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The meaning of emotional maturity
... Emotional maturity is not rigid or irreversible but a longitudinal process of evolution of an individual's personality ,it is a way of carrying one's feelings ,thoughts and behavior ( (Singaravelu, 2008)).it can be considered as way of controlling one's impulse and spark that triggers in them due to any unpredictable happening or unexpected scenarios through Self and Ego ( (Smitson, 1974)). According to L.J. Saul, maturity includes the ability to live independently, the ability to show responsible attitude and being productive in increasing quality of life .having ...
... It is neither inflexible nor irreversible ( (Singaravelu, 2008). It may be viewed as a method of managing one's impulsiveness and spark that arises in response to any unplanned event or unexpected circumstances through self and Ego (Smitson, 1974)Emotional Maturity facilitates a person to have a clear aim in life, being more productive and competitive embrace failures with dignity, face complexes with pride, controlling anger smartly and manage impulsive reactions (Cliner, 1981). ...
... Emotional Maturity help an individual evolve over time to shape his conduct, manage his emotions, carry his feelings, perceive his point of view, and create his ideas in a decent and reputable way which is equally acceptable by the society. Emotional maturity is flexible and reversible as well (Singaravelu, 2008).It helps the individual control his impulses and stimulus and urges in a sane way, in a deeper way it can be said that it is a control over Ego (Smitson, 1974).Emotional Maturity enables the individual to live of his own free will, accept and handle responsibilities and contribute his role in society to have a better quality of life (Saul, 2008). ...
Adolescence is a stage where transition from child to
hood to adulthood takes place (Kolawole A. &.,
2015) is biologically and psychologically
proved that there is an age bracket with plus and
minus age of adolescence in children in their peak
of youth, where they experience a lot of changes
in their body. These changes involve both
physical and hormonal, resulting in positive and
negative effects it may have on child’s psychology,
emotions, behavior, thoughts, perceptions and
views. In such a transition, the important behavior
shown by teenagers and adolescents is their
dependency on their peers and distancing from
their family, especially when it comes to make
choices and decisions and extending ethical
values in life
... Geoghagen, Pollard and Kelly (1963) [5] stated that a person is deemed emotionally mature when his responses to a circumstance are proportional to the demands of the scenario and appropriate to his level of development. Emotional maturity, according to Smitson (1974) [17] , is a process in which the personality consistently aspires to a better sense of innerpsychological and inner-personality emotional well-being. ...
... Geoghagen, Pollard and Kelly (1963) [5] stated that a person is deemed emotionally mature when his responses to a circumstance are proportional to the demands of the scenario and appropriate to his level of development. Emotional maturity, according to Smitson (1974) [17] , is a process in which the personality consistently aspires to a better sense of innerpsychological and inner-personality emotional well-being. ...
The study was planned to investigate the association between emotional maturity and academic achievement of adolescent players. The sample comprised 113 adolescent players (68 boys and 45 girls) of Bhai Mastan Singh Senior Secondary Public School, Sri Muktsar Sahib (Punjab), who were studying in the 11th and 12th classes. All the selected subjects were aged between 16.5 to 19 years. A purposive sampling technique was used to pick the sample. The emotional Maturity Scale created by Pal (1984) was utilized to quantify the emotional maturity of adolescent players. The academic achievement of the adolescent players was measured through the marks obtained in the mid-term examination. The collected data was analysed through Pearson’s Correlation Coefficient at a 0.05 level of significance. A significant moderate positive correlation was discovered between the emotional maturity and academic achievement of adolescent players.
... On the other hand, the concept of emotional stability is the ability to keep one's emotional balance under pressure. Smitson (1974) defines emotional stability as the process of the personality constantly aiming for better internal and external emotional health. They can tolerate minor stresses, lows, and strains daily without becoming emotionally upset, anxious, nervous, tense, or angry. ...
... SD=0.76) among the Grade 12 Senior High School students. According to Smitson (1974) and Scott (1968), emotional stability is defined as the process of the personality constantly aiming for better internal and external emotional health and an important factor in having superior mental health. The results indicate that with the emergence of the COVID-19, in terms of emotions, students are highly aware of their feelings, thoughts, strengths, and weaknesses and have secured self-assurance within themselves. ...
Due to the COVID-19 pandemic, restrictions and guidelines are being enacted for the safety of the people, and generally, it has caused difficulties in the daily activities among students. Hence, this quantitative non-experimental study aimed to determine if emotional stability is a predictor of stress management among Senior High School students of the University of San Carlos in Cebu City, Philippines in the school year 2020-2021, who engage in a flexible online modality of learning. Adapted Likert-type survey tools were utilized to gather data online from 80 Grade 12 students who were selected through stratified non-proportionate random sampling. Results using linear regression analysis revealed a significant R and R2 value of .28 and .08(adjusted R2 was .07) respectively, which means highly significant F (1, 78) = 6.79, MSresidual = .31, p < .05 using a 95% level of confidence with a .39 standard error of the estimate from the population standard deviation of the residuals. This means that the independent variable emotional stability (ES) significantly and statistically affects the dependent variable stress management (SM). The modeled equation SM = 1.71 + .50 (ES) predicts that the higher the level of emotional stability, the higher the level of stress management. This implies that emotionally stable students are better at managing their stress. These results encouraged collaboration among the academic and administrative support services in every institution and stronger social support at home. This time, parental involvement plays a vital role in the holistic development and formation of every student.
... Emotional stability is considered as one of the most important aspects of human life, and one of the seven important indicators of mental health (Scott, 1968;Matheen, 2011). According to Smitson (1974), emotional stability is the process in which the personality is continuously striving for greater sense of emotional health, both intra-physically and intra-personally. ...
... (5) Stability of all emotions into an individual's self-integration that binds aspects of situation, motives and experience. (6) Ability to live in social harmony and adaptation with the surrounding environment as well as contribute positively into social activities to make the individual feel happy and content (Smitson, 1974;Namourah, 2006). ...
The objectives of the study were to identify the emotional stability among the ex-detainees Palestinian children from Israeli prisons. Emotional stability scale was administrated to 299 children using the stratified random sampling method. The findings revealed that the ex-detainees Palestinian children experienced a low level of emotional stability. These results confirmed the traumatic experiences on the personality of the ex-detainees Palestinian children from Israeli prisons. The consequences of the findings for practice are highlighted.
... "Emotional stability is the process in which the personality is continuously striving for greater sense of emotional health, both intra-physically and intra-personally. (Smitson, 1974)". Shahana (2022) considered emotional stability as an ability to uphold one's emotional equilibrium over hectic situation. ...
Emotional stability is not only one of the effective determinants of the personality patterns, but it also helps to control the growth of adolescent development. Researcher found while reviewing the previous work that emotional stability of teachers determines perceptions of their classroom management, teacher–student relationships, and methodological-didactic setting disruptions. But the question was, is emotional stability matters in rural parts also. Researcher started to think about emotional stability of trainee teacher in backward districts of India. During training, these trainee teachers hardly get proper opportunity to acquire teaching skills as well as skills to deal with the social environment, in which emotional stability plays an important role being a significant trait of personality. Keeping this in mind, the researcher has conducted a study to explore further about the emotional stability of trainee teachers studying in teacher training institutions in Seemanchal districts of Bihar, with respect to their academic stream, nature of institution, and gender. A standardized tool developed by Singh and Kumar (2009) was used to collect the data on seven major traits of emotional stability, i.e., Self-Esteem, Happiness, Anxiety, Obsessiveness, Independence, Hypochondria and Guilt. The researcher found in the study that nature of institution is not a significant contributor for the development of emotional stability. Gender-wise also, there is no significant difference in the emotional stability. The emotional stability differs significantly among the trainee teachers from different academic backgrounds, i.e., science, social science and humanities.
... There are several earlier definitions of emotional maturity. One of them, defined by Smitson (1974), states it is a process in which the personality continuously strives for the great sense of emotion, health, both inter physically and intra personally". In recent years, Lamothe (2020) defines emotional maturity show when someone can manage their emotion no matter their circumstance. ...
... According to Smitson (1974) "Emotional maturity is a process in which the personality is continuously striving for greater sense of emotional health, both intra-physically and intrapersonally". Encyclopaedic Dictionary of Psychology (2001) defines "Emotional maturity is an adult level of emotional control and expression as opposed to childish emotional behaviour". ...
The present study tried to find out the influence of Self Concept and Emotional
Maturity and their influence of interaction on Leadership Behaviour of secondary
school Heads in Kerala in terms of their gender, age, experience and type of
management of their school. The investigator approached 260 heads of the secondary
schools throughout the Kerala to collect information regarding their Self Concept,
Emotional Maturity and Leader Behaviour. The study found that the Self Concept of
heads of secondary schools in Kerala does not have any significant influence on their
Leadership Behavior for the total sample and subsamples of males, females, age group
one, experience group one, experience group two and government schools. But the
influence is significant in the case of age group two heads and the heads of aided
secondary schools. The influence of Emotional Maturity on Leadership Behavior of
heads for the total sample and subsamples of males, age group two, experience group
one, experience group two and heads of government schools is significant whereas it is
not significant in the case of females, age group one and heads of aided schools. The
influence of interaction of Self Concept and Emotional Maturity on Leadership
Behaviour is not significant for the total sample and all the subsamples other than male
heads and it is significant in the case of male heads. The study also reveals that the Self
Concept and Emotional Maturity jointly contribute significantly in Predicting
Leadership Behaviour of heads of Secondary Schools in Kerala. The percentage of joint
contribution of Self Concept and Emotional Maturity in predicting Leadership
Behaviour is 13.31 percent. The individual contributions of Self Concept and Emotional
Maturity in predicting Leadership Behaviour is 0.024 percent and 13.14 percent
i Correspondence email: rafeedaliamu@yahoo.com
Rafeedali E.
INFLUENCE OF SELF CONCEPT AND EMOTIONAL MATURITY
ON LEADERSHIP BEHAVIOUR OF SECONDARY SCHOOLS HEADS IN KERALA, INDIA
European Journal of Education Studies - Volume 3 │ Issue 1 │ 2017 296
respectively. The study recommends for organizing various effective training
programme for heads of the school to enhance their Self Concept, Emotional Maturity
and Leadership Behaviour.
... It implies controlling emotions rather than letting emotions get the better of. According to Smitson (1974) "Emotional maturity is a process in which the personality is continuously striving for greater sense of emotional health, both intra-physically and intra-personally". ...
... It implies controlling emotions rather than letting emotions get the better of. According to Smitson (1974) "Emotional maturity is a process in which the personality is continuously striving for greater sense of emotional health, both intra-physically and intra-personally". Encyclopaedic Dictionary of Psychology (2001) defines "Emotional maturity is an adult level of emotional control and expression as opposed to childish emotional behaviour". ...
The present study tried to find out the influence of Self
... Intended for an emotionally matured individual, there is for all time a mode elsewhere in any situation. An emotionally constant child has the capability to make effectual adjustments with himself, members of the family in addition to his peers (Smithson 1974). Emotional Maturity is a progression in which the persona is incessantly determined meant for a greater sense of emotional wellbeing both Intra psychically as well as intra-personally. ...
Social media is an online raised area that people bring into play to put together social relations namely Facebook, Instagram, WhatsApp & Snapchat, etc. Online social network sites use has been emerged as the majority influential device intended for communication and swap of in sequence all over the globe. India has 367.48 million internet subscribers in September 2016. (The Hindu, 27 March 2017). The need for study is to find out whether social media addiction has an impact on emotional maturity in adolescents. Emotional maturity is a gauge of Emotional stability, Emotional progression, Social adjustment, Personality integration in addition to Independence by Singh, 1999. An emotionally mature individual is high on the above-mentioned magnitude. The existing study was conducted on 200 adolescents whose ages range between 13 years to 18 years. The tools used in the study are the Emotional Maturity Scale (EMS) by Singh and Bhargava, 1999. A random sampling method was used for the sampling selection. Findings exposed that the adolescent who has social media addicted are not emotionally mature. Resting on data analysis, the consequences designate that the adolescents whom social media addicted were interpreted as extremely emotionally immature in Emotional Maturity Scale.
... An individual who is skilled in controlling emotion in an extreme situation is an emotionally stable individual. Smitson (1974) said Emotional stability is the process in which the characters of an individual constantly struggle for greater emotional health. Emotional stability is fundamentally a measure of anxiety against wellbeing, where emotions are skillful rather than highly variable. ...
The study was conducted to find out the need of emotional intelligence and stability of teachers and students in the classroom at the secondary level. A sample of 294 students and 114 teachers from different male and female schools were selected. Data were collected the data through a questionnaire based on a five-point Likert scale and interview guide. Data were analyzed through SPSS. Stratified sampling technique and Consecutive sampling technique were applied. The findings reveal a significant positive relationship between teachers' teaching competency and their emotional intelligence. The study also indicated that emotional intelligence and stability are not influenced by gender. The results identify that teachers' emotional intelligence and stability have a great effect on students’ academic performance.
... Emotional maturity is the ability of adolescents to stabilize emotions which include their capability for Emotional progression, Independence, Social adjustment, Emotional stability, Personality integration, etc. [17]. According to Walter D. Smitson "Emotional maturity is a process in which the personality is continuously striving for greater sense of emotions, health, both inter and intra personally" [22]. "Emotional maturity can be defined as a process in which the personality is always determined for better sense of emotional well-being" [19]. ...
... For an emotionally matured person, there is always a way out in any circumstances. An emotionally stable child has a capacity to make effective adjustments with himself, members of the family and his peers (Smithson 1974). ...
... We should ask ourselves what we expect from life, how we plan to achieve it, and why we want it. According to Smitson [1], emotional stability is the process in which the personality is continuously striving for a greater sense of emotional health, both intra-physically, and intrapersonally. It has been emphasized that the emotionally stable individual can withstand delay in satisfaction of needs, ability to tolerate a reasonable amount of frustration, belief in long term planning, and is capable of delaying or revising his expectations in terms of the demands of the situations. ...
Emotions are found in all living beings of the earth and our most powerful force that influence actions. As emotional stability refers to the person's ability to remain stable and balanced, the life of adolescents a very much influenced by the emotions and instincts. The emotional changes during adolescence include anxiety, agitation, fear, anger, pleasure, love, envy, and competitions. The present study examines the difference between boarding and day scholars adolescent boys in terms of emotional stability and medium. The sample of the study consists of 24 boarders and 28- day scholars. A purposive sampling technique was used. The data was collected using an Emotional Stability Test for Children (ESTC). Statistical analysis was done using a t-test. The findings indicated a significant difference between boarding and day scholar adolescent boys concerning emotional stability and no significant difference was found in the emotional stability of adolescent boys concerning medium.
... Emotional health is vital for good health. Smitson (1974) conceptualized emotional stability as a process in which the personality continuously strives for greater sense of emotional health, at both the levels-intra-physical and intra-personal. Emotional stability is a concept which has always been considered a factor of mental health in psychological evaluations. ...
Health is considered as wealth. In present times people have become more cautious about their health. Health is conceived as positive state of physical, mental and social well-being besides the absence of disease/illness. Several personality specific constructs influence diagnosis, progression and prognosis of diseases. There are several positive personal attributes, such as emotional stability, optimism, positive affectivity, resilience and self-efficacy that affects people's attitude to their life. Emotional stability serves as the effective determinant of the personality pattern and development of stable emotional behavior throughout the development periods. Optimism is defined as an enduring tendency to expect good personal outcomes in the future. Positive Affectivity reflects the extent to which a person feels enthusiastic, active, and alert. Resilience is the ability to successfully cope with change or misfortune. Self-efficacy makes a difference in how people feel, think and act. The most significant question of the time is to provide an explanation to why some people have relatively higher proneness to certain class of illness, or whether individuals differ in their disease susceptibility. The present review is an attempt to identify the pattern of relationship between personal attributes and state of physical health and psychological well-being of people. The need of imparting life skills, such as ability for adaptive and positive behavior that enables stressed person to deal effectively with demands and challenges of everyday life style. Reviews suggest that all these personal attributes are positively related with health status. Health has always been considered valuable by people. Since ancient times the focus has been mainly on the causation of ill-health, not on well-being. However, there have been controversies regarding the etiology/causes of ill-health and people have been adopting different systems of cure. Integration of mind and body in determining one's health state has been a controversial issue of the 20 th century. During this period new advancements in the medical technology made the approaches to treatment more efficient and effective. Thus biomedical model gained more popularity due to the fact that it considered a broad view of human physiology and produce a quick and steady mode of diagnosis, cure and recovery from illness. Although, biomedical model explains illness in terms of biological causation, such as viruses, bacteria, lesions and carcinogens, the emerging trends in the field of health psychology and medical sociology conceive the health to be determined by psychological and sociological factors. Biomedical approach does not allow the opportunity to understand the disease in the context under which patient's illness occurred, such as family background, work and family stress, communities, work group, etc. with the longstanding concern of the factors other than the biological one such as psychological, social, neuro-immunological. Mind-body interaction was again started becoming the focus of attention. However, the mind-body interaction was being recognized, but not so directly; it has taken several other modified forms such as psychological, sociological and other such factors that may have determining effect on human health. With the changing scenario, role of behavioral and psychological factors could be recognized with the emerging issues, such as why some people get ill more frequently or are more prone to develop certain kind of illness than others. Freud
... Emotional stability points out to the ability of a person to remain balanced, calm and composed emotionally under stressful circumstances. According to Smitson (1974) "it is the continuous thriving of the personality for greater sense of emotional health and occurs both at physical and personal level". As adolescence is a stressful phase in terms of overall growth and development hence, emotional stability serves as an important component towards positive mental health of adolescents. ...
The present research study was conducted to examine the relationship between perceived stress and emotional stability among high school students of private schools in Bangalore city. Perceived stress refers to the subjective experience of stress. It refers to the individual's perception which involves their thoughts and feelings about how much stress he or she is experiencing at a given time period. Emotional stability on the other hand is an important contributory factor to the mental health of adolescents. Stability in emotions and emotional regulation helps an individual to be more flexible and adaptable to their life situations and environment. Hence, this study aimed to assess the level of perceived stress and emotional stability among the high school students and to examine, whether, the perception and appraisal of situations as stressful is related to their emotional stability. A sample of 200 students were selected to be a part of this study, out of which 100 were boys and 100 were girls in the age range of 15-16 years. Perceived Stress Scale by Sheldon Cohen (1994) and Emotional Stability Scale (1995) developed by PSY.com services were the tools used in the study. Pearson's correlation technique was used to explore the relation between perceived stress and emotional stability. The study showed significant negative correlation between perceived stress and emotional stability. Results further showed that high school students experienced high level of perceived stress. Independent t-test results also showed significant gender difference in the level of emotional stability among high school students.
... An individual denes success in their terms, not society's, and strive to achieve it. An emotionally stable child can make effective adjustments with himself, members of his family, and his peers (Smitson, 1974). ...
Emotional maturity enables a person to create the life they desire. A life filled with happiness and fulfilment. An individual defines success in their terms, not society's, and strive to achieve it. Similarly, Self-esteem focuses on how we value ourselves; how we perceive our value to the world and how valuable we think we are to others. Self-esteem affects our trust in others, our relationships, our work – nearly every part of our lives. The research design used in the study is ex- post facto survey research and the sample size of the study consisted of 30 adolescents of age ranged from 15 - 18 years. The tools used in the present study are Self Esteem Scale (Dhar & Dhar, 2005) and Emotional Maturity scale (Singh & Bhargava, 1990). The results of the study conclude that there is no relationship between Self – Esteem and Emotional Maturity and gender was not found to be significant for any of the variables, Self – Esteem and Emotional Maturity.
... defines emotional maturity as the ability to deal constructively with reality, including the processes using which an individual strives for emotional health, both intraphysically and intrapersonally (Smitson, 1974). "Mature" emotional behavior at any level reflects normal emotional development (Kaplan & Baron, 1986). ...
Among Adolescents Living With HIV (hereby referred to as ALWH), emotional maturity and self-perception gain importance because they play a decisive role in the overall development into adulthood. This study examines the relationship between self-perception and emotional maturity among ALWH. The sample comprised of 92 male and female ALWH, aged 13 to 18 years. Self-Perception Questionnaire and Emotional Maturity Scale were the tools used. Descriptive and inferential statistics were used for analysis. Correlation analysis showed a negative moderate relationship between Physical Competence and Global Self-Worth dimensions of self-perception and emotional maturity, with regression analysis confirming their predictive abilities. Discussions are focused on the relevance of the findings in terms of a need for a psychosocial life-skills intervention for the population.
... That is, emotional maturity means having proper emotions at proper time to express in proper form and in proper quality. According to Smitson (1974), emotional maturity is "a process in which the personality is continually striving for greater sense of emotional health, both intra-psychically and intra personally." Emotional Maturity is measure of one's capacity to creating a positive mental attitude. ...
... This period of development corresponds roughly to the period between the ages of 10 and 19 years and the individuals fall in this category are called adolescents Emotional Maturity of any level reflects the normal emotional developments. According to Walter D. Smitson(1974) "Emotional maturity is a process in which the personality is continuously striving for greater sense of emotions, health, both inters physically and intra personally". Emotional maturity is a state of having reached an adult level of emotional development which implies emotional control in social situation. ...
This study aimed to find the relationship between emotional maturity and general well-being of adolescents. Adolescence is the period of transition from child hood to adulthood, where there are various changes in all the areas of life, which may have impact on adolescent's life. Correlation within group design was used to study Emotional Maturity and General Wellbeing of Adolescents". Self-report questionnaires, and PGI General Well-being Measure and Emotional maturity scale were administered to 300 higher secondary students aged between 15-18years. Result of this study showed that there is a significant relationship between emotional maturity and general well-being of adolescents.
... Similarly, issues like marital relationships, unemployment, lack of knowledge, lack of self-satisfaction, stress, depression, and unprovoked rights and lack of decision making power all these sensitive issues may cause emotional instability. Smitson (1974) defined that emotional maturity is a process in which the personality is continuously striving for a greater sense of emotional health, both intra-psychically and intrapersonally. Various studies have illuminated the significant role of mental health and emotional maturity of women as well as their risk factors and outcome among them. ...
In Indian society, caste is a major determinant of social status. It largely determines the life options and alternatives. The dalit form is known as a large proportion of the lowest caste. Social segregation, rituals of purity and different culture are the origins of differential access to education, health, nutrition, employment etc. In some places, the position of women is highly compromised, they carry the dual burden of being a dalit and a woman with full of responsibilities. The present study was conducted to measure the mental health and emotional maturity of dalit working and non-working women. The total sample comprised of 45 dalit women each from the two categories (i.e. working and non-working). The sample was randomly selected. The mental health inventory developed by Jagdish and A.K Srivastava (1983) was used to assess the mental health of the participants. Further, Emotional maturity scale developed by Singh and Bhargava (1988) was administered to measure the emotional maturity of women. The result shows that there were highly significant differences in all dimension of emotional maturity except only one social maladjustment. Similarly, there was also found a highly significant difference on mental health.
... Accordingly, the concept of -Emotional Stability‖ has been introduced and discussed by management researchers in the worldwide recently. (Smitson 1974, Sumal et al., 1998, Qureshi et al., (1998. There has been increased interest in studying the relationship between religious beliefs and business notions in recent years (Dean, Fornaciari, and McGee 2003;Fry 2003;Abuznaid 2006;Schwartz 2006).The impact of religious beliefs on managerial behavior, and how researchers should study this relationship, has become a legitimate field of inquiry. ...
... Experimental group performed better in comparison to control group. According to Smitson (1974) emotional stability is the process in which the personality is continuously striving for greater sense of emotional health, both intra-physically and intra-personally. It has been emphasized that the emotionally stable individual has the capacity to withstand delay in satisfaction of needs, ability to tolerate a reasonable amount of frustration, belief in long term planning and is capable of delaying or revising his expectations in terms of demands of the situations. ...
... Accordingly, the concept of -Emotional Stability‖ has been introduced and discussed by management researchers in the worldwide recently. (Smitson 1974, Sumal et al., 1998, Qureshi et al., (1998. There has been increased interest in studying the relationship between religious beliefs and business notions in recent years (Dean, Fornaciari, and McGee 2003;Fry 2003;Abuznaid 2006;Schwartz 2006).The impact of religious beliefs on managerial behavior, and how researchers should study this relationship, has become a legitimate field of inquiry. ...
Emotional Stability enables a person to develop an integrated and balanced way of perceiving the problems of life. This ability and structured perception helps one to develop reality oriented thinking, judgment and evaluations. Further Buddhism as a philosophy points out Equanimity, which means "even-mindedness," describes as, a perfect, unshakable balance of mind, rooted in insight, which is parallel with Emotional Stability. This study explored the Equanimity as an analogous construct to Emotional Stability and examine how it explicate the upkeep of equilibrium in different circumstances. The purpose of this study is to comprehend Emotional Stability from the Buddhism's lens. The review firmly shows the Equanimity supersedes Emotional Stability that escaping people from errant behaviors, making them free from the dichotomy of good and bad and letting them to accept all that happenings with wisdom and happiness which will yield more of high Emotional Stability.
... An individual who is capable of controlling emotion in extreme situation is the emotional stable individual. Smitson (1974) said Emotional stability is the process in which the personalities of an individual continuously strive for greater emotional health. ...
The term teaching effectiveness implies that the teacher actions such as ways of explaining and questioning and the characteristics and personality traits, such as intelligence, knowledge and emotional stability that account for the teacher effect on student achievement (Nathaniel, 2009). Beside research pursuit, teacher must be with high academic caliber. Unfortunately many teachers are good in teaching and bad in research and vice versa. Because of lacunae in ideal blending of research and teaching, many teachers have ambiguous feeling. Professional teacher should strive towards higher standard of attainment spirit of inquiry and develop love for knowledge. The paper focused on the emotional stability, self professional development and its role in effective teaching. Six Osmania University affiliated MBA and Engineering (Professional) colleges and AICTE approved are randomly selected for the primary data collection. The study show that teachers with high level of emotional stability experienced greater growth of self professional development and highly productive in their profession.
... According to Smitson (1974) emotional stability is the process in which the personality is continuously striving for greater sense of emotional health, both intra-physically and intra-personally. It has been emphasized that the emotionally stable individual has the capacity to withstand delay in satisfaction of needs, ability to tolerate a reasonable amount of frustration, belief in long term planning and is capable of delaying or revising his expectations in terms of demands of the situations. ...
The present study has set the following objectives: 1. To find out the prevalence of emotional stability among male and female students. 2. To examine difference between the mean scores of male and female students on emotional stability. Emotional stability questionnaire was administered on 50 male and 50 female students of different colleges of New Delhi. Results shows that male students are found to be more emotionally stable than female students. Emotions are defined as an acutely disturbed affective process or state which originates in the psychological situation and which is revealed by marked bodily changes in smooth muscles, glands and gross behaviour. An emotion then is a disturbance, the departure from the normal state of composure. Emotions are affective in that they are characteristically pleasant, unpleasant or indifferently excited. Emotions differ from intraorganic feeling in that they arise from a psychological situation that always includes an environmental factor, present or past. Emotions differ from activity feelings in that they are disruptive, whereas highly motivated activity commonly results from emotional upsets. Emotions are briefer and more intense than moods. Emotions are normal although they appear during pathological affects and in person with different temperaments.
The purpose of this phenomenological investigation was to examine the lived experiences of undergraduate students serving in leadership roles in college marching bands. Ten student leaders completed written responses to an open set of questions that were then discussed during two corresponding in-depth interviews. The following research questions were addressed: (1) How do student leaders describe their experiences in college marching band? (2) How do student leaders perceive their growth through these experiences? (3) How do students perceive these experiences in relation to their future careers? Our findings indicated that student leaders may gain invaluable experience by adapting and reacting to challenges and reflecting on those experiences in ways that inform future behaviors. These experiences, from students’ communications with directors to opportunities for mentorship between peers, affected their growth in leadership roles. Participants—particularly those who were music education majors—actively used their experiences to build a vision for themselves and their future careers.
The present study investigated the emotional maturity of secondary school students in Dhemaji district of Assam. The study was conducted on a sample of 304 class-X Students by giving due representation to boys 152 and girls 152 as well as rural and urban localities of Dhemaji district. The 08 Government and Private secondary schools were selected using stratified random sampling technique, and students were selected using simple random sampling technique. The descriptive survey method is used for data collection using Emotional Maturity Scale (M. Bhargava and Y. Singh 1990). The finding of the study reported that there exists a statistically high significant difference between government and private secondary school students with respect to their emotional maturity. Whereas students coming from rural and urban background did not show any difference"s of emotional maturity for students ofDhemaji district.
Background: Because parenting includes a significant transformation in individuals' lives and comes with obligations, coping mechanisms are essential. As a result, while considering the stage of parenting a special-needs child, carers must show much more tolerance and develop effective coping mechanisms to meet rising expectations. Aim: This study aimed to investigate the influence of emotional maturity and resilience on coping and to find the significant difference in emotional maturity, resilience and coping among parents of children with autism and intellectual disability in terms of gender, residence and nature of disability associated with their children. Materials and Methods: The final sample comprises of 246 participants who were parents of children with autism and intellectual disability who belongs to Thendral Vidyala School, Madurai and near by schools. The above mentioned samples were administered with Emotional Maturity Scale, Resilience Scale for Adults and Brief - Cope scale along with the acquisition of certain socio-demographic variables. Results: The results shows that there is significant positive relationship between variables emotional maturity and resilience. Likewise, there is an inverse relationship between emotional maturity and coping & resilience and coping. The study also suggest that there is differences in coping in terms of gender and resilience in terms of nature of disability associated with their children among parents of children with autism and intellectual disability.
The endeavor to produce a book such as this Highlighting Education Simulacrum in Pandemic through Contemporary Research, is an extensive thought of personal task. Many colleagues from the education and nursing communities have inspired me to write something which could be my legacy as a researcher with experience in practice and education.
The recent situation of pandemic commences the love for research towards education as it viewed the system in the new context. Numerous challenges and significant circumstances arose as we go through with education in the new normal milieu. As a researcher, those would be potential research topics aiming to produce varied and substantial outcomes.
The book is arranged according to chapters which are as follows:
I. Teaching Interventions
II. School Governance
III. Teachers’ Welfare
IV. Learners’ Welfare
It is hoped that the use of this book would contribute to the improvement of research culture and in educational sector as well. This will also serve as findings dissemination of the researches conducted in this time of pandemic. Teachers should always be equipped with real-time evidence-based practices to capacitate themselves with a strong knowledge, competent skills, and an altruistic and humble attitude.
The research paper attempted to compare the emotional maturity of regular and Distance Learners of Kashmir Valley. A sample of 200 PG students (100 Regular and 100 Distance Learners) was taken from different Higher Education Institution of Kashmir (J&K) India. Yashvir Singh's and Mahesh Bhargava's Emotional Maturity Scale (EMS) (1984) was administered. For analysis, mean, SD and t-test were used. The investigation came to the conclusion that the Regular Students and Distance Learners differ significantly on emotional maturity. It is reflected through this study that Distance Learners are emotionally unbalanced. Distance Learners have emotional instability than Regular Students. They lack capacity to solve daily problems, they have more irritability and needs continuous help for day to day work, they are venerable and have temper tantrum. Distance Learners have more emotional regression than Regular Students. Distance Learners have inferiority complex, aggressiveness and self centeredness of being pursuing education through distance mode. The study also revealed that Regular Students were found with lack of independence than students pursuing their education through distance mode. The study further showed that Regular male students also differ significantly with male Distance Learners on emotional maturity scale in favour of regular male students and the same is the case with female students.
The Study tried to find out the extent and significant difference of Leader behaviour among the Heads of Secondary schools in Kerala in terms of gender, age, experience and type of management of their school. The investigator approached 260 heads of the secondary schools throughout the Kerala to collect information regarding their leader bahaviour. The study found that 70 percentages of the total sample exhibit average level of leader behaviour. Only 18 percentage of heads shows high level of leader behavior while 12 percentage reveals poor leader behavior level. Among the subsamples groups; female, more experienced and aided school heads shows dominance over their respective pair group in possessing leader behaviour. The study suggests the need for effective leadership training programme for heads of secondary school in Kerala
The relationship socioeconomic status, mental health and emotional maturity among college going students of rural and urban, art and science has been dealt with in this paper. The sample included 100 students selected by the random sampling technique, out of which 50 were boys and 50 were girls students. The socioeconomic status scale, mental health scale and emotional maturity scale were used for data collection. The Pearson's correlation coefficient technique was adopted for data analysis. There is not significant socioeconomic status, mental health and emotional maturity among the boys and girls students, art and science students including those of rural background, students with low and high socioeconomic status and students more than 20 years age. It is found that, there is no significant relationship socioeconomic status, mental health and emotional maturity among the urban students, studying in government colleges, with high socio economic status and students less than 20 years of age.
The present study aims at investigate the Emotional Maturity in relation to Academic Achievement of D. Ed students with regard to certain variables such as Educational level, Parental Education, and locality of D. Ed students. Aim: To find out the emotional maturity of D. Ed Students and to study the difference in the level of Emotional maturity and academic achievement with regard to their Educational level, Parental Educational back ground, and locality of D. Ed students. Methodology & Sample: Descriptive survey method was employed and 50 D.Ed students were taken for sample from KMM IETE, Tirupati. Tool: Emotional Maturity Questionnaire (EMQ). Findings: D. Ed students have moderate level of Emotional Maturity, differed in emotional maturity in relation to their locality, Emotional maturity did not rely on their parental education, and Emotional maturity has significant impact on their educational level. There is a positive relationship between emotional maturity and academic achievement. Relevance: Emotional maturity is very important for progressive teachers to get through in their teaching profession successfully. This study establishes an insight on emotional maturity and academic achievement of D. Ed students in relation to their locality, educational level and parental education. Destiny of the nation is made in the class room, accordingly, Teachers are builders of nation and their emotional maturity plays vital role to cope with the challenges occurred in the class room.
This study aimed to find out the level of emotional maturity and gender differences among children living in residential homes in Windhoek, Namibia. A sample of 54 participants between the age group of 10 to 19 years was selected using a multi-stage sampling technique. This study utilises a quantitative approach and descriptive design. An emotional maturity scale by Bhargava and Singh consisting of five dimensions was used for data collection. The finding reported that majority of the orphan children had an average emotional maturity and by dimensions, the majority were average in emotional instability, social maladjustment, disintegration, and independence but emotional regression was found to be poor. The level of emotional maturity across gender was found to be statistically insignificant for all dimensions. The study can be used to develop the appropriate strategies for psychological support and wellbeing of orphan children.
Core self-evaluations have been widely discussed in order to help understand people's general characteristics and behaviors. Relatively little research has addressed its relationship with learning satisfaction, especially satisfaction in learning English as a Foreign Language (EFL). In this study, 211 EFL learners were recruited from Yantai University in order to address the issue. Results found that three out of four of core self-evaluations including self-esteem, generalized self-efficacy and internal locus of control, are significantly correlated with students' EFL learning satisfaction. The results also found that core self-evaluations significantly predicted 24.3% of the variance in students' general EFL learning satisfaction.
Emotions play an important role in the life of an individual and one requires a higher emotional maturity to lead an effective life. We need to study the emotional aspects of adolescents as they go on with their normal lives. The current study was planned to analyse the relationship between emotional maturity and personality factors. The sample consists of 110 adolescents studying in class XI and XII taken from a private school. Further, the association of emotional maturity with personality dimensions of these adolescents was analyzed. 'Emotional maturity scale' was administered on the selected sample to assess emotional maturity and 'NEO- FFI (Form S)', was used for measuring various personality dimensions of these adolescents. . The results showed that (i) Neuroticism has a significant negative correlation with emotional maturity (ii) Agreeableness and Conscientiousness have significant positive correlation with emotional maturity, (iii) Openness and Extroversion doesn't show any significant relation with emotional maturity and (iv) Stepwise regression analysis revealed two predictors of emotional maturity i.e. Agreeableness and Neuroticism, jointly account for 19% of variance in emotional maturity.
This study employed descriptive exploratory research design and through critical case sampling, thirty five women, representing three socio-economic scale; low, middle and upper strata, were enrolled in the study. Data was collected through interview guide and was analyzed through descriptive statistics. Results revealed that women defined characteristics of good life. Out of the twenty one characteristics, having basic needs (bread, safety, security and goal attainment) and not being worried was reported by all the participants (n = 35). Whereas, being treated fairly, being able to save for money the rainy days and both the sexes; male and female, being treated equally was reported by <10% of the participants. In conclusion, this study provides women's perspective of indicators for good life. Thus it may guide directions to enhance their quality of life.
We conducted a national survey of clinical psychologists, marriage and family therapists, social workers, and psychiatrists to assess values pertinent to mental health and psychotherapy. The survey revealed considerable agreement among mental health professionals about this specific values domain. There was a strong relationship between their views of a value's importance for a positive, mentally healthy life-style and its usefulness in guiding psychotherapy. Differences in the characteristics of therapists were correlated with differences in their values. We also found factors related to value differences between professional groups. Implications for therapeutic philosophy and practice are considered, and the need for explicitness concerning values is emphasized. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A paradigm is offered to make explicit certain bridges between individual psychology and organizational culture in order to support a view of culture and cultural change that is multifaceted, rooted in the complexity of human adjustment, long in duration, and not amenable to programmatic quick fixes. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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