ISSN 0019 - 5073

---Indian

Journal of ---

--Applied Psychology--

Volume 51
April 2014

TilE MADRAS PSYCHOLOGY SOCIETY

CHENNA). INDIA

/SSN 0019 - 5073

Volume 51, April, 2014

Indian Journal of Applied Psychology

Copyright

2014

by the Madras Psychology

Society, Chennai,

India

Contents
5

Shyness and Masculinity-Femininity of adolescents living in their homes and

those staying at hostels in Mysore.
Afshan, A., D'Souza, L. & Manickam, LSS

13

Psychosocial Intervention for First Episode Schizophrenics to Prevent Relapse

and Progression of Illness
A.G. George, G. Sridevi & K. Rangaswami

27

Emotional Intelligence Deficits in Deaf and Hard of Hearing Adolescents

S.B. Walke, Nutankumar S.Thingujam

34

Environmental Variables Affecting Students' Learning Orientation and Teachers'

Personal Characteristics
Meenakshi Gokhale, Pranita Jagtap & Usha Khire

44

Impact of HR practices on employee career development in Indian Telecom

Industry
Gajanethi Swathi Kumari

51

Construction and Standardisation of A Scale on Three Fold Model of Intellectual

Style
C.M.Bindhu

55

Relationship between stress and adjustment of adolescents

Ayesha Khan & Shah Alam

62

Impact of Institutional
Training
State Government Officers
Kumar.R.N. & Venkatesh Kumar G

69

Being engaged: AStudy of faculty engagement in teaching, research and service

Divya Vowles, Sandhya Pentareddy, A. T. Resmi & L. Suganthi

80

Emotional Intelligence,Self-Efficacy and Psychological Resilience in Management

and Humanities Graduates
Shalini Singh, Nee/am & Vandana Gumber

87

Measuring Teenager's Perception of how they are reared by their Parents

Sonia George, Sam Sanandaraj & Amar Rajan

91

Personality and Mental Alertness among the School Students

C.Ba/akrishnamurhty & A. Christy Alphonsa

on Performance

Enhancement

of

JPR Is abstracted and indexed in PsyclNFO and PsycALERT Database, USA., Roulledge Database, UK.,
NCERT Educational Abstracts, Psychological Abstracts, and other data bases

IndianJoumalof Applied Psychology

April 2014, Vol.51, 27-33.
@

Emotional Intelligence
Deficits in Deaf and Hard of Hearing Adolescents
S.B. Walke

Nutankumar S. Thlngujam

Univeristyof Pune

SikkimUniversity,Gangtok

Thisstudyaimedat understandingwhetherdeafandhardof hearing(DHH) adolescents

are deficit in emotionalabilitiesembeddedin the construct of emotionalintelligence.
One hundredtwentyOHH adolescentsand 120hearingadolescentsrespondedto two
self-ratedmeasuresof emotionalintelligenceand one measureof self esteem. Data
were subjectedto MANCOVAand the resultsshowedthat in both the measuresOHH
participantswere deficit In emotionalabilitiesat the level of total score and manysubsealescores (perception,managingself-emotions,managingothers'emotions,use of
emotions,understandingemotions,andsocialmanagement)even aftercontrollingself
esteemand sex.
Keywords: Emotional intelligence. Deaf and hard of hearing, Self esteem, sex,
adolescence.
Emotional intelligence (EI) is widely
debated in the behavioral science for Its
assumed importance in different areas of life and
scientific validity of the construct Salovey and
Mayer (1990) published the first article on EI and
defined it as three-fold ability: a) appraisal and
expression of emotion. regulation of emotion, and
utilization of emotion. Later, Mayer and Salovey
(1997) modified it to include four-interrelated
mental ability: a) perception of emotion, b) using
emotion, c) understanding emotions, and d)
regulation of emotions. Self-rated and abilitybased measures are used to assess these
modelsofEI. Self-rated El, often labeled as trait
EI. has found to be related to various aspects of
an individual, such as college grade (Schutte et
aI., 1998), life satisfaction (Palmer, Donaldson,
& Stough, 2002), interpersonal relations (Schutte
et aI., 2001), effective conflict resolution strategy
(Godse and Thingujam, 2010). Ability-based
measurement of EI is associated with several
important outcomes of an individual, such as
academic grade (Brackett & Mayer, 2003). job
performance (Lopes, et. aL, 2006), psychological
wellbeing (Brackett and Mayer, 2003). There are
some evidence that EI assessed with the help
of ability-based approach can be considered

as an aspect of intelligence (Mayer, Salovey,

& Caruso. 2004) but self-rated El is more of a
reflection of an individual's perceived emotional
ability. Both may play different Important roles in
our life (Thingujam, 2004).
Along with EI. a sense of self is an anchor
for most of the people to interpret everything
around them. High trait EI scores have a
tendency to perceive a superior sense of one's
value or worth (Ciarrochi, Chan, & Bajgar,
2001). Thus, trait El is likely to be associated
with greater sense of self esteem. Individuals
with higher El use their ability to understand
and regulate emotions to resist situational
threats (Schutte et aI., 2002). In line with this
view. Schutte et al. (2002) found that higher
El was associated with an increase in positive
mood state and higher self esteem (Schutte et
aI., 1998). Additionally. Salovey, Stroud, et. al
(2002) found that perceived ability to attend to
moods, mood clarity and skills at mood repair
were positively related to self esteem. High
scores in perceived EI were correlated positively
with perceptions of self-worth (Ciarrochi, Chan.
& Bajgar, 2001). In particular. mood clarity and
emotional repair showed higher correlations

28
with self esteem and negative correlations with
depression and anxiety (Femilndez-Berrocal.
et al., 2006).
Deaf and hard of hearing
(DHH)
adolescents are incapable to comprehend verbal
communication through their acoustic sense
even after wearing hearing aids. Pre-lingual deaf
children fall behind in their language acquisition
as there is lack of contact with spoken language
(Veentjer & Govers. 1988). Further, growing
up with faulty communication can hamper the
development of social and emotional skills
(Greenberg. 1983; Leigh. et. al, 1996). Several
studies indicated that DHH adolescents make
more errors in recogniz.ing facial expressions
of emotion (e.g . Dyck & Denver. 2003).
Therefore. for DHH individuals. adolescence
may be marked with additional challenges-such
as isolation, loneliness. and communication
difficulties with parents and peers (Jambor &
Elliott. 2005; Knutson & Lansing. 1990; Foster
1988; Murphy & Newlon. 1987) and also victims
of physical. emotional. and sexual abuse
(Knutson. Johnson. & Sullivan, 2004) more often
than hearing children. Tambs (2004) reported
that hearing loss is associated with substantially
reduced mental health ratings among young
and middle aged persons. Eide and Gunderson
(2004) concluded that there was a positive
correlation between degree of hearing loss and
reported mental health problems. Moreover.
DHH Individuals showed significantly more
symptoms of mental health problems (Kvarn,
Loeb. & Tambs, 2006). Low EI was associated
positively with weak self-concept. Isolation,
despair, depression and anxiety (Ashori et al.,
2013). As a result. it is suggested that EI plays
a crucial role in mental health.
The literature reviewed shows that there is
growing importance of research in adolescents
with DHH with regard to emotional development
and it leads us to believe that deafness can affect
on the components of EI, that is. perception of
emotion, using emotion. understanding emotion.
and regulation of emotion. However, till date no

Deficits in Deaf and Hard of Hearing Adolescents

study has been conducted to examine if deaf

and hard of hearing adolescents are deficit in
self-rated EI (trait EI). In the present study. it
was hypothesized that deaf and hard of hearing
adolescents are deficit in EI.
Method

Participants:
Two hundred and forty students (age ranged
from 12 to 18 years) with Marathi as mother
tongue included in the present study. Among
them one hundred and twenty participants
(Males
60) were hearing adolescents who
could speak. read, write. and understand
Marathi comfortably; one hundred and twenty
participants (Males 60) were DHH adolescents
who could read. write and understand Marathi
comfortably. The DHH adolescents were
selected from several residential and special day
schools and hearing adolescents were selected
from normal schools located in Pune city, India.

Measure:
Emotional Intelligence (EI) was measured
by Schutte Emotional Intelligence Scale (SEIS;
Schutte et al., 1998). and Self-Rated Emotional
Intelligence Scale (SREIS; Brackett et al.,
2006). The former is based on the Salovey and
Mayer (1990) model and the latter is based
on the Mayer and Salovey (1997) model.
so there are significant differences between
the SEIS and the SREIS. The SEIS was
originally Intended to measure unidimensional
aspect of EI but Petrides and Fumham (2000)
suggested subscales-Perception. Managing
self emotions, Managing others' emotions, and
Emotion utilization. The SREIS consists of five
subscales-Perceiving emotions, Use of emotion,
Understanding emotion, Managing emotionsself, and Social management Both SEIS and
SREIS are to be responded to on a five-point
scale (1 strongly disagree, 5 strongly agree).
It is believed that using the two measures, SEIS
and SREIS as against only one may provide
more comprehensive Information of emotional
abilities related to EI. Self-esteem was assessed
by Rosenberg's Self Esteem Scale (RSES;
Rosenberg, 1965).

29

- 6 Walke,NutankumarS. Thingujam

All the scales were translated into Marathi

iii"gUage (an Indian language in Western part
J" nelia)through the forward-backward method
.~ the help of two bilingual experts and one
=sychologist. Two special educators reviewed
r-e initial version and made changes according
':D the OHH student's level of understanding and
oomprehension. Thereafter, the items that clearly
expressed original meaning were retained.
Procedure:
The participants were selected by using
non-probability
sampling method and the
scales were administered individually. Hearing
participants were drawn from numerous schools
in Pune, India, and DHH participants were
drawn from various schools of differently-able
individuals In Pune. Before administration, formal
permission was taken from school authorities;
and for OHH participants, whenever required,

one special educator provided help in better

understanding of the items.
Results
Initially, the analysis of potential univariate
and multivariate outlier's were carried out after
reviewing various available approaches (e.g.,
Field, 2009) and the outlier cases were replaced
with new ones. A case wiz Z score was computed
for each variable and no case exceeded 3.3
limits of standard Z scores. Furthermore,
Mahalanobis distance was computed separately
for hearing and OHH participants for each case
from the centroid of 12 variables (five for SEIS,
six for SREIS and one for self-esteem) for the
remaining cases.
Multivariate outlier was detected by using
cutoff point of 02 29.70, df 12, P < 0.01 In
hearing participants and it was 02 21.29, df =
12, P < 0.Q1 in OHH particlpants.

Table 1: Mean,standard deviation, and reliability of emotional Intelligence measures and self esteem
OHH(N = 120)

Hearing(N = 120)

Variables(alpha)
Total

Male

Female

Total

Male

Female

M
(SO)

M
(SO)

M
(SO)

M
(SO)

M
(SO)

M (SO)

SEIS (.85)

121.92
(16.63)

119.67
(17.03)

124.17
(16.04)

107.80
(14.54)

99.15
(11.21)

116.45
(12.18)

Perception(.61)

35.18
(5.48)

34.63
(5.79)

35.73
(5.14)

32.05
(5.51)

31.20
(6.11)

32.90
(4.74)

ManagingSelf
Emotions(.57)

30.35
(5.94)

29.57
(6.17)

31.13
(5.63)

26.98
(4.17)

24.87
(3.32)

29.08
(3.88)

ManagingOthers
Emotions(.74)

40.55
(6.01)

39.67
(6.05)

41.43
(5.89)

33.90
(7.15)

28.63
(5.45)

39.17
(4.11)

EmotionUtilization
(.53)

15.83
(2.97)

15.80
(3.01)

15.87
(2.95)

14.87
(2.92)

14.45
(3.11)

15.30
(2.68)

SREIS(.71)

67.52
(9.95)

65.83
(10.00)

69.20
(9.68)

59.09
(7.10)

57.35
(7.08)

60.83
(6.75)

PerceivingEmotion
(.47 )

14.46
(3.09)

13.92
(3.17)

15.00
(2.93)

14.36
(2.86)

13.73
(3.08)

14.98
(2.49)

Useof Emotion(.50)

10.33
(2.10)

10.03
(1.96)

10.62
(2.20)

6.58
(2.21)

6.57
(2.22)

6.60
(2.21)

30

Deficits in Deaf and Hard of Hearing Adolescents

Understanding Emotion
(.74)

13.92
(3.74)

13.47
(3.68)

14.37
(3.78)

11.57
(3.82)

11.15
(3.57)

12.00
(4.04)

Managing Emotions (Self)

(27)

13.45
(3.12)

13.18
(2.85)

13.72
(3.37)

13.57

(2.44)

13.23
(2.38)

13.92
(2.47)

Social Management (.29)

15.37
(2.90)

15.23
(3.00)

15.50
(2.81)

13.00
(2.08)

12.67
(1.93)

13.33
(2.18)

Self Esteem (.76)

19.55
(4.38)

20.88
(4.59)

18.22
(5.34)

16.49
(4.81)

17.40
(4.65)

15.58
(4.83)

N
120 each for hearing and DHH; n 60 each for male and female in hearing and DHH groups.
SEIS:: Schutte Emotional Intelligence Scale, SREIS = Self-rated Emotional Intelligence Scale

Table 2: Correlations between emotional Intelligence measures and self esteem

Variables

SEIS

Pe

MSE

MOE

Perception (Pe)

.775

Managing Self
Emotions (MSE)

.755

.343

Managing Others
Emotions (MOE)

.887

.529

.613

Emotion Utilization
(EU)

.699

.604

.352

.492

SREIS

.453

.379

.335

.377

.338

Perceiving
Emotion (PE)

.307

.342

.173

.188

.329

.626

Use of Emotion
(UoE)

.374

.271

.289

.363

.208

.576

.160

Understanding
Emotion (UE)

.171

.088

.191

.164

.066

.645

.139

.191

Managing
Emotions -Self
(MES)

.191

.172

.145

.099

.259

.598

.376

.120

.227

Social
Management
(SM)

.419

.367

.259

.399

.250

.677

.354

.400

.236

.212

Self-esteem

.482

.548

.288

.281

.504

.235

170

.241

.029

.068

.272

EU

SREIS

Note. N = 240, Correlations r ~ 14, P s.05; r z,17, P $..01. SEIS

SREIS = Self-rated emotional intelligence scale.

No fresh outliers emerged at this stage

and the 240 cases (120 hearing-60 males and
120 DHH-60 males) were retained for further
analysis.
The alpha co-efficient reliabilities of all
the scales used in the study are provided in

PE

= Schutte

UoE

UE

MES

SM

emotional intelligence scate

'

Table 1 and they are satisfactory (>.70) for the

SEIS, SEIS-managing others emotions, SREIS,
SREIS-understanding emotion, and RSES. The
reliabilities of some of the sub-scales are not
adequate, therefore the results derived from
them could be considered as suggestive and

S.B.walke, NutankumarS. Thingujam

31

Table 3: Multivariate analysis of covariance for SEISand SREISwith their subscales by hearing status
after contrOlling self-esteem and sex
HearingStatus
Variable

Total(n=24O)
M
SO

Hearing (n=120)
M
SO

DHH(n=120)
M
SO

'12

SEIS

114.86

17.12

121.92

16.63

107.80

14.54

29.74..

.11

Perception

33.62

5.70

35.18

5.48

32.05

5.51

3.93

.02

28.66

5.39

30.35

5.94

26.98

4.17

14.68.....

.06

ManagingOthers
Emotions

37.22

7.38

40.55

6.01

33.90

7.15

52.79"

.18

EmotionUtilization

15.35

2.98

15.83

2.97

14.87

2.92

ns

.16

Managing Seff
Emotions

SREIS

63.30

9.60

67.52

9.95

59.09

7.10

43.58'"

PerceivingEmotion

14.41

2.97

14.46

3.09

14.36

2.86

ns

Useof Emotion

8.45

2.85

10.33

2.10

6.58

2.21

155.6~

.40

Understanding
Emotion

12.75

3.95

13.92

3.74

11.57

3.82

22.73.....

.09

ManagingEmotions
(Self)

13.51

2.79

13.45

3.12

13.57

2.44

ns

Social Management

14.18

2.78

15.37

2.90

13.00

2.08

37.67'"

.14

Note:OnlystatisncauysignificantF (3, 236) ratioswere reported.

p < .05, - p < .01, .....p < .001. ns = not significanl N = 120each for hearingand DHH.
SEtS= Schutteemotionalintelligencescale, SREIS Self-ratedemotionalintelligencescale

preliminary. As seen from Table 2 the moderate

correlation (r .453, p<.01) between SEIS and
SREIS suggests that they are related to each
other but there is a large amount of difference.
Most of the sub-scales of the SEIS and SREIS
are significantly correlated with each other but
none of the correlations are large enough (r =
.066 to .399) to consider that they are measuring
the same construct. Therefore, incorporating
both the measures in the present study to
examine emotional abilities in adolescents with
different hearing status is generating different
knowledge within the larger framework of the
construct of EI. Self esteem was significantly
correlated with both measures of EI, a finding
which is replicating the earlier studies (Schutte
etal.,1998).

Group differences: Consistent with the

earlier studies (Schutte et aI., 1998) females

scored higher than males in both the measures

of EI. A multivariate analysis of covariance
(MANCOVA) was conducted with the nine subscales from the two measures, total SEIS score,
total SREIS score as the dependent variables
and the hearing status as the independent
variable while contrOlling for self esteem and
sex. For first main effect of hearing status, the
MANCOVA yielded a Wilks' Lambda value of
0.46, and the transformation of Wilks' Lambda
provided F (9, 228)
30.06, P < 0.001, rJ2
.54. Table 3 shows that groups differed in
SEIS, SEIS-managing others emotions, SREIS,
SREIS-understanding emotions.

Discussion
The main objective of the present study
was to examine group difference between
hearing and DHH adolescents in self-rated Ef
using Schutte EI Scale (SEIS) and Self-rated

32

Deficits in Deaf and Hard of Hearing Adolescents

Emotional Intelligence (SREIS; Brackett et aI.,

2006}.The results showed that adolescents with
DHH were deficit in EI at the level of total score
and many sub-scale scores (SEIS-perception,
SEIS-managing
self-emotion,
SEIS-managing
others' emotions, SREIS-use of emotion, SREISunderstanding
emotion,
and SREIS-social
management) of the two EI measures even after
controlling for self esteem and sex. It could be
subjected to tentative theoretical speculation. It
is observed that due to lack of linguistic skills,
improper language development
and limited
contact with society DHH adolescents
may
not be able to understand,
use, and manage
emotional skills; further, their limited contact with
hearing world may hinder their emotional abilities
and skills. In particular, deficits in understanding
emotions and managing others' emotions could
also be attributed to the lower opportunity for
social Interaction over a long period of time.
Besides, the poor self esteem does not seem
to help in the development of emotional abilities
in adolescents with DHH. However, whether the
self esteem is consistently deficit in individuals
with DHH across the developmental
stages is
still an open question.

Brackett, M.A., Rivers, S. E., Shiffman, S., Lemer, N.,

& Salovey, P. (2006). Relating emotional abilities
to social functioning: A comparison of selfreport and perfonnance measures of emotional
intelligence. Journal of Personality and Social
Psychology, 91,780-795.

The results
of the present
study,
nevertheless, suggest that in adolescents with
DHH It is highly important to conduct intervention
program on emotional skills that are embedded in
EI. The importance of psychological counseling
service in DHH individual is also acknowledged
by government
of India as it is reflected
in
government
policies- Persons with Disability
Act (PWD Act. 1995) and Rehabilitation Council
of India (Rei) Act (1992). The finding has
Implication in many areas of psychology where
the study of adolescent
emotion is relevant,
such as developmental
psychology, child and
adolescent
psychopathology,
educational
psychology, and rehabilitation psychology.

Foster, S. (1988). Life in the mainstream: Deaf

college freshmen and their experiences in
the mainstreamed high school. Journal of the
American Deafness & Rehabilitation Association
22,27-35.

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S.B. Walke, Department of Psychology, University of Pune, Puna- 411007 .lndia, E-mail:
walkesb@gmail.com.
Nutankumar S. ThlnguJam, Ph.D., Department of Psychology, Sikkim University,
Gangtok, India. E-mail: thingujam@gmall.com.