Study on Socioemotional aspects of Engineering Girl students
Background: Adolescents empowered with socio-emotional-regulatory skills and self-esteem will have a greater understanding of themselves as well as the surrounding world and their connection to it.
Aim: To study the relationship between emotional intelligence, self-esteem, social self-efficacy, and self-regulation of girls pursuing engineering course from Pune. Further, the study attempts to compare emotional intelligence, self-esteem, social self-efficacy, and self-regulation of girls with respect to their participation (Yes v/s No) in sports and inter-collegiate competitions.
Methods: Data of 145 first-year students from an exclusive girls engineering college in Pune was collected. Participants responded to the personal data sheet, emotional intelligence scale, self-esteem scale, social self-efficacy scale, and self-regulation scale.
Results: Results showed that emotional intelligence was positively correlated with self-esteem (r = 0.346, p < 0.001); social self-efficacy (r = 0.481, p < 0.001); short term regulation (r = 0.248, p < 0.01); and long term regulation (r = 0.261, p < 0.01). A positive correlation was noted between self-esteem and social self-efficacy (r = 0.313, p < 0.001). Self-regulation did not significantly correlate with self-esteem and social self-efficacy. The comparative analysis showed that those girls who participate in sports and other inter-collegiate competitions scored higher on social self-efficacy and self-regulation than non-participants. Conclusion: Emotional intelligence is a prime factor in the lives of adolescent girls. Considering the development of the brain, a separate intervention can be designed for the enhancement of self-regulation in adolescents. Participation in sports and intercollegiate competitions may be beneficial for social self-efficacy and self-regulation skills.