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Emotional intelligence and students: A Pakistani perspective

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World Applied Sciences Journal 22 (3): 319-325, 2013
ISSN 1818-4952
© IDOSI Publications, 2013
DOI: 10.5829/idosi.wasj.2013.22.03.69

Emotional Intelligence and Students: A Pakistani Perspective

1
Amjad Ali Chaudhry, 2Farzand Ali Jan, 3Muhammad Sajjad and 4Sheraz Ali

Department of Management Sciences,

1

COMSATS Institute of Information Technology, University Road, Abbottabad, Pakistan

2
Department of Management Sciences, Hazara University, Mansehra, Pakistan
3
Department of Management Sciences,
COMSATS Institute of Information Technology, Attock, Pakistan
4
Department of Development Studies, University of Swat, Pakistan

Abstract: The study examines the difference of emotional intelligence (EI) across field of study and gender
among university students in Pakistan. For this purpose, 119 students of Management Sciences and Telecom
Engineering participated in the study. During the classes, questionnaires were distributed and got filled from
students. EI was measured through a self-reported scale comprising of 33 items. Hypotheses were checked by
applying independent sample t-test. Results proved that EI score of the students of Business Administration
was higher than that of Telecom Engineering students and EI score of female students was higher than that of
males. The results can be utilized by HR managers during recruitment/selection and placement processes.

Key words: Emotional Intelligence Field of Study Gender Students

INTRODUCTION cognitions about feeling. This focus left unaddressed the

The roots of emotional intelligence can be traced
back to Aristotle who said ‘Anyone can get angry - that
is easy; but to be angry with the right person, to the right
degree, at the right time, for the right purpose and in the
right way - this is not easy’ [1]. Recently, EI can be found
in social intelligence theory expounded by Throndike [2]
who defined social intelligence as ‘the ability to
understand and manage men and women, boys and
girls - to act wisely in human relations’. Gardner [3], in his
book Frames of Mind introduced the theory of multiple
intelligence which proposes that instead of a single
general intelligence there are seven different types of
intelligences each operating in specific domain: linguistic,
logical-mathematical, spatial, bodily-kinesthetic, musical,
interpersonal and intrapersonal [4]. In his theory, Gardner
included the concept of social intelligence/ personal
intelligence and asserted that it encompasses a person’s
interpersonal intelligence and intrapersonal intelligence.
Gardner could not catch the idea of emotional intelligence
in this theory, as the theory pursued only the role of
feelings in these intelligences and focused more on
rich sea of emotions that makes the inner life and
relationships very complex and compelling. The area
remained unexplored both in the sense in which there is
intelligence in the emotions and the sense in which
intelligence can be brought to emotions [1].
Emotions are ‘feeling (or affect) states that involve a
pattern of cognitive, psychological and behavioral
reactions to events’ [5]. Psychologists draw a distinction
between felt and displayed emotions [6]. For instance, a
person may feel angry (felt emotion) toward a rude
colleague but do not pass a severe remark in return
(displayed emotions). Emotions are distinct from moods
because emotions are brief events or episodes directed
toward someone or something and are felt both
psychologically and physiologically while moods are less
intentional states and are not directed toward anything
specific [7]. Emotions can turn into moods when focus on
the contextual object is lost [8]. Research reveals that our
emotions as much as or more than our minds contain our
histories-details of every experience, deep understanding
and interpersonal relationships [9]. People have the
capacity to feel emotions but differ in terms of how often

Corresponding Author: Amjad Ali Chaudhry, Department of Management Sciences,

COMSATS Institute of Information Technology, University Road, Abbottabad, Pakistan.
Tel: +92-345-8497766, Fax: +992-383441, E-mail: amjadalich@yahoo.com.
319
 World Appl. Sci. J., 22 (3): 319-325, 2013
they experience a particular emotion, kinds of
events/persons/ideas that may produce it, physical
expression of the emotion and the way they respond
resultantly [10]. There are individuals who never show
their feelings whereas some people seem to be on an
emotional roller coaster [8]. So people may be high or low
on their ability to know about the emotions they are
currently experiencing and to control these emotions.
Above and beyond the five senses, our bodies are
also vehicles for receiving and understanding information
through affective states like emotions and feelings.
Feeling emotions and moods gives one back a measure of
control and provides information about what is going on
in body and brain [11]. Thus, the concept of emotional
intelligence proposes that intelligence may understand
emotion and emotion may facilitate intelligence [12].
Intelligence may understand emotions of others
through their emotional expressions [13] because there is
a subjective element of emotions (what we feel) and a
displayed feature of emotion (what we show). People
identify emotions in others from many sources such as
voice, tone, context, verbal language and non verbal body
language - clenched hands, arms held across the
abdomen, biting nails and facial expressions [14, 15].
The knowledge of the situation/context to which people
are reacting may facilitates us to judge their emotions [5].
On the other hand emotions may facilitate intelligence.
A research study asserted that emotions such as
happiness, anger and disgust encourage heuristic
processing - relying on the expertise of a source of
communication when evaluating arguments - while
emotions like sadness and fear promote more careful,
systematic styles of thinking [16].
Because our bodies are means for receiving and
comprehending information so, emotionally intelligent
people are good at acknowledging, processing and
responding to their bodies and emotions efficiently and
effectively. Their ability to access the knowledge in body
and marry it with mind makes them more engaged and
authentic to take decisions because they are not relying
solely on judgment, intellectual ability, or memory [17].
Mayer and Salovey [18] defined EI as ‘the ability to
perceive emotions, to access and generate emotions so as
to assist thought, to understand emotions and emotional
knowledge and to reflectively regulate emotions to
promote emotional and intellectual growth’.
EI and Field of Study: Asad et al. [19] examined the
difference of EI scores among the students of computer
science and medical disciplines and revealed that there is
320
no significant difference of EI between the said groups.
Another study [20] done with the university students in
America reported low scores of emotional intelligence for
the students with accounting majors than that of the
students with marketing, management and finance.
Science can be divided into three main groups: Physical
Science, Biological Science and Social Science. Here,
social sciences deal with the human aspect of life or the
social life of human beings [21], so it is presumed that EI
of the students of social sciences may be high than that
of the students of physical sciences. Asad et al. [19]
compared the EI scores of the students of physical
science (computer science) and biological science
(medical) groups while Rozell et al. [20] compared the EI
scores of social science (Business Administration)
students who had opted different majors. The current
study will fill the gap is existing literature by testing any
difference of EI between the students of social science
(Business Administration) and physical science (Telecom
Engineering).
Hypothesis 1: There is a significant difference of EI across
Business Administration and Telecom Engineering
students
EI and Gender: Being male or female affects how people
look and think; how they work and play [10]. And it is a
common belief that women make the more use of their
emotions as compared to men because females are
associated to pay more attention to their emotions [22].
They are also better at sensing the emotions of other
people as well as quite capable of manipulating others’
emotions [23]. On the other hand, males are expected to
have control over their emotions and they may be
socialized so [22]. McIntyre [24] revealed that females are
strong with respect to interpersonal emotional intelligence
while males are good in terms of intrapersonal EI. The
conventional association of emotions with gender like
happiness and love with females while anger and sadness
with males suggests that gender may define emotional
intelligence of individuals.
Kemp et al. [25] employed a self-report measure
‘Brain Resource Inventory for Emotional Intelligence
Factors’, for emotional intelligence and found that females
scored higher than males on total EI and internal
emotional capacity. To examine the difference of
emotional intelligence across gender Austin, Evans,
Magnus and O’Hanlon [26] measured EI of 273 medical
students through a 41 item self-report EI scale. The results
revealed that females scored significantly higher than
 World Appl. Sci. J., 22 (3): 319-325, 2013
males on total emotional intelligence and subscale of
utilization of emotions. By using a self-report measure of
EI (EQ-i) Harrod and Scheer [27] also showed the same
results. By employing an ability based measure of EI, Day
and Carroll [28] concluded that female students scored
significantly higher than male students on all scales of
Mayer Salovey Caruso Emotional Intelligence Test.
Bastian [29] examined the gender differences across
various self reported and ability based EI measures and
revealed that EI of females was significantly higher than
males on some of the dimensions of EI - attention,
perception and management of emotions. Few studies [30,
31, 20] could not prove overall difference of EI across
gender but show females to score significantly high on
subcomponents-attention to emotions, dependability/
reliability and optimism.
On the other hand, there are studies which propose
that EI is not a function of gender at all. A study [32]
employed Bar On EQ-i to measure EI of Iranian employees
in education sector and revealed no difference of EI
across gender. Petrides, Furnham and Martin [33] found
that overall emotional intelligence scores were not
significantly different for male and female participants.
Similar results were also found by various researches
[19, 23, 34-38].
A few studies have shown quite opposite results.
Fatt and Howe [39] investigated the EI of foreign and local
university students. The researchers employed an ability
based scale -The Emotional IQ Test- to measure EI and
found that males scored significantly higher than females
in identifying emotions, using emotions and over all EI
score. On a self-report measure of EI (EQ-i), men scored
higher on intrapersonal skills [24]. By employing a self-
report measure of EI, a study conducted in Lebanon could
not show overall difference of EI across gender but
concluded significantly that male employees scored high
on self-regulation than female employees [40].
Hypothesis 2: There is a significant difference of EI across
male and female students
MATERIALS AND METHODS
Sample of the Study: Participants of the study were
university students pursuing their bachelor level
programs at Foundation University, Islamabad. Two
representative classes (one from Business Administration
Department and Telecom Engineering Department each)
were selected based upon the size and male/female ratio
in the class. So the sample size was consisted of 119
321
students. Out of which 77 were male and 42 were female
students. A total of 71 students belonged to Business
Administration Department and 48 students to Telecom
Engineering Department. The age of the sample ranges
from 18 to 28 years with mean age of 20.5 years and
standard deviation of 1.5 years.
Procedure: The researchers approached the participants
during their classes. In this regard, a prior consent was
sought from their respective teachers. After giving the
proper instructions, the questionnaires were distributed
to students. To improve the understanding of the data
collection tool, students’ queries were resolved on the
spot, if they asked any. After the students have had
returned the questionnaires, the researchers ensured the
completeness by reviewing the questionnaires and asked
to respond against the items they have skipped so far.
It took 20 to 25 minutes to complete the entire process in
each class.
Measurement Technique: The instrument was consisted
of two parts: demographic and EI assessment.
Demographic part asked about their age, gender, family
system, number of brothers and sisters, birth order and
parents’ education. Demographic variables like gender,
family system, parent’s education were measured using
nominal scale, while age and year of study measured on
ratio scale. Emotional intelligence was assessed through
a scale developed by Schutte et al. [41] for which internal
reliability and a two week test-retest reliability values
are.90 and.78 respectively. A study conducted in Pakistan
also reported internal consistency reliability of.93 [42].
The tool comprised of 33 items asked on a 5 point Likert
scale, where 1 represented ‘Strongly Disagree’ and 5
‘Strongly Agree’. Three of the 33 items (5, 28 and 33) were
reverse coded. It is based on original ‘Emotional
Intelligence’ model developed by Salovey and Mayer [43].
To take the genuine responses, slight changes were
introduced with some items to make it easier for the
participants to comprehend.
RESULTS
First of all reverse coded items were assigned the new
codes and data were entered into an SPSS sheet to
perform the analyses. The normality of data was ensured
by calculating the z scores for EI. No respondent was
found to lie outside the acceptable limit of +3 and -3.
Descriptive statistics for the sample selected indicate
mean EI score of 3.85 and standard deviation of. 337.
 World Appl. Sci. J., 22 (3): 319-325, 2013
Table 1: Group statistics for EI for business administration and telecom engineering students
Department
Emotional Intelligence Business Administration
Telecom Engineering
Table 2: Showing t-test for the difference of EI across business
administration and telecom engineering students
T Df
EI in Business Administration
and Telecom Engineering Students 2.874 117
Table 3: Group statistics on EI for male and female students
Gender N Mean
Emotional Intelligence Male 77 3.778827
Female 42 3.989177
Table 4: Showing t-test for the difference of EI between male and female
students
T Df
EI in male and female students -3.390 117
The internal consistency reliability of EI scale was
measured through Cronbach’s alpha ( = 0.77) which is
quite acceptable for research in social sciences.
To test the first hypothesis, independent sample t
test was used. Assuming equality of variances between
the groups (as significant value for F test is.202), the test
produced a significant t value (p =.005) as evident from
Table 2. This supports our first hypothesis which argues
that EI score between the students of Business
Administration and Telecom Engineering is significantly
different. Table 1 also reveals that mean score for
emotional intelligence is higher for Business
Administration students than for Telecom Engineering
students.
Second hypothesis was also checked by applying
independent sample t-test. Assuming equal variances
between the groups (significant value for F test is.398),
the t value was found significant (p =.001), which asserts
that there is a significant difference for the mean scores of
emotional intelligence between male and female students
(Table 4). So our second hypothesis is also supported. By
looking at the mean scores of EI across gender in Table 3,
it is evident that female students scored higher on
emotional intelligence than male students.
DISCUSSION
The study reveals that students of Business
Administration scored high on emotional intelligence than
students of Telecom Engineering. Possible explanation
may be that students of social sciences study human
N Mean Std. Deviation
71 3.924029 .2945957
48 3.748106 .3713535
aspects of social life as compared to physical sciences
who study non-human aspects of the universe. A study
Sig. (2-tailed)
conducted in Pakistan [19] found no significant difference
of EI scores between medical and computer science
.005
students. The reason behind the difference of results may
be that current study compared the EI of the students of
Std. Deviation
social sciences and physical science while Asad et al. [19]
.3404370 compared the difference of EI within physical sciences
.2893297 students only that is between biological science and
physical science. Another study [20] revealed that
management sciences students with accounting majors
scored significantly low on EI than the students having
Sig. (2-tailed) marketing, management or finance majors. By carefully
.001 analyzing the EI scores among the students of
management sciences (Social Sciences) having different
majors it becomes evident that students specializing in
courses having lesser human interaction (Accounting)
were low on EI than students having majors with high
amount of human interaction (Marketing, Management
and Finance). Another explanation may be that student’s
EI score serves as a function of the field of study they
choose for. However, the current study suggests that
there is a positive effect of field of study on EI score of
students. For, numerous studies have proved that EI
abilities may be developed among students [44, 45] and
employees [46-48] through teaching and training and a
cross-sectional study [49] reveals that EI score of
students were higher in each successive year of nursing
program.
The t value and mean EI scores reveal that female
students had high scores on overall emotional intelligence
than males. The finding is consistent with the results of
previous studies [25-29] and opposite to that of Fatt and
Howe [39]. Careful analysis of the measures used in these
studies reveals that the difference in mean scores of EI
across gender may be a function of the measure used that
is self-report or ability-based. Majority of the studies
[25-27, 29] showing high scores for females have
employed self-report measures and the study [39]
that showed higher scores for males has utilized an
ability-based measure. So our study produces consistent
results with earlier research as it measured EI through a
self-report measure and reported that females are more
emotionally intelligent than males. As self report measures
are prone to impression management and socially
desirable behavior so it is argued that females might be
322
 World Appl. Sci. J., 22 (3): 319-325, 2013
more involved in impression management and higher on
exhibiting socially desirable behavior. However, despite
using an ability-based measure, Day and Carroll [28]
report that females are emotionally intelligent than males.
Somehow, results in this area still remain inconclusive and
it is observed that the difference of EI across gender is
non-existent and small; and at times it is in opposite
direction [37].
Some studies could not prove an overall difference of
EI across gender but show that females score significantly
high on some of the dimensions of EI - attention to
personal emotions [50, 30], perception of emotions [29],
management of emotions [29], dependability/reliability
[20] and optimism [31]. On the other hand, through a
self-report measure, a study [40] could not show overall
difference of EI across gender but concluded significantly
that male employees scored high on self-regulation of
emotions.
CONCLUSION AND IMPLICATIONS
The research concluded that among university
students, EI of female students is significantly high than
that of the male students. Results achieved validate the
findings of earlier research [25-29]. A possible reason
for the high emotional intelligence of females may be the
fact that the study measured EI on a self report scale.
However, research on emotional intelligence and gender
still remains inconclusive [37]. The study also concluded
that emotional intelligence of the students of Business
Administration is significantly high than that of the
students of Telecom Engineering. On the basis of
available literature, this study proposes that choice of
subjects may affect EI of the students.
The results can be utilized by organizations for their
recruitment and selection processes. Based upon the
nature of the job, recruitment and selection processes may
be streamlined by the HR managers. In situations where
managers are certain about EI skills required by the job,
gender and field of study may be employed as an
important input criteria in their decision making.
Limitations and Future Research: There are certain
limitations to the study as well. The study only covered
the students at university level with a further narrow
coverage of a single university (Foundation University,
Islamabad) in a single city (Rawalpindi Campus) only.
As the students’ EI has been gauged through a self report
measure, therefore the study may be contaminated with
the inherent drawbacks of self report measures for
instance social desirability and impression management.
323
Further research may be executed by taking a larger
sample size and measuring EI by employing ability based
measures. Future research can be conducted to examine
that whether high emotionally intelligent students opt for
social sciences or there is an effect of the field of study on
their emotional intelligence. The cross-sectional design of
this study restricts us to conclude in terms of cause and
effect, so future research studies based on experimental or
longitudinal research designs may indicate that whether
EI determines the field of study or the subjects selected
influence EI of the students. To secure accurate and
reliable results, future studies may be conducted in
organizational settings. Besides just studying the relation
of age and gender with emotional intelligence, further
research needs to be conducted by taking emotional
intelligence as a moderator/mediator for the relationship
between predictor and outcome variables [51].
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