The purpose of this descriptive study is to compare the emotional intelligence levels and demographic attributes of students enrolled in different departments of Balıkesir University School of Physical Education and Sports during the 2018-2019 academic year. The research population was composed of 865 students receiving education in different departments of School of Physical Education and Sports, while the sample is composed of randomly selected 304 students among this population. The study utilized "Emotional Intelligence Inventory in Sports" developed by Schutte et al. (1998), revised and adapted by Lane et al. (2009) for use in sports with Turkish reliability and validity performed by Adiloğulları and Görgülü (2015). α=0.927 was established as the reliability coefficient of the inventory. The Anova test, Kruskal Wallis test and Jonckheere-Terpstra test were used in data analysis. All analyses were performed with SPSS v17.0 (SPSS Science, Chicago, IL, USA). The study concluded emotional intelligence levels of the participants differ in the variable of age in the dimensions of using feelings, in the variable of department in the dimensions of evaluating one's own feelings and social skills, and finally a difference existed in the variable of age concerning life satisfaction. Moreover, no relation was ascertained between the emotional intelligence of the participants and their life satisfaction.

This study it was aimed to examine the emotional intelligence and personality traits of the students who study in different departments of the Faculty of Sport Sciences at Ege University and actively do sports in different sports branches. In total 549 students participated in the study voluntarily. To evaluate the variables of the study, the Schutte Emotional Intelligence Scale developed by Schutte et al. (1998) and adapted into Turkish by Tatar et al. (2011), and to evaluate personality traits, five-factor personality inventory developed by Somer, Tatar, and Korkmaz (2004) and whose short form was validated and reliable by Tatar (2005) were used. In this study, the data set was SPSS 22.0, and it was completed by using frequency tables, reliability analysis, independent sample t-test, one-way variance analysis, Tukey test, and correlation analysis in analyzes. There is both a significant (p<0.05) and an insignificant (p>0.05) difference between emotional intelligence and subs...

This study examines the mental abilities of the student athletes and examining their emotional intelligence levels. The sample comprised 213 student athletes studying in the Bartın University. The data was collected with the Ottowa Mental Skills Assessment Tool (OMSAT-3'), Schuette emotional intelligence scale and personal data form. In conclusion, a significant difference was found in favor of the males in the stress reactions variable according to the gender (p<0.05). It was also showed that there was a statistically significant difference in the goal setting, commitment, imagery, mental practice, and self-confidence sub-dimensions of mental skills assessment tool for monthly income level of the participants (p<0.05) but no statistical significance was found according to the gender between the total scores and sub-dimensions of emotional intelligence (p>0.05). Additionally, a significant high correlation was reached between the monthly income level with the sub-dimensions of emotional intelligence and total scores, and between the mental skills assessment sub-dimension of the emotional intelligence and total scores (p<0.05). Lastly, when the mental skills assessment tool increase, the emotional intelligence score averages of the student athletes also increase.

Aim. This descriptive study was conducted to determine and compare the emotional intelligence levels of senior students receiving education in different fields of Ataturk University.Methods. The population of the study consisted of senior students receiving education in different fields of Atatürk University. The sample group of study consisted of 305 senior students receiving education in different fields (health, social, and natural) and they were selected by using the simple random sampling method. Three faculties from three different fields were selected. Data of the study were obtained by using the personal information form, which was prepared by researchers in the light of the literature and involved sociodemographic characteristics and the “Emotional Intelligence Evaluation Scale.”Results. It was determined that while natural science students had the lowest total mean score of emotional intelligence scale, students of social sciences had the highest total mean score according...

The student-athletes of the physical education study program at Bengkulu University felt great emotional pressure. They were burdened with competing when they faced the opponent athletes from certain big campuses that had great achievements in sports. This feeling makes them feel afraid of losing the match. As athletes, the students must be able to overcome the emotional stress. So, they must have emotional intelligence. Moreover, the emotional intelligence of athletes in the physical education study program at the University of Bengkulu is needed to be researched. So, the purposes of this study are: 1) to determine the level of emotional intelligence of athletes in the physical education study program at the University of Bengkulu, and 2) to differentiate the emotional intelligence of athletes based on the sports where they participate in. To achieve the research objectives, a quantitative descriptive research method was used. A total of 109 student-athletes in the physical education study program at Bengkulu University were included in this study. The athletes are from 16 branches of sport athletics, weight lifting, wrestling, football, badminton, gymnastics, karate, basketball, volleyball, futsal, tae kwon do, Takraw, swimming, Pencak silat, table tennis, and hockey. The instrument was an Emotional Intelligence Self-Assessment questionnaire with a Likert scale. The data was analyzed by using one-way ANOVA. The results of the study show that: 1) the level of emotional intelligence of student-athletes is in the high category. Student-athletes from wrestling had the highest level of emotional intelligence. Student-athletes in badminton, Tae Kwon Do, Takraw, swimming, and hockey had moderate levels. 2) There is no difference in the emotional intelligence of athletes based on the sports they participate in. The results of this study contribute to coaches determining the level of emotional intelligence of their athletes.

supported that performance and results of the students depends on how well they are able to manage emotions and mind. So the study is mainly concerned with analysis of the Emotional Intelligence of students and its relation with academic performance. The objective of the study is to find the level of Emotional Intelligence of the students; to find the difference in EI levels of students with respect to their demographic like: gender, age and residential area and relation of Emotional Intelligence (EI) of students with their academic achievement. Data of 100 students from MDU, rohtak was collected randomly using EI tool developed by Prof. Roquiya Zainuddin and Dr. Anjum Ahmed and then analyzed using t-test, ANOVA and Karl pearson's correlation. In analysis, a negative and insignificant relationship is found between EI and Academic achievements. Majority of the students are having average level of EI and EI has no significant relation with age, Gender or residential area.

This study is conducted to find the different components of Emotional intelligence of the students of different department in University, Dharwad. Factor analysis was performed to determine the various factors affecting the intelligence of the students. The samples were collected through questionnaire. Fifteen observations were identified from the present literature and have been put to test to arrive at four different factors. The study satisfied sampling adequacy through KMO and Bartlett’s and concludes by categorising the homogeneous observations into the factors namely Self-awareness, self-control, self-regulation and Empathy.

The objective of the study is to find out the significant impact of emotional intelligence on academic achievement of secondary school students on the basis of gender. Emotional Intelligence is treated as independent variable whereas academic achievement is taken as dependent variable. Descriptive survey was adopted in the present study. The sample consisted of secondary school students equally divided according to gender (Male &Female) which were randomly selected for conducting the study. For fulfilling the aim, a standardized and reliable Emotional Inventory Scale (EIS) developed by Dr Arun Kumar Singh &Dr ShrutiNarain was used to measure the level of emotional intelligence of adolescent’s students studying in secondary school and total percentage of end semester was obtained to assess the academic performance. To achieve the stated objective of the study the Mean and Standard Deviation for scores of different variables were used and further ‘t test’ and Pearson correlation was applied through SPSS to find out the significant impact of emotional intelligence on academic achievement of secondary school students. The analysis of data shows that there is no significant impact of emotional intelligence on academic achievement of boys but in girls it can be seen that emotional intelligence impacted academic achievement so boys may be courageous and neutral in managing their emotions as compared to girls are hypersensitive. An empirical correlation was identified between emotional intelligence and academic performance in the secondary school population. Keywords: Emotional Intelligence, Gender, Levels, Academic Achievement,