Vol.03, Issue 04, April 2018, Available Online: www.ajeee.co.in/index.php/AJEEE
“COMPARATIVE STUDY OF MENTAL HEALTH WITH RELATION TO EMOTIONAL INTELLIGENCE AND SELF-CONFIDENCE OF PHYSICAL EDUCATION STUDENTS OF
SANT BABA BHAG SINGH UNIVERSITY, JALANDHAR PUNJAB”
1MUDASIR MANZOOR DAR
1Research Scholar
Sant Baba Bhag Singh University Khiala Jalandhar
2Dr. PRITAM SINGH
2Professor AndHead Of Physical Education Department Sant Baba Bhag Singh University
Khiala Jalandhar [email protected]
Abstract:-The researcher is the student of post graduate teaching department of physical education in Sant Baba Bhag Singh University Jalandhar, Punjab. The main purpose of the present study was to find out the mental health with relation to emotional intelligence and self-confidence of physical education students in Sant Baba Bhag Singh University Jalandhar, Punjab. The study was delimited to 120 male Physical Education subjects, to find out the mental health with relation to emotional intelligence and self-confidence and age group of the subjects was in between 19 to 25 years of Sant Baba Bhag Singh University, Jalandhar Punjab. In this study both standard and self-made questionnaire was used for the collection of data. The study was delimited only to following psychological variables; Emotional intelligence, Self-confidence and Mental health.
Keywords:-mental health, emotional-intelligence, self-confidence, physical education students.
INTRODUCTION
Education is a process of living.
Education may be compared to Kalpavriksha as it fulfils human desires.
It sharpens the intelligence of a person. It enables the mind to find out the ultimate truth which emancipates, humanity from the bondage of sin and gives wealth, not of things but of inner light, not of power but love, considering the truth as reality and giving expression to it. Education means the exposition of man‟s complete personality. Education has been defined by different people in different ways. The meaning of education has been changing according to people, places and times.
Many educators in the past explained the term Education „as the art of Leading out‟. Their explanation was proved by the term Education means out of and due means I lead‟. In previous postings I have presented evidence to the contrary. In particular, in my August 13 posting, I described the Sudbury Valley School, where for 40 years children have been educating themselves in a setting that operates on assumptions that are opposite to those of traditional schooling.
Studies of the school and its graduates show that normal, average children become educated through their own play and exploration, without adult direction or prodding, and go on to be fulfilled, effective adults in the larger culture.
Instead of providing direction and prodding, the school provides a rich setting within which to play, explore, and experience democracy first hand and it does that at lower expense and with less trouble for all involved than is required to operate standard schools. So why aren't most schools like that? If we want to understand why standard schools are what they are, we have to abandon the idea that they are products of logical necessity or scientific insight.
REVIEW OF RELATED LITERATURE A literature review is an evaluative report of information found in the literature related to your selected area of study. The review should describe summaries, evaluate and clarify this literature. It should give a theoretical base for the research and help the researcher to determine the nature of your research.
Vol.03, Issue 04, April 2018, Available Online: www.ajeee.co.in/index.php/AJEEE Works which are irrelevant should be
discarded and those which are peripheral should be looked at critically.
Kleitman (2016) conducted the study on “Self-Confidence and Met Cognitive Processes”,this paper examines the status of Self-confidence trait. Two studies strongly suggest that Self- confidence is a component of met cognition. In the first study, participants (N=132) were administered measures of Self-concept, a newly devised Memory and Reasoning Competence Inventory (MARCI), and a Verbal Reasoning Test (VRT).
The results indicate a significant relationship between confidence ratings on the VRT and the Reasoning component of MARCI. The second study (N=296) employed an extensive battery of cognitive tests and several met cognitive measures.
Results indicate the presence of robust Self-confidence and Met cognitive Awareness factors, and a significant correlation between them. Self-confidence taps not only processes linked to performance on items that have correct answers, but also beliefs about events that may never occur.
Aleksander (2016) conducted the study on “Impact of Personality and Emotional Intelligence on Successful Training in Competences”. Many modern management theories and researches deriving there from seek those personality features and traits that ought to ensure the efficient development of an individual‟s competences. In my research we found out that managers are able to develop top quality management and top quality competences irrespective of their personality traits. Since there is no uniform method that would offer an explanation as to how individuals should develop their competences, we presented how an individual training programmer and the development of competences should proceed.
However, we can only attain optimum success in training needed competences if we take into consideration individual features of a person, his/her emotional intelligence and the requirements of his/her working environment. What the dynamic and variable working environment expects from a modern leader is a wide range of good or even perfect competences. The
article at hand presents the importance of a long-term basis training that has a systematic influence on the improvement of management techniques.
Ozlem (2015) conducted the study on “Is Emotional Intelligence or Mental Intelligence More Important in Language Learning?” This study on Language Learning provides a definition of intelligence and addresses the question whether emotional intelligence or mental intelligence plays a more significant role in language learning. Intelligence is an innate capacity of the individual that can be enhanced and developed by factors like environment and experience. Then, are individuals with high intelligence always successful? Or, do those people with high intelligence display a higher level of achievement in learning a language?
Language learning is a concept that depends on both the learner and the instructor in terms of human psychology and interpersonal communication.
What is important in language learning is not high intelligence values; it is being emotionally intelligent, that is, having the ability to recognize, employ, comprehend and manage emotions.
Emotional intelligence `is a type of social intelligence that involves the ability to monitor one`s own and other`s emotions, to discriminate among them and to use the information to guide one`s thinking and actions. Only 2% of the population of a human society have an IQ level of 130 or above and it is observed that most of these people tend to be clumsy, shy and suffer from social maladjustment with peers. Language learning, on the other hand, is designed to serve communicative purposes. For all these reasons, success in foreign language learning favours the individuals with high emotional intelligence levels.
David (2015) conducted the study on “The Relationship between Imagery Type and Collective Efficacy in Elite and Non-Elite Athletes”. This study investigated the relationship between imagery function and individual perceptions of collective efficacy as a function of skill level. Elite (n = 70) and non-elite (n = 71) athletes from a number of interactive team sports completed the Sport Imagery Questionnaire (SIQ) and the Collective Efficacy Inventory (CEI).
Vol.03, Issue 04, April 2018, Available Online: www.ajeee.co.in/index.php/AJEEE Multiple hierarchical regression
analysis was then used to examine which SIQ sub-scales predicted individual perceptions of collective efficacy. For the elite sample, Motivational General- Mastery (MG-M) imagery accounted for approximately 17% of the variance in collective efficacy scores. No significant predictions were observed in the non-elite sample. The findings suggest MG-M imagery as a potential technique to improve levels of collective efficacy although competitive level may moderate the effectiveness of such interventions.
Jafar(2014)conducted the study on Exploring the Relationship of Emotional Intelligence with Mental Health among Early Adolescents. This study investigates the link of emotional intelligence (EI), with mental health scales and sub-scales (somatic symptom, anxiety, social dysfunction and depression) in Iranian high schools students. The data was made up of247 high school students of 8 schools (124 Boy and 123 Girl). The research design was a quantitative and tests of alternative hypotheses.
This study utilized General Health Questionnaire (GHQ) to measure mental health scales and sub-scales and Emotional Quotient Inventory, Youth Version (EQ-I YV) to assess emotional intelligence. Data analysis included frequencies, percentages, means scores, Pearson‟s correlation and, simple regression analysis. The results of this study support the hypothesis that is a significant relationship of emotional intelligence with mental health scales and sub-scales scores. In addition, this study revealed that mental health scales and sub-scales scores influences by emotional intelligence.
Zuo (2014) conducted the study on “A Preliminary Study on the Competency Model of Mental Health Teachers”. Based on the literature analysis and behaviour event interview, the study explored the mental health teacher's competency and provided the further research basis for constructing the mental health teacher's competency.
The results showed that:
1. In this research, the competency model of mental health teacher included; interpersonal
understanding and
communication,respecting for pupils, pupil service orientation, self-control, self-confidence, achievement orientation, influence, student-developing improvement, organization and management, expertise, analytical thinking ,and critical thinking.
2. These competencies could be divided into 4 factors; assist, person effect, management, expertise.
3. In the competency model of mental health teacher, the first five competencies were interpersonal
understanding and
communication, self-control, respect for pupils, pupil service orientation, and student- developing improvement.
METHODOLOGY
As every research demands a systematic method and procedure likewise this chapter adopts the following procedures including information regarding research design, source of data, selection of subjects, sampling method, collection of data, criterion Measures etc. A research become successful accompanied and supported by some reliable and authentic data. The statistical analysis of the gathered data provides a well-knit picture of a complete and successful hypothesis as pre-selected by the researcher. The chapter had been divided into the following headings:
a) Source of data.
b) Selection of Subjects.
c) Sampling methods.
d) Equipment‟s used for collection of data.
e) Administration of questionnaire.
SOURCE OF DATA
For the Present study the Subjects were selected from the physical education Department of Sant Baba Bhag Singh University, Jalandhar Punjab.
SELECTION OF SUBJECTS
For the present study 120 male students were selected for the collection of data.
SAMPLING METHODS
The subjects were selected by using available sampling method.
Vol.03, Issue 04, April 2018, Available Online: www.ajeee.co.in/index.php/AJEEE EQUIPMENTS USED FOR COLLECTION
OF DATA
The data pertaining to emotional intelligence was collected through standard questionnaire prepared by Dr.Sheetla Prasad, “Emotional Intelligence Test”. The Emotional Intelligence (EI) scale is the set of 40 questions and each question has five responses viz. Self- confident, trustworthy, innovative, conscientious, and adjusted.And the data pertaining to Mental Health and Self- Confidence was collected through self- designed Questionnaires.
CRITERION MEASURES
Following are the criterion measures which were responsible for collection of data, to testing the hypothesis.
RESULTS AND DISCUSSION
The statistical analysis and interpretation was done on the basis of data collection.
The data was analysed and interpreted by using “Product Moment Correlation”.
LEVEL OF SIGNIFICANCE
To test the hypothesis given by the researcher the level of significance was set at 0.05, which was considered as reliable and adequate for the present study.This chapter contains information of statistical method that was applied on classified and tabulated‟ data available after the application of various statistical techniques. For the present study entitled as “Comparative Study of Mental Health With Relation To Emotional Intelligence and Self-Confidence of Physical Education Students of Sant Baba Bhag Singh University, Jalandhar Punjab.” The analysis and interpretation will be carried out on the basis of data collection. The data will be analysed and interpreted by Product Moment Method.The level of significance was kept at 0.05 to testing the hypothesis.
ANALYSIS OF DATA
The data obtained from the responses given by college of physical Education Students on the Manual of Emotional intelligence Scale questionnaire prepared by Dr.Sheetla Prasad and Self-made questionnaire of Mental Health and Self- Confidence which were marked according to the key and analysing by using statistical technique Product Moment
Method in the Inter-Correlation Matrix to find out the relationship in Mental Health with relation to Emotional intelligence and Self-Confidence.
FINDINGS
For the present study, the data was collected from male physical education students in Sant Baba Bhag Singh University. The statistical result was undertaken from physical education Students of Sant Baba Bhag Singh University, Jalandhar Punjab. The data collected from the subjects has been statistically analysed and has been shown in separate tables given below. The data pertaining to Emotional intelligence was collected through a Questionnaire
“Manual of Emotional intelligence Scale”
consists of 40 items. The data collected from physical education Students was referred to the norms prepared by Dr.Sheetla Prasad. The result of the data of Emotional intelligence among physical education students was referred to the given norms as shown in the table given below.
Relationship of Mental Health with Self-confidence and Emotional Intelligence in High category
Menta l Healt h
Variables of High Category
Calculate d „r‟
Tabulat ed „r‟
Self- Confidenc e
-0.50
0.217 Emotional
-
Intelligenc e
0.994
Level of Significance=0.05 Tabulated „r‟ 0.05 = 0.217
From the above given table-5 after doing it‟s minutely observation that the calculated „r‟ value of Self-Confidence is (- 0.50) and Tabulated „r‟ is (0.217) as it is clear that the relationship of Mental Health with Self-Confidence is not significant in category of High. Hence the pre assumed of the researcher has been rejected. The calculated “r” Value of
Vol.03, Issue 04, April 2018, Available Online: www.ajeee.co.in/index.php/AJEEE Emotional-Intelligence is (0.994), which is
more than the tabulated “r” Value is (0.217), as it is clear that the relationship of Mental Health with Emotional- intelligence is significant in category of High. Hence the pre-assumed of the researcher has been accepted.
GRAPH-V:-
A Graph Showing Relationship Mental Health with Self-confidence and Emotional Intelligence of college Students in High category.
CONCLUSION
With the limitations of the study and from the statistical analysis of the collected data it is concluded that there is found significant relationship of Mental Health with Self-Confidence of physical education students in low category and Emotional Intelligence in High category but there is not significant relationship of Mental Health with Emotional Intelligence of physical education students in category of Low and Moderate. So, in first case researcher‟s hypothesis is accepted and for second case researcher‟s hypothesis is rejected.
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