A STUDY ON RELATIONSHIP BETWEEN SOCIAL INTELLIGENCE AND ACADEMIC ACHIEVEMENT OF HIGHER SECONDARY STUDENTS
DOI:
https://doi.org/10.29121/granthaalayah.v5.i6.2017.2059Keywords:
Social Intelligence, Academic AchievementAbstract [English]
The study aimed to identify the relationship between social intelligence and academic achievement of higher secondary students. The investigator adopted survey method to study the social intelligence between students from selected government, private and aided school. For this study a sample of 300 school students from eight various schools which are situated in Palakkad district selected by the investigator using simple random sampling technique. The findings revealed that there is no significant relationship between social intelligence and academic achievement. This study shows that students do not find healthy environment in schools for developing their social intelligence. The schools fail to provide a proper environment to develop better relationship, positive behavior, social skills positive attitudes and good mental health in students.
Downloads
References
Nikose, R. L. (2010). Academic achievement of secondary school tribal students in relation to mental health and intelligence: A correlation study. CTE National Journal, VII (2), 99-104
Pantic, Natasa; Wubbels, Theo (2011). “Competence Based Teacher Education: A Change from “Didaktik to Curriculum Culture?”. Journal of Curriculum Studies, 44(1), 61-87 DOI: https://doi.org/10.1080/00220272.2011.620633
Bruhwiler, Christian; Blatchford, Peter (2011). “Effects of Class Size and Adaptive Teaching Competency on Classroom Processes and Academic Outcome”. Institute of Education Sciences, 21(1), 95-108 DOI: https://doi.org/10.1016/j.learninstruc.2009.11.004
Thomas, Jeff (2011). “Pre-service Teachers’ Perceptions of Learning Science Methods through Hybridizing Asynchronous and Traditional Experiences”. Contemporary Issues In Technology And Teacher Education, 11(3).
Downloads
Published
How to Cite
Issue
Section
License
With the licence CC-BY, authors retain the copyright, allowing anyone to download, reuse, re-print, modify, distribute, and/or copy their contribution. The work must be properly attributed to its author.
It is not necessary to ask for further permission from the author or journal board.
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.