EMOTIONAL INTELLIGENCE AND INCOME-A CASE STUDY

Sankara Pitchaiah Podila. Acharya Nagarjuna University, Nagarjuna Nagar, Guntur -522510,Andhra Pradesh, India. ...................................................................................................................... Manuscript Info Abstract ......................... ........................................................................ Manuscript History Received: 01 October 2018 Final Accepted: 03 November 2018 Published: December 2018

The investigator utilized one standardized test i.e., Mangal emotional Intelligence Inventory (2004) for collecting the data. Mangal Emotional Intelligence Inventory (MEII) has been designed for use with 16+ years age of school, college and university students for measurement of their emotional intelligence (Total as well as separately) in respect of four areas namely, Intrapersonal Awareness-IAA (Knowing about one' own emotions), Interpersonal Awareness-IEA (Knowing about other's emotions), Intrapersonal Management-IAM (Managing one' own emotions), Interpersonal Management-IEM (Managing other's emotions) respectively. It has 100 items, 25 each from the four areas, to be answered as Yes or No.
The investigator met the students in their class rooms. They were told that this was a research programme to measure the emotional intelligence and its areas. Their cooperation was solicited and confidentiality was assured that their responses were to be used for research purpose only. The students were taken 40 minutes time to give their response. They were told to raise their hand if they had any question, so that the researcher could assist them. The researcher supervised the entire class while the test was in progress. Finally, after completion, they were thanking for their cooperation.

Results and Discussion:-Percent Variation:-
The overall EI is high for low income group students. 21.56% of low income students fell in V.good and good categories. The percentage is 12.50% and 6.88% for middle and high income students respectively (Table 1, Fig.1).

EI and areas:-
The results indicate that the students belong to low income group have more ability in understanding own emotions IAA) compared to medium and high income groups. Medium group students show comparatively better IAA than high income group. The result is similar in relation to IEA, IAM,IEM and overall EI. It means that low income

Chi-Square Test
Significant relation is observed between income and IAA. Similar relation is also found between income and overall EI (Table 4).
Lekavicienea and Antiniene (2016) chosen high school (56.7 per cent) and university (35.2 per cent) students and established that EI level is statistically significantly related to some family factors: psychological climate in the family, strength of subject relations with their mother/ father, subjective perception of family financial status. Subjective perception of the financial status of one's family is related to the emotional intelligence level. The combined EI score is higher of those subjects who view their own financial status as somewhat better than that of others; the lowest EI is of those subjects who regard their own financial status as significantly worse than that of surrounding people. income and level of EI among PU accounting students, indicating that students with higher family income have higher level of EI. Lankashini (2017) observed relationship with demographic and socio-economic characteristics among Grade eight students in a suburban setting. Eight classes were randomly selected as clusters from two purposively selected mix schools. They found better EI for high income group.
Razia B. and Nabi Ahmad (2017) carried out on a sample of 292 adolescents studying in class XI of Aligarh district. Standardized scales were used to collect the data and further Significant correlation was found among all the three variables under study. Socioeconomic status and Emotional intelligence together brought 18.4% variance in Academic achievement indicating the importance of Emotional intelligence.
Topaloglu (2014) chosen 128 students randomly from Trakya University Kesn Vocational school and used Revised Schutte Emotional Intelligence Scale. The results show that there does not seem to be any significant difference between the total emotional intelligence scores of the students and their departments, age groups and family income. As the p-value with a %95 confidence interval was .506>.05, there does not seem to be a meaningful difference between the emotional intelligence scores and the family incomes.
In the present study male students with low income and female students with high income show better IAA,IEA, IAM, IEM and overall EI.

Conclusion:-
EI has been studied extensively in relation to many social factors. Most of the studies concluded that students with low income have better EI compared to medium and high income groups. In the present study also the author observed similar result for male Post Graduate students. However, it is found that females of high income group show better EI compared to other two groups.