Mood 200 1 5 3.74

The mean score (4.22) for the Intrapersonal dimension indicates that students showed

Interpersonal aspects to be one of the dimensions on which their EQ was higher relative to most

other aspects.

The mean score (4.35) for the Interpersonal dimension indicates that students showed

Interpersonal aspects to be one of the dimensions on which their EQ was higher relative to most

other aspects.

In terms of the Adaptability dimension, the mean score (M=4.19) reveals that students report

higher flexibility, problem solving and reality testing which comprise the content of this aspect

of EQ.

For the General Mood dimension, the mean score (M=3.74) suggests that students experience

moderate happiness and optimism despite adversity

For the Stress tolerance, the mean score (M=3.89) suggests that students tolerate stresses
moderately.
Table 2

Percentage Clarity Correctness Conciseness Courtes Concreteness Consideration completeness

of students y
selected
Yes
Female 93% 83% 86% 100% 89% 97% 75%
fresher
(28)
Male 86% 86% 86% 100% 86% 100% 71%
fresher
(14)
Female 95% 87% 89% 100% 95% 92% 77%
with work
ex (59)
Male with 89% 88% 82% 95% 89% 95% 74%
work ex
(99)
Total (200) 92% 87% 85% 98% 91% 96% 75%