Indian Journal of Positive Psychology

Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

Family and School Environment in Relation to Adolescents Emotional Intelligence and Future Aspiration


Affiliations
1 Department of Psychology, Jagannafh University, Dhaka, Bangladesh
2 Department of Psychology, University of Dhaka, Dhaka, Bangladesh
     

   Subscribe/Renew Journal


This study aimed to examine the impact of family atmosphere and school environment on adolescents' emotional intelligence and future aspiration. Survey data from 1000 adolescent (Male = 500, Female = 500) students were collected and analyzed about their emotional intelligence and future aspiration. The average mean age of participants is M = 16.43 and standard deviationisO. 89. Preliminary analyses ofthe data in MANOVAusing gender, socio-economic status, and family type as the independent variables revealed that it was only gender that has significant (F = 4.543; p < .05), overall effect on a linear combination of emotional intelligence and future aspiration. But the univariate results showed that gender has no significant effect on emotional intelligence and future aspiration. In the main analyses ofthe data in MANOVAusing family atmosphere and school environment as the predictors and emotional intelligence and future aspiration as criterion variables demonstrated that the overall regression model was significant (F = 29.313; p < .001), indicating that family atmosphere and school environment have significant overall effect on a linear combination of emotional intelligence and future aspiration. The univariate results showed the significant main effects ofthe predictors (F = 48.106, p< .001; F = 12.174; p<.001), on each of the criterion variables. Parameter estimates indicated that both family atmosphere and school environment have significant positive effects on emotional intelligence. The implications of these findings for theory, research, and practice are discussed.

Keywords

Adolescents, Emotional Intelligence, Future Aspiration, Family Atmosphere, School Environment.
Subscription Login to verify subscription
User
Notifications
Font Size


  • Alegre, A., & Benson, M. (2007). Parental acceptance and late adolescents adjustment: The role of emotional intelligence. In E. Fatos (Ed.), Acceptance: The essence of peace (pp. 33-49). Selected Papers from the First International Congress on Interpersonal Acceptance and Rejection. Istanbul, Turkey: Turkish Psychology Association, hicekara Press.

  • Alegre, A. (2011). Parenting styles and children's emotional intelligence: What do we know? The Family Journal: Counselling and Therapy for Couples and Families, 19(1), 56-62.

  • Alegre, A. (2012). The relation between the time mothers and children spent together and the children's trait emotional intelligence. Child Youth Care Forum, 41(5), 493508.

  • Alavi, M., Mehrinezhad, S. A., Azmin, M., & Singh, M. K. (2017). Family functioning and trait emotional intelligence among youth. Health Psychology Open, 4, 1-5. https://doi.org/10.1177/2055102917748461

  • Atagi, R. (2002). The Thailand educational reform project school reform policy. Bangkok: Education Sector Reform.

  • Bandura, A. (2001) Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52,126.

  • Bangladesh Bureau of Statistics (BBS, 2013). Preliminary report on economic census. Statistics and Informatics Division, Ministry of Planning, Government of the People's Republic of Bangladesh.

  • Bar-On, R. (2006). The bar-on model of emotional-social intelligence (ESI). Psicothema, 18, 13-25.

  • Bennett, D. S., Bendersky, M., & Lewis, M. (2005). Antecedents of emotion knowledge: Predictors of individual differences in young children. Cognition and Emotion, 19, 375-396.

  • Bhatia, G. (2012). A study of family relationship in relation to emotional intelligence of the students of secondary level. International Journal of Scientific and Research Publications, .2(12), 1-5.

  • Bierman, K. L., Cole, J. D., Dodge, K. A., Greenberg, M. T, Lochman, J. E., McMahon, R. J., & Pinderhughes, E. (2010). The effects of a multiyear universal social-emotional learning program: The role of student and school characteristics. Journal of Consulting and Clinical Psychology, 78,156-168.

  • Blakemore, J. E. O., Berenbaum, S. A., & Liben, L. S. {2009). Gender development. New York, NY: Psychology Press.

  • Boxer, P., Goldstein, S. E., Delorenzo, T., Savoy, S., & Mercado, I. {2010). Educational aspiration expectation discrepancies: Relation to socioeconomic and academic risk-related factors. Journal of Adolescence, 10,19.

  • Brad,B. {1990). Peer groups and peer cultures. In S.FeldmanandG. Elliott {Eds.), At the threshold: The developing adolescent {2nd ed., pp. 171-196). Cambridge, MA: Harvard. University Press.

  • Brown, S. G., & Barbosa, G. {2001). Nothing is going to stop me now: Obstacles perceived by low-income women as they become self-sufficient. Public Health Nursing, 75,364-372.

  • Center for Urban Affairs & Policy Research {1995). Psychological and cognitive assessment. In L. L. Dahlberg, B. S. Toal, H. M. Swahn, and B. C. Behrens {Eds.). Measuring violence-related attitudes, behaviors and influences among youths: A compendium of assessment tools {pp. 62-63). Atlanta, Georgia: Centers for Disease Control and Prevention.

  • Chan, D. W. {2005). Self-perceived creativity, family hardiness, and emotional intelligence of Chinese gifted students in Hong Kong. The Journal of Secondary Gifted Education, 16(2),47-56.

  • Chandran, A., & Nair, B. P. {2015). Family climate as a predictor of emotional intelligence in adolescents. Journal of the Indian Academy of Applied Psychology, 41, 167-173.

  • Chantara, S., Kaewkuekool, S.,&Koul,R. {2011). Self-determination theory and career aspirations: A review of literature. International Proceedings of Economics Development and Research, 5, 212-216.

  • Christenson, S. L., Rounds, T., & Gorney, D. {1992). Family factors and student achievement: An avenue to increase students' success. School Psychology Quarterly, 7,178-206.

  • Cotton, K., & Wikelund, K. {2005). Parent involvement in education. Retrieved from http:/www.nwrel.org/. Accessed 03/18/2005

  • Croll, P. {2008). Occupational choice, socio-economic status and educational attainment: A study of the occupational choices and destinations of young people in the British household panel survey. Research Papers in Education, 23, 243-268.

  • Cummings, E. M., Goeke-Morey, M. C, Papp, L. M., & Dukewich, T. L. {2002). Children's response to mothers and fathers emotionally and tactics in marital conflict in the home. Journal of Family Psychology, 16, 478-492.

  • Dasgupta, S. K., &Bose, S. {1985). Family Environment Scale. Department of Applied Psychology, Calcutta University, India.

  • Desforges, C, & Abouchaar, A. {2003). The impact of parental involvement, parental support and family education on pupil achievement and adjustment: A literature review. DfESResearchReport433,UKDept. for Education and Skils.

  • Elliot, A. J., & Dweck, C. S. {2007). Handbook of competence and motivation. New York, NY: The GuildfordPress.

  • Erikson, E. {1968). Identity: Youth and crisis. New York, NY: W. W. Norton.

  • Garg, R., Kauppi, C, Leuko, J., &Urajnik, D. {2002). A structural model of educational aspirations. Journalof 'CareerDevelopment, 29, 87-108.

  • Geckova, M. A., Tavel, P., Dijk, J. P., Abel, T, & Reijneveld, S. A. {2010). Factors associated with educational aspirations among adolescents: Cues to counteract socioeconomic differences? BMCPublic Health, 10, 1-9.

  • Guastello, S. J., Guastello, D. D., & Hanson, C. A. {2004). Creativity, mood disorders. and emotional intelligence. Journal of Creative Behavior, 38, 260-281.

  • Hair, J., Black, W., Babin, B., & Anderson, R {2010). Multivariate data analysis (J61 ed.). Prentice-Hall, Inc. Upper Saddle River, NJ, USA.

  • Han, H., & Johnson, S. D. {2012). Relationship between students emotional intelligence. social bond, and interactions in online learning. Educational Technology and Society. 15(1), 78-89.

  • Hill, N.E. {1995). The relationship between family environment and parenting style: A preliminary study of African American families. Journal of Black Psychology, 21. 408-423.

  • Hughes, C, Dunn, J., & White, A. {1998). Trick or treat? uneven understanding of mind and emotion and executive dysfunction in hard-to-manage preschoolers. Journal of Child Psychology and Psychiatry, 39,981-994.

  • Hussain, N. A., & Khan, M. S. {1998). Culture and politics in Bangladesh: Some reflections. In A. Bayes andA. Muhammad {Eds.), Bangladesh at 25: An analytical discourse on development {pp. 197-215). Dhaka: The University Press Limited.

  • Hyde, A., Pethe, S., & Dhar, U. {2002). Manual for Emotional Intelligence Scale. Lucknow, India: VedantaPublications.

  • Jeanne, G. B., &Reiter, E. {1990). The role of pubertal processes. In S. Feldman andG. Elliott {Eds.), At the threshold: The developing adolescent {pp. 16-53). Cambridge. MA: Harvard University Press.

  • Jex, S. M., & Britt, T W. {2008). Organizational psychology. Hoboken, New Jersey, NJ: John Wiley and Sons, Inc.

  • Khallad, J. {2000). Education and career aspirations of Palestinian and U.S. youth. Journal of Social Psychology, 140,789-792.

  • Kaur, R, & Jaswal, S. {2005). Relationship between strategic emotional intelligence and family climate of Punjabi adolescents. Journal of Anthropologist, 7{4), 293-298.

  • Khushabi, K., Forouzan, S. A., & Akbarian, M. {2013). Association between emotional intelligence and illicit drug involvement: A study in adolescents in Tehran, Iran. Scientific Research and Essay, 8, 2257-2262. Doi:10.5897/SRE09.350

  • Kiernan, K. E., & Huerta, M. C. {2008). Economic deprivation, maternal depression. parenting and children's cognitive and emotional development in early childhood. TheBritish Journal of Sociology, 59,783-806.

  • Klimstra, T A., Hale, I., & Raaijmakers, Q. A. W. {2010) Identity formation in adolescence: Change or stability? Journal of Youth and Adolescence 39, 150-162.

  • Larson, R, & Ham, M. {1993). Stress and storm and stress in early adolescence: The relationship of negative events with dysphoric affect. Developmental Psychology, 29(1), 130-140.

  • Lerner, J. V., & Galambos, N. L. {1985). Mother role satisfaction, mother-child interaction, and child temperament: A process model. Developmental Psychology, 21(6), 1157-1164.

  • Lewin, K. {1951). Field Theory in Social Science. New York, NY: Harper andRow.

  • Low, G. R, & Nelson, D. B. {2004). Emotional intelligence: Effectively bridging the gap fromhigh school to college. TAXASSTUDY Magazinefor Secondary Education, 13(2),l-.

  • Liau, A. K, Liau, A. W. L, Teoh, G. B. S, & Liau, M. T L. {2003). The case for emotional literacy: The influence of emotional intelligence on problem behaviours inMalaysian secondary school students. Journal of Moral Education, 32, 51-66.

  • Manuel, M. P. {2002). Parental inducement of emotional intelligence. Imagination, Cogniition, Personality, 75(1),3-23.

  • Mau, W. C, & Bikos, L. H. (2007). Educational and vocational aspirations of minority and female students: A longitudinal study. Journal of Counseling and Development, 75,186-194.

  • Mayer, J. D., & Salovey, P. (1993). The intelligence of emotional intelligence. Intelligence, 17(5), 433-44.

  • Moos, R.J., & Moos, B. S. (1981). Family Environment Scale. Palo Alto, CA: Consulting Psychologists' Press.

  • Morand, D. A. (1999). Family size and intelligence revisited: The role of emotional mtQWigQncQ.PubMed Centre! Journal, 84(2), 643-649. doi:10.2466/PR0.84.2.643-649

  • Moulton, V., Flouri, E., Joshi, H., & Sullivan, A. (2015). Fantasy, unrealistic and uncertain aspirations and children's emotional and behavioural adjustment in primary school. Longitudinal and Life Course Studies, 6, 107-119. 10.14301/llcs.v 6H.277

  • Muries, P., Bogels, S., Mestrers, C, & Kamp, N. (1996). Parental rearing practices. fearfulness and problem behavior in clinically referred children. Personality and Individual Difference, 21,813-818.

  • Nixon, C, & Watson, A. (1999) Adolescence: The mediating and moderating roles of self-efficacy beliefs. Merrill-Palmer Quarterly, 47(2), 165-187.

  • Nurmi, J.E. (2004) Socialization and self-development: Channeling, selection. adjustment, and reflection. In R Lerner and L. Steinberg (Eds.), Handbook of adolescent psychology (2nded, pp. 85-124). Hoboken, NJ, Wiley

  • Ohye, B. Y, & Daniel, J. H. (1999). The other adolescent girls: Who are they? In N. G. Johnson, M. C. Roberts, and J. Worell (Eds.), Beyond appearance: A new look at adolescent girls (pp. 115-129). Washington, DC, US: American Psychological Association.

  • Ozabaci, N. (2006). Emotional intelligence and family environment. The Journal of Social Sciences, 16(6), 169-177.

  • Petrides, K. V., & Furnham, A. (2003). Trait emotional intelligence: Behavioural validation in two studies of emotion recognition and reactivity to mood induction. European Journal of Personality, 17, 39-57.

  • Rice, K. G., Cunningham, T J., & Young, M. B. (1997). Attachment to parents, social competence, and emotional well-being: A comparison of black and white late adolescents. Journalof 'CounselingPsychology, 44, 89-101.

  • Roy, B., & Biswas, P. C. (1997). A study of some cognitive and non-cognitive predictors of academic achievement. Unpublished doctoral dissertation, Department of Education, Kalyani University, India.

  • Salovery, P., Mayer, J., & Caruso, D. (2004). Emotional intelligence: Theory, findings. andimplications.P^c/(o/og7ca//Mg«/r>', 3,197-215.

  • Schoon, I., & Parsons, S. (2002). Teenage aspirations for future careers and occupational outcomes. Journal of Vocational Behavior, 60, 262-288.

  • Schoon, I., Martin, P., & Ross, A. (2007) Career transitions in times of social change: His andher story. Journal of Vocational Behavior, 70, 78-96.

  • Shanahan, L., Copeland, W., Costello, E. J., & Angold, A. (2008) Specificity of putative psychosocial risk factors for psychiatric disorders in children and adolescents. Journal of Child Psychology and Psychiatry, 49, 34-42.

  • Sherwood, R. A. (1989). A conceptual framework for the study of aspirations. Research in Rural Education, 6, 61-66.

  • Shochet, I. M., Dadds, M. R., Ham, D., & Montague, R. (2006). School connectedness is an under emphasized parameter in adolescent mental health: Results of a community prediction study. Journal of Clinical Child and Adolescent Psychology, 35,170 -179.

  • Shuck, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education theory, research, and applications. New Jersey, NJ: Pearson.

  • Singh, Y. G. (2011). A study of educational aspiration in secondary school students. International Referred Research Journal, 3,15-20.

  • Skinner, E. A., &Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effect of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85,571-581. doi:10.1037/0022-0663.85.4.571

  • Signer, B., & Saldana, D. (2001). Educational and career aspirations of high school students andrace, gender, class differences. Race, Gender, and Class, 8,22-34.

  • Suess, G. J., Grossmann, K. E., & Sroufe, L. A. (1992). Effects of infant attachment to mother on quality of adaptation in preschool: From dyadic to individual organization of'self International Journal of 'BehavioralDevelopment, 15, 43-65.

  • Tatar, A., & Saltukoglu, G. (2010). The adaptation of the CES-depression Scale into Turkish through the use of conformatory factor analysis and item response theory and the examination of psychometric characteristics. Bulletin of Clinical Psychopharmacology, 20,213-227.

  • Trice, A. D, Hughes, M. A, Odom, C, Woods, K, & McClellan, N. C. (1995). The origins of children's career aspirations: IV Testing hypotheses from four theories. The Career Development Quarterly, 43, 307-322.

  • Trickett, E. J., &Moos, R. H. (1973). Social environment of junior high and high school classroom. Journal of EducationalPsychology, 65,93-102.

  • Trusty, J. (1998). Family influences on educational expectations of late adolescents. Journal of Educational Research, 91,260-270.

  • Uzzaman, M. A., & Karim, A. K. M. (2016). Adolescents cognitive-emotional functioning as predicted by family atmosphere and school environment. Unpublished Doctoral Dissertation, Dept. of Psychology, Jagannath University

  • Voydanoff, P., & Donnelly, B. W. (1998). Parents risk and protective factors as predictors of parental well-being and behavior. Journal of Marriage and Family, 60, 344-355.

  • Wahl, K. H., & Blackhurst, A. (2000). Factors affecting the occupational and educational aspirations of children and adolescents. Professional School Counseling, 3,367-374.

  • Wall, J., Covell, K., & Maclntyre, P. D. (1999). Implications of social supports for adolescents education and career aspirations. Canadian Journal of Behavioral Science, 31,63-71.

  • Walker, D. A. (2010). A confirmatory factor analysis of the attitudes toward research scale. Multiple Linear Regression Viewpoints, 36(1), 18-27.

  • Watson, C. M., Quatman, T., & Edler, E. (2002). Career aspirations of adolescent girls: Effects of achievement level, grade, and single-sex school environment. Sex Roles: A Journal of Research, 5,323-345.

  • Webster-Stratton, C, & Herman, K. C. (2010). Disseminating incredible years series early-intervention programs: Integrating and sustaining services between school and home (Special issue: Using prevention science to address mental health issues in schools). Psychology in the Schools, 47,36-54.

  • Wheaton, B., & Clarke, P. (2003). Space meets time: Integrating temporal and contextual influences on mental health in early adulthood. American Sociological Review, 68(5), 680-706.

  • Weisgram, E. S., Bigler, R. S., & Liben, L. S. (2010) Gender, values, and occupational interests among children, adolescents, and adults. Child Development, 81, 778-796.

  • York, A. E. (2008). Gender differences in the college and career aspirations of high school valedictorians. Journal of Advance Academics, 19, 578-600.


Abstract Views: 422

PDF Views: 0




  • Family and School Environment in Relation to Adolescents Emotional Intelligence and Future Aspiration

Abstract Views: 422  |  PDF Views: 0

Authors

Muhammad Akram Uzzaman
Department of Psychology, Jagannafh University, Dhaka, Bangladesh
A. K. M. Rezaul Karim
Department of Psychology, University of Dhaka, Dhaka, Bangladesh

Abstract


This study aimed to examine the impact of family atmosphere and school environment on adolescents' emotional intelligence and future aspiration. Survey data from 1000 adolescent (Male = 500, Female = 500) students were collected and analyzed about their emotional intelligence and future aspiration. The average mean age of participants is M = 16.43 and standard deviationisO. 89. Preliminary analyses ofthe data in MANOVAusing gender, socio-economic status, and family type as the independent variables revealed that it was only gender that has significant (F = 4.543; p < .05), overall effect on a linear combination of emotional intelligence and future aspiration. But the univariate results showed that gender has no significant effect on emotional intelligence and future aspiration. In the main analyses ofthe data in MANOVAusing family atmosphere and school environment as the predictors and emotional intelligence and future aspiration as criterion variables demonstrated that the overall regression model was significant (F = 29.313; p < .001), indicating that family atmosphere and school environment have significant overall effect on a linear combination of emotional intelligence and future aspiration. The univariate results showed the significant main effects ofthe predictors (F = 48.106, p< .001; F = 12.174; p<.001), on each of the criterion variables. Parameter estimates indicated that both family atmosphere and school environment have significant positive effects on emotional intelligence. The implications of these findings for theory, research, and practice are discussed.

Keywords


Adolescents, Emotional Intelligence, Future Aspiration, Family Atmosphere, School Environment.

References





DOI: https://doi.org/10.15614/ijpp%2F2018%2Fv9i3%2F181042