Influence of Emotional Intelligence and Assertiveness on Pro-social Behavior
Chapter One
AIM AND OBJECTIVES OF THE STUDY
The major aim of this is research is to study the influence of emotional intelligence and assertiveness on pro-social behavior.
The specific objectives are to;
- To have an overview of emotional intelligence and assertiveness
- To determine if emotional intelligence does exert a significant effect on pro-social behavior.
- To determine if emotional intelligence exerts a significant effect on pro-social behavior.
- To make possible recommendations.
CHAPTER TWO
REVIEW OF RELEVANT LITERATURE
Intelligence
According to David Wechsler, intelligence can be defined as the aggregate of an individual to act with purpose and to deal effectively with the environment. Wechsler also postulated in 1943 that non-intellective abilities were important predictors for success in one’s life (Cherniss, 2000).
Emotion
Emotion is derived from the word “emover” which means to move or excite. More recently, the term relates to any subjective experience. Emotions can relate to expression of love, hate, attraction, aggression and disappointment (Girdhalwal, 2007). Emotions are internal events that coordinate many psychological subsystems including physiological responses, cognitions and conscious awareness. Emotions arise in response to a person’s changing relationships. When a person’s relationship to memory, to his family, and to humanity changes, this person’s emotions will change” (Tucker, Sojka, Barone & McCarthy, 2000)
Emotional Intelligence is essential for any student, as they are the leaders in their own life and drive either their success or failure of obtaining a degree. As any student would know, the motivation to success has to lie within themselves as the demands and stress levels are all part of the pursuit of educational success. The university and their staff complement act as a medium to obtain this degree, therefore, they are the management of the organization. Together with the leaders (students); who should be emotionally equipped to identify their own emotions and the emotions of other subjects; and the management (university) they play an ideal role in the performance and success of the student.
“Emotional intelligence describes the ability, capacity, skill, or self-perceived ability to identify, assess, and manage the emotions of one’s self, of others, and of groups” (weiten, 2007). People who possess a high degree of emotional intelligence know themselves very well and are also able to sense the emotions of others; they are malleable, resilient, and optimistic. Student involvement in extra-curricular activities can greatly contribute to students’ development in social competence, reflective thought, altruism, and self-awareness (Kuh, 1993). Such opportunities foster the development of the student (Goleman, 1998). Individuals with emotional intelligence have the ability to identify and utilize emotional information and then use that knowledge to manage relationships and solve problems (Mayer, Caruso, Panter, & Salovey, 2012).
Emotion is one of such factor which is said to play a significant role in the development of helping actions or pro-social behavior, along with pro-social values and motives (Eisenberg, 1986, ). In alliance to the concept of “emotion” as a prevailing factor behind “pro-social behaviour”, a construct namely “emotional intelligence” has been found to be an antecedent carrying a lot of positive attributes one of which is pro-social behaviour (Mayer, Hsee & Salovey, 1993).
Emotions are involved in everything people do: every action, decision and judgment executed. Emotionally intelligent people recognize this and use their thinking to manage their emotions rather than being managed by them. In the course of last two decades, Emotional Intelligence (EI) concept has become a very important indicator of a person‘s knowledge, skills and abilities in workplace, school and personal life (Mayer, Hisee & Salovey, 1993).
Emotional Intelligence
Emotional Intelligence represents a specific subset group of tasks to social intelligence. It does not only encompass reasoning about emotions in social relationships, but also reasoning about internal emotions that are important for personal growth. EI is also more focused than social intelligence in that it pertains to emotional problems embedded in personal and social problems (Tucker et al., 2000). Emotional Intelligence (EI) is used interchangeably with Emotional Quotient (EQ) in many ways, where these terms are representative of emotional awareness and emotional skills. It is pointed out that an emotionally skilled person is skilled in four areas: identifying, using, understanding and regulating emotions (Salovey & Mayer, 1990).
Salovey and Mayer (1990) defined the term Emotional Intelligence (EQ) as the ability to perceive emotions, to access and generate emotions in order to assist and understand emotions and emotional meanings. Bar-On (1996), defines EI as an array of personal, emotional and social abilities and skills that influence one’s ability to succeed in coping with the environment. It addresses the emotional, personal, social and survival dimensions of intelligence that are more important for daily functioning than traditional aspects of intelligence. This encompasses emphasises on the understanding of oneself and others and adapting to changing demands. Salovery and Mayer (1997) defines EI as involving the ability to perceive accurately, express emotion, access feelings, understand emotions and promote emotional and intellectual growth. Webster‟s New World Dictionary defines intelligence as the ability to learn or understand from experience or to respond successfully to new experiences, the ability to acquire and retain knowledge (Elder, 1997). However, EI is distinct from other intelligences and it is the intelligence applied to emotions. It is an individual difference where not all people are endowed with the same EI. EI develops over a person’s life span and can be developed during training. Thus, involves particular abilities to reason intelligently about emotions and the ability to understand and to manage emotions (Palmer, 2001).
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
In this chapter, we would describe how the study was carried out.
Research design
This study is a survey which utilized quantitative approaches. It examined in detail the influence of emotional intelligence and assertiveness on Pro-social behaviors.
Students from the University of Uyo, Uyo in Akwa Ibom State would be used as the case study.
Descriptive studies of the survey nature are used not only for the purpose of description but also for the determination of relationships between variables at the time of study (Babbie, 1973). The survey design was chosen in this case because it enabled the study to cover a larger area thus the findings are applicable to a large area.
Research settings
This study was carried out in among selected Students from the University of Uyo, Uyo in Akwa Ibom State.
Sources of Data
The data for this study were generated from two main sources; Primary sources and secondary sources. The primary sources include questionnaire, interviews and observation. The secondary sources include journals, bulletins, textbooks and the internet.
Population of the study
A study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitute of individuals or elements that are homogeneous in description (Prince Udoyen: 2019). In this study the study population constitutes of selected Students from the University of Uyo, Uyo in Akwa Ibom State.
CHAPTER FOUR
DATA ANALYSIS AND PRESENTATION
HYPOTHESIS ONE
Ho: Emotional intelligence does not exert a significant effect on pro-social behavior.
Hi: Emotional intelligence exerted a significant effect on pro-social behavior.
Table 1: Model Summary
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
SUMMARY
In this study, our focus has been to examine the impact of promotional strategies in the management of supermarket. The study was divided into five chapters. In the first chapter, we stated the problem of the study, its objectives and formulated for testing research hypotheses. In the second chapter, we reviewed literatures.
In the third chapter, we described the methodology employed or adopted to arrive at the study’s findings. In the fourth chapter, we tested the formulated hypotheses using Anova regression.
CONCLUSION AND RECOMMENDATION
In this research we found out that emotional intelligence exerts a significant effect on pro-social behavior and that Assertiveness exerted a significant effect on pro-social behavior.
The implication of this project work is that students with high level of assertiveness will have high pro-social behavior than students with low level of assertiveness.
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