Emotional Intelligence among Adolescents: A Comparative Study of Private and Government Secondary School Students in Bikaner City
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2026
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| author | Shikha Kalra, Dr. Nidhi Suthar |
| author_facet | Shikha Kalra, Dr. Nidhi Suthar |
| contents | <p><span>The<span> </span>stage<span> </span>of<span> </span>adolescence<span> </span>is<span> </span>considered<span> </span>crucial<span> </span>as<span> </span>it<span> </span>involves<span> </span>dynamic<span> </span>emotional, psychological, and social transitions that play an essential role in shaping future personality and<span> </span>behaviour<span> </span>patterns.<span> </span>During<span> </span>this<span> </span>period,<span> </span>people<span> </span>experience<span> </span>heightened<span> </span>emotional sensitivity<span> </span>and<span> </span>need<span> </span>to<span> </span>learn<span> </span>how<span> </span>to<span> </span>effectively<span> </span>manage<span> </span>their<span> </span>emotions.<span> </span>Emotional intelligence (EI) refers to the ability to recognize, understand, control, and manage one's own emotions and the emotions of others. In recent years, there has been increasing concern about the mental well-being of children due to the pressure of education, societal expectations, and changing lifestyles. In view of the above points, the present research was designed to evaluate the emotional<span> </span>intelligence<span> </span>of adolescents<span> </span>enrolled<span> </span>in private and government<span> </span>schools.<span> </span>The sample for this study included 400 adolescents of grades 9 and 11 (aged 15 to 18 years) from 10 randomly<span> </span>selected<span> </span>schools<span> </span>(5<span> </span>private<span> </span>schools<span> </span>and 5<span> </span>government<span> </span>schools)<span> </span>in<span> </span>Bikaner, Rajasthan.<span> </span>A descriptive<span> </span>research<span> </span>design<span> </span>with a comparative<span> </span>approach<span> </span>was<span> </span>utilized in the present investigation.<span> </span>Data was collected<span> </span>through<span> </span>‘Emotional<span> </span>Intelligence<span> </span>Scale’ by Hyde, Pethe and Dhar. Frequency, percentage values and ‘t’ test was used to compare the emotional intelligence<span> </span>of<span> </span>adolescents.<span> </span>The<span> </span>findings<span> </span>indicate<span> </span>that<span> </span>adolescents<span> </span>aged<span> </span>17–18 years demonstrated<span> </span>marginally<span> </span>higher<span> </span>mean emotional<span> </span>intelligence<span> </span>scores than those aged 15-16 years. Nevertheless, a substantial proportion of respondents (78.25%) disagreed regarding the perceived<span> </span>impact<span> </span>of<span> </span>emotional<span> </span>intelligence.<span> </span>The<span> </span>findings<span> </span>reveal<span> </span>that<span> </span>students<span> </span>from government<span> </span>schools scored significantly higher on emotional intelligence compared to their private school<span> </span>counterparts,<span> </span>among whom 83.75% demonstrated<span> </span>lower levels of emotional intelligence. There is a significant difference between private and government school students and<span> </span>government<span> </span>school students showed<span> </span>higher<span> </span>emotional<span> </span>intelligence<span> </span>due to lower<span> </span>stress levels<span> </span>and<span> </span>resilience<span> </span>building<span> </span>environments.<span> </span>These<span> </span>differences<span> </span>may<span> </span>also<span> </span>be<span> </span>attributed<span> </span>to variations<span> </span>in socio-economic<span> </span>status,<span> </span>environmental<span> </span>exposure,<span> </span>and<span> </span>life<span> </span>experiences,<span> </span>which influence the development of emotional competencies among adolescents.</span></p> <p><strong><span>Keywords</span></strong><span>: Adolescent,<span> </span>Private Senior Secondary<span> </span>Schools, Government<span> </span>Senior<span> </span>Secondary Schools, Emotional Intelligence</span></p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_19396441 |
| institution | Zenodo |
| language | eng |
| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Emotional Intelligence among Adolescents: A Comparative Study of Private and Government Secondary School Students in Bikaner City Shikha Kalra, Dr. Nidhi Suthar <p><span>The<span> </span>stage<span> </span>of<span> </span>adolescence<span> </span>is<span> </span>considered<span> </span>crucial<span> </span>as<span> </span>it<span> </span>involves<span> </span>dynamic<span> </span>emotional, psychological, and social transitions that play an essential role in shaping future personality and<span> </span>behaviour<span> </span>patterns.<span> </span>During<span> </span>this<span> </span>period,<span> </span>people<span> </span>experience<span> </span>heightened<span> </span>emotional sensitivity<span> </span>and<span> </span>need<span> </span>to<span> </span>learn<span> </span>how<span> </span>to<span> </span>effectively<span> </span>manage<span> </span>their<span> </span>emotions.<span> </span>Emotional intelligence (EI) refers to the ability to recognize, understand, control, and manage one's own emotions and the emotions of others. In recent years, there has been increasing concern about the mental well-being of children due to the pressure of education, societal expectations, and changing lifestyles. In view of the above points, the present research was designed to evaluate the emotional<span> </span>intelligence<span> </span>of adolescents<span> </span>enrolled<span> </span>in private and government<span> </span>schools.<span> </span>The sample for this study included 400 adolescents of grades 9 and 11 (aged 15 to 18 years) from 10 randomly<span> </span>selected<span> </span>schools<span> </span>(5<span> </span>private<span> </span>schools<span> </span>and 5<span> </span>government<span> </span>schools)<span> </span>in<span> </span>Bikaner, Rajasthan.<span> </span>A descriptive<span> </span>research<span> </span>design<span> </span>with a comparative<span> </span>approach<span> </span>was<span> </span>utilized in the present investigation.<span> </span>Data was collected<span> </span>through<span> </span>‘Emotional<span> </span>Intelligence<span> </span>Scale’ by Hyde, Pethe and Dhar. Frequency, percentage values and ‘t’ test was used to compare the emotional intelligence<span> </span>of<span> </span>adolescents.<span> </span>The<span> </span>findings<span> </span>indicate<span> </span>that<span> </span>adolescents<span> </span>aged<span> </span>17–18 years demonstrated<span> </span>marginally<span> </span>higher<span> </span>mean emotional<span> </span>intelligence<span> </span>scores than those aged 15-16 years. Nevertheless, a substantial proportion of respondents (78.25%) disagreed regarding the perceived<span> </span>impact<span> </span>of<span> </span>emotional<span> </span>intelligence.<span> </span>The<span> </span>findings<span> </span>reveal<span> </span>that<span> </span>students<span> </span>from government<span> </span>schools scored significantly higher on emotional intelligence compared to their private school<span> </span>counterparts,<span> </span>among whom 83.75% demonstrated<span> </span>lower levels of emotional intelligence. There is a significant difference between private and government school students and<span> </span>government<span> </span>school students showed<span> </span>higher<span> </span>emotional<span> </span>intelligence<span> </span>due to lower<span> </span>stress levels<span> </span>and<span> </span>resilience<span> </span>building<span> </span>environments.<span> </span>These<span> </span>differences<span> </span>may<span> </span>also<span> </span>be<span> </span>attributed<span> </span>to variations<span> </span>in socio-economic<span> </span>status,<span> </span>environmental<span> </span>exposure,<span> </span>and<span> </span>life<span> </span>experiences,<span> </span>which influence the development of emotional competencies among adolescents.</span></p> <p><strong><span>Keywords</span></strong><span>: Adolescent,<span> </span>Private Senior Secondary<span> </span>Schools, Government<span> </span>Senior<span> </span>Secondary Schools, Emotional Intelligence</span></p> |
| title | Emotional Intelligence among Adolescents: A Comparative Study of Private and Government Secondary School Students in Bikaner City |
| url | https://doi.org/10.5281/zenodo.19396441 |