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, April 10, 2011
A STUDY OF EMOTIONAL INTELLIGENCE AND FAMILY ENVIRONMENT AS DETERMINANTS OF ACADEMIC ACHIEVEMENT OF TEACHER – TRAINEE A STUDY OF EMOTIONAL INTELLIGENCE AND FAMILY
ENVIRONMENT AS DETERMINANTS OF ACADEMIC
ACHIEVEMENT OF TEACHER – TRAINEE

Dr. Khushvinder Kumar, Principal, B.C.M. College of Education, Ludhiana, Punjab, India
E-mail address: drkhush01@gmail.com
Ramanjeet Kaur, D.A.V. Public School, Ludhiana, Punjab, India e-mail address: specialeducation09@yahoo.in

ABSTRACT:
The present study analyses if there is any significant difference in the Academic Achievement, Emotional Intelligence and Family Environment of male and female teacher-trainees. It also studies if there is any significant relationship between Academic Achievement and Emotional Intelligence; Academic Achievement and Family Environment; Emotional Intelligence and Family Environment of teacher-trainees. Sample consisted of 145 B.Ed. students (61 males and 84 females) selected randomly from four education colleges of Ludhiana district. Descriptive survey method of investigation was used in the present study. t-test and Karl Pearson’s correlation was used to find out the differences of male and female teacher-trainees on the three variables and relationship of Academic Achievement with Family Environment and Emotional Intelligence and further the relationship between Family Environment and Emotional Intelligence . Findings of the study reveal that Emotional Intelligence is gender- biased whereas Academic Achievement is not. Male and female teacher-trainees differ significantly on Cohesion and Acceptance and Caring dimensions of Family Environment while they do not differ significantly on the other six dimensions i.e. Expressiveness, Conflict, Independence, Active Recreational Orientation, Organisation, Control. Academic Achievement is not

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