Emotional Intelligence (EI) has emerged as the most influencing concept contributing more vibrantly to one’s productivity and success in life than Intelligence Quotient. Its influence on and relevance in various fields like leadership, relationships, individual success is being scientifically researched and asserted. As long as the broader mission of education is to prepare students for positions of responsibility and leadership and make them industry-ready, there is a need for institutions to invest in emotional development of students. Professional courses like medical and engineering are highly stressful. Overwhelming burden may cause huge stress on the students pursuing these courses. Developing right Emotional Intelligence and itscorrect measurement is very essential, hence EI variables have to be studied in depth among the students. This study is at the preliminary stage, the primary goal is to explore the relationship between EI, Coping stress and Academic performance. After making a systematic understanding of models and measures of EI, the authors have chosen Shutte’s Emotional Intelligence (SSEIT) scale, as this inventory has been widely used by many researchers on various target respondents especially on the college students. The sample consisted of 1120 engineering college students from engineering colleges of D.K district, Karnataka. The data has been collected using stratified purposive sampling method. This study is an analysis of 33 variables associated with various facet of EI. Utilizing Exploratory Factor Analysis (EFA) techniques, the researchers examined the relationships among the different variables present in SSEIT. Components were extracted using Principal Components Analysis (PCA) and used varimax rotation resulting in nine component solution.
Emotional Intelligence, SSEIT, Exploratory Factor Analysis
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