EFFECTS OF EMOTIONAL INTELLIGENCE AND PERSONAL

GROWTH ON SUBJECTIVE HAPPINESS OF

UNDERGRADUATES

__________________________________________________________

NOORUM ILYAS

__________________________________________________________

DEPARTMENT OF HOME ECONOMICS

LAHORE COLLEGE FOR WOMEN UNIVERSITY, LAHORE

PAKISTAN

2021
 BS THESIS

NOORUM ILYAS

2021
 EFFECTS OF EMOTIONAL INTELLIGENCE AND PERSONAL

GROWTH ON SUBJECTIVE HAPPINESS OF UNDERGRADUATES

__________________________________________________________

A THESIS SUBMITTED TO LAHORE COLLEGE FOR WOMEN

UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENT

FOR THE DEGREE OF BS HOME ECONOMICS

NOORUM ILYAS

__________________________________________________________

DEPARTMENT OF HOME ECONOMICS

LAHORE COLLEGE FOR WOMEN UNIVERSITY, LAHORE

PAKISTAN

2021
 CERTIFICATION

This is to certify that the research work described in this thesis submitted by Ms. Noorum Ilyas to

the Department of Home Economics, Lahore College for Women University has been carried out

under my/our direct supervision. Researcher has personally gone through the raw data and certifies

the correctness and authenticity of all results reported here. It is further certified that thesis data

have not been used in part or full, in a manuscript already submitted or in the process of

submission in partial/complete fulfillment of the awards of my degree from any other institute or

home or abroad. We also certified that enclosed manuscript, has been too paid under my

supervision and it is endorsed that its evaluation for the award BS degree through the official

procedures of university.

Name of Supervisor: Miss Komal Hassan

Date

Verified by__________________________

Name of Chairperson: Dr. Mehreen Ijaz

Department of Home Economics

Date___________________

Stamp

Controller Examination ______________________

Date ________________

Stamp ______________________
 Declaration

The work presented in this thesis is, to the best of my knowledge and belief,

original except as acknowledged in the best, It is hereby declared that this

material have not been submitted either in whole or in the part, for a degree at this

or any other institutions.

Noorum Ilyas
 Dedication

I dedicated my research work to the most precious people, my parents for their

everlasting support, care and love whose continuous support enabled me to

complete my research work, my advisor Komal Hassan who always make sure her

availability whenever I needed help and at the end I dedicate this to Home

Economics Department (LCWU) and upcoming students with the belief that my

work could give them a guideline for research.

Noorum Ilyas
 Acknowledgment

First of all, I am very grateful and I would like to thank ALLAH Almighty,

The Most Beneficent, The Most Merciful, who blessed me with the skills and

aptitude to complete this thesis. I wish to express my sincere thanks to Prophet

Muhammad (PBUH) whose teachings are a biggest source of inspiration for me. I

tried my best to remain loyal and devoted to my work.

It is a genuine pleasure to express my deep sense of thanks and gratitude to

my supervisor Miss Komal Hassan, for her expert, sincere and valuable guidance

that she extended to me. Her advice and overwhelming attitude have helped me to

a very great extent to accomplish this task. I am also grateful to Dr. Mehreen Ijaz,

Head of Home Economics Department, and Lahore College for Women

University, Lahore for her encouragement and support

Finally, my acknowledgement wouldn't be sufficient without recognizing

these set of distinct characters and personalities the entire session (acquaintances

turned friends, and eventually family; they all made the journey enlightening,

development-filled, and worthwhile. I pray Almighty Allah guides us all aright,

and makes it easy for us all to get to the zenith of our respective life and career

aspirations with good health, contentment, humility, God-fearing attitude; and be

an agent of the change we all hope to see in our surroundings.

Noorum Ilyas
 CONTENTS

Title

List of Table

List of Figures

List of Abbreviations

Abstract

Chapter 1: Introduction

Objectives of the Study

Significance of the Study

Chapter no 2: Review of Literature

Research Questions

Chapter no 3: Method

Research Design

Sampling Strategy

Sample

Inclusion Criteria

Exclusion Criteria
 Operational Definition of Variables

Procedures

Statistical Analysis

Chapter no 4: Results

Chapter no 5: Discussion and Conclusion

Chapter no 6: Limitations and Recommendations

References

Annexures
 List of Tables

Table 4.1: Percentages distribution of Trait Emotional Intelligence

Table 4.2: Percentages distribution of Personal Growth Initiative

Table 4.3: Percentages distribution of Subjective Happiness

Table 4.4: Pearson correlation of Emotional Intelligence, Personal Growth

Initiative and Subjective Happiness

 List of figures

Figure 1: Expressing my emotions with words is not a problem for me.

Figure 2: I often find it difficult to see things from another person’s viewpoint.

Figure 3: On the whole, I’m a highly motivated person.

Figure 4: I usually find it difficult to regulate my emotions.

Figure 5: I generally don’t find life enjoyable.

Figure 6: I can deal effectively with people.

Figure 7: I tend to change my mind frequently.

Figure 8: Many times, I can’t figure out what emotion I'm feeling.

Figure 9: I feel that I have a number of good qualities.

Figure 10: I often find it difficult to stand up for my rights.

Figure 11: I’m usually able to influence the way other people feel.

Figure 12: On the whole, I have a gloomy perspective on most things.

Figure 13: Those close to me often complain that I don’t treat them right.

Figure 14: I often find it difficult to adjust my life according to the circumstances.

Figure 15: On the whole, I’m able to deal with stress.

Figure 16: I often find it difficult to show my affection to those close to me.
Figure 17: I’m normally able to “get into someone’s shoes” and experience their

emotions.

Figure 18: I normally find it difficult to keep myself motivated.

Figure 19: I’m usually able to find ways to control my emotions when I want to.

Figure 20: On the whole, I’m pleased with my life.

Figure 21: I would describe myself as a good negotiator.

Figure 22: I tend to get involved in things I later wish I could get out of.

Figure 23: I often pause and think about my feelings.

Figure 24: I believe I’m full of personal strengths.

Figure 25: I tend to “back down” even if I know I’m right.

Figure 26: I don’t seem to have any power at all over other people’s feelings.

Figure 27: I generally believe that things will work out fine in my life.

Figure 28: I find it difficult to bond well even with those close to me.

Figure 29: Generally, I’m able to adapt to new environments.

Figure 30: Others admire me for being relaxed.

Figure 31: I set realistic goals for what I want to change about myself.

Figure 32: I can tell when I am ready to make specific changes in myself.
Figure 33: I know how to make a realistic plan in order to change myself.

Figure 34: I take every opportunity to grow as it comes up.

Figure 35: When I try to change myself, I make a realistic plan for my personal

growth.

Figure 36: I ask for help when I try to change myself.

Figure 37: I actively work to improve myself.

Figure 38: I figure out what I need to change about myself.

Figure 39: I am constantly trying to grow as a person.

Figure 40: I know how to set realistic goals to make changes in myself.

Figure 41: I know when I need to make a specific change in myself.

Figure 42: I use resources when I try to grow.

Figure 43: I know steps I can take to make intentional changes in myself.

Figure 44: I actively seek out help when I try to change myself.

Figure 45: I look for opportunities to grow as a person.

Figure 46: I know when it’s time to change specific things about myself.

Figure 47: In general, I consider myself.

Figure 48: Compared to most of my peers, I consider myself.

Figure 49: Some people are generally very happy.

Figure 50: Some people are generally not very happy.

 List of Abbreviations

EI Emotional Intelligence

PGI Personal Growth Initiative

SHS Subjective Happiness Scale

LCWU Lahore College for Women University

TEIQue Trait Emotional Intelligence Questionnaire

 Abstract

This study investigated the effects of emotional intelligence and personal growth

on subjective happiness of undergraduates. Emotional Intelligence primarily refers

to the ability to sense, perceive, to give value and to effectively regulate the power

of emotions in such a way that it becomes a source of human energy, trust,

creativity and knowledge. The approach of this research was quantitative in nature

and a cross sectional research design was used. A sample of 400 undergraduates

was selected from University of Management and Technology, University of

Central Punjab, Comsats University and University of Punjab through random

sampling technique. Three standardized instruments (including Trait Emotional

Intelligence Questionnaire developed by Petrides & Furnham in 2006; Personal

Growth Initiative Scale – II developed by Robitschek et al., in 2012 and

Subjective Happiness Scale developed by Lyubomirsky and Lepper in 1999) were

used to gather data. The demographic information of the students was also

collected. Data was analyzed through SPSS. Descriptive and inferential both

statistics were applied. It was concluded that emotional intelligence and subjective

happiness relatively fluctuates depending upon their academic workload. This

research itself was effective in elucidating the importance of emotional

intelligence, management of stress, and personal and emotional growth when it

comes to determining the subjective happiness of individuals.

Keywords

Emotional intelligence, personal growth initiative, subjective happiness,

Undergraduates.
CHAPTER NO. 1

INTRODUCTION
Chapter 1

Introduction

Emotional Intelligence primarily refers to the ability to sense, perceive, to

give value and to effectively regulate the power of emotions in such a way that it

becomes a source of human energy, trust, creativity and knowledge (Goleman,

2017). In simplest terms, the word Emotional Intelligence can be described as the

exclusive ability to perceive and regulate human emotions in an effective way

both in our own selves as well as in others in order to make valuable decisions. As

a matter of fact we come across a large variety of emotions in our daily life and all

these emotions have an effect on human behavior respectively, which has also

been the center of negotiation for a long time. They may also hinder us from

making decisions as well as from focusing on life (Dhani1, 2016).

Personal growth initiative refers to an equally active and highly intentional

involvement of an individual in his or her process of personal growth. The

individuals can recognize these changes through the dimensions of their cognition

as well as behavior. Therefore the ability to realize and initiate personal changes

focused on positive development of an individual within their own living

conditions which also tend to change is termed as a personal growth initiative

(Freitas, 2016).

Subjective well-being is a personal measure of assessing one’s wellbeing.

This process itself is highly influenced by both internal factors and external

factors. Internal factors that may influence include personality and outlook

towards one’s life while external factors consist of found in the society we live
and involve social relationships (Mahapatra, 2020). In addition to that, cognitive

judgment of individuals is directly related with their level of satisfaction in their

life, affective reaction as well as positive and negative feelings or emotions. If we

go by the theory of ‘Well- being Homeostasis’ subjective well-being can be

understood from a narrow perspective as well (Sahail, 2020).

Usually Emotional Intelligence is thought to be soft however interestingly

it is not about being soft! The concept in itself is a unique way of being intelligent

while handling emotions. This simply means to possess the skill to use his or her

emotions to help them make choices in the moment and have more effective

control over themselves (Bucich, 2020). Being intelligent with emotions

permits us to think all the more innovatively and to utilize our feelings to take care

of issues. Passionate Intelligence presumably covers somewhat with general

insight. The sincerely wise individual is talented in four regions: Identifying

feelings, utilizing feelings, getting feelings, and controlling feelings (Minbashian,

2020). Knowledge of emotions has become a significant subject of interest in

logical circles. Emotional intelligence as a subset of social insight that includes

the capacity to screen one's own and others' sentiments and feelings, to segregate

them and to utilize this data to direct one's reasoning and activities. In a later

article, they refined the definition, expressing that the capacity to see precisely,

evaluate, and express feeling; the capacity to get to or potentially produce

sentiments when they encourage thought; the capacity to get feeling and

enthusiastic information; and the capacity to manage feelings to advance

passionate and scholarly development (Kannaiah, 2015).

 Basically, emotional intelligence is a hot insight answerable for the

preparing of exceptionally critical data for the individual, for example, feelings,

character, and social connections, rather than cool knowledge which depends on

thinking about verbal-phonetic, coherent numerical, and visual spatial data. This

knowledge causes one to assemble more grounded connections, prevail at school

and work, and accomplish your profession and individual objectives. It can

likewise assists one with associating with your sentiments, transform aim right

into it, and settle on educated choices about what makes a difference most.

(Robitschek, 2017).

Quality emotional intelligence is characterized as a person's average

insights, encounters, and inclinations concerning their capacities to see, express,

comprehend, and control feelings with the point of advancing individual

prosperity and versatility. Characteristic EI alludes to a composite of the

passionate part of character, which are operationalized utilizing self- report

polls. This origination of emotional intelligence empowers ones to sensibly

connect the develop to set up character speculations (Petrides et al., 2016).

Among those regularly utilized in examination are the Trait Emotional

Intelligence Questionnaire (TEIQue; Petrides, 2009). The TEIQue is habitually

utilized in emotional intelligence peer inspected research. TEIQue scores show

high relationships with the five significant spaces of character. A few specialists

have contended that this is an issue for the discriminant legitimacy of attribute

emotional intelligence that characteristic emotional intelligence is indeed unclear

from character (Toyama, 2018).

 The hypothesis of emotional intelligence places that individual’s contrast

in their ability to perceive, measure, and deal with their own and others' feelings,

and to use this data to advance abstract joy and transformation. Sincerely smart

individuals are better ready to see their sentiments and feelings. They are

adequately delicate and open to different enthusiastic encounters of one and, if

essential, can get to these to exploit the data they contain (Kannaiah, 2015).

This positive property permits them to do ideal and effective

administration of feeling. Despite stressors and other passionate obstruction, they

will in general use versatile feeling adapting, for example, evaluating the

circumstance as a test rather than a danger and tackling more good adapting

strategies at the most punctual conceivable phase of the direction of feeling

guideline. Since, such certain emotionality ads to expanding individuals’ flash

thought-activity collections (Shanthi, 2015).

Rather than these people, genuinely non-insightful people can be portrayed

as the individuals who think that it’s hard to adequately see, measure, and direct

their sentiments and feelings. They will in general have a limited view on

intrapersonal emotional wonders, try not to feel feelings, and hence even think

that it’s difficult to produce a temperament that may assist with advancing abstract

joy and variation (Boniwell, 2018). Since these inactive credits block the

improvement of a sincerely sound and satisfying life, these people are bound to

experience the ill effects of passionate pain, bringing about lower satisfaction

level (Diener, E, (2020).

Personal growth initiative has shown up as a promising build in human

turn of events and a person's very own satisfaction. To manage difficulties and
stressors and to dominate over new athletic aptitudes in the entire life it is

important to have sound relationship with the self-improvement portrayed that if

individuals have sensation of proceeded with advancement, acquiring new

encounters, discovering him/her self-extending and developing, effectively

understand their latent capacity, sees improvement in themselves and in their

conduct throughout some undefined time frame, have elevated level of self-

awareness activity ( Damasio, 2016).

It is a trademark which helps in deciding understudies and their lives in the

entirety of its area for progress. It is made out of adaptable aptitudes which can for

the most part be utilized in the assortment of development openings in the areas of

life. Personal growth initiative contains scholarly and conduct highlights like

inspiration, information, adequacy, general objectives and plans to achieve them.

It incorporates four segments: Readiness, Planfulness, Using Resources and

Intentional Behaviour (Beri, 2016).

It is perceived by the examination that people with more elevated levels of

prosperity (social, enthusiastic and mental) have more significant levels of self-

improvement activity and immaterial degree of misery (mental and passionate).

Improvement of self-improvement activity and acknowledgement is being sedated

by the existence fulfillment. It is totally connected with mental prosperity, while it

is adversely connected with mental trouble in the midst of students (Jain, 2016).

Self-awareness activity contains one of the components of mental

prosperity. Mental prosperity alludes to positive or ideal mental working, made

out of the measurements of self-acknowledgement, positive relations with others,

self-rule, climate dominance, reason throughout everyday life, and self-awareness.

Notwithstanding making a measurement out of mental prosperity, personal growth

initiative can be grasped as an individual asset, as it includes a bunch of abilities

that add to making changes that advance positive improvement in individuals

(Tobo, 2016).

Along these lines, personal growth initiative as an individual asset alludes

to the individual aptitudes that advance the improvement of purposeful individual

changes, deliberately arranged by the individuals who perform them. The

differentiation between unintended cognizant and oblivious cycles and personal

growth initiative is significant, as the cycles of accidental self-improvement are

adversely identified with individuals' records of prosperity and to their positive

turn of events. The personal growth initiative cycle, thusly, is emphatically

connected with expanded degrees of prosperity and to the positive advancement of

people. To explore personal growth initiative, built up the Personal Growth

Initiative Scale. The advancement of this poll was led with an example of

members of a personal growth initiative advancement course. The personal

growth initiative introduced a one-dimensional structure, made out of nine things

that assess self-awareness through a six-point Likert scale, going from

unquestionably differ to concur. The instrument introduced palatable

psychometric properties. Notwithstanding the satisfactory factor structure,

transient steadiness, and united legitimacy of the personal growth initiatives, this

instrument doesn't explore the various components of personal growth initiative

e.g., intellectual and conduct (Kamei, 2016).

Therefore, Robitschek et al. (2012) built up the Personal Growth Initiative

Scale - II (PGIS-II), which established another multifactorial form of the PGIS.

The PGIS-II comprises 16 things, separated into the accompanying four

components: availability for change; plans; purposeful conduct; and utilizing

assets. The Status for Change alludes to the capacity of the person to recognize or

make circumstances with the possibility to advance self-improvement. The plans

factor can be fathomed as an individual's capacity to coordinate techniques to

encourage their self-improvement. The deliberate behavior factor, thus, assesses

the main and individual inspiration to accomplish the objectives set up for

individual change. The utilizing resources factor covers the utilization of

individual and outer assets (for example help from others) in the advancement of

self-improvement.

This is the solitary factor of personal growth initiative that envelops the

relational elements of people, which relates contrastingly with different variables

of personal growth initiative (Robitschek et al., 2012). People who have

significant levels of the availability for change, plans, purposeful conduct, and

utilizing re-sources measurements of personal growth initiative may have a more

prominent potential to recognize or make openings that empower and strengthen

their positive self-improvement. Individuals with elevated levels of personal

growth initiative adjust better to various circumstances, beat distressing

circumstances, have more significant levels of life fulfillment, and look for proper

answers for the circumstances confronted (Beri, 2016).

An absence of personal growth initiative aptitudes is related with a

contrary effect in individuals' lives. It has been seen that low degrees of personal

growth initiative are identified with troubles in adjusting to new settings, so those

elaborate experience more significant levels of pressure and tension and lower
levels of life fulfillment. Troubles in recognizing openings for self-improvement

are additionally connected with the selection of inadequate adapting procedures,

for example, the common utilization of feeling cantered adapting techniques

instead of the utilization of issue cantered systems (Ashiq, 2020).

College life is the most significant time for understudy self-improvement.

The high scholarly interest encourages the understudy to fill in their own just as

scholastic life. Shockingly, in the course of the last restricted years, college

lessons went through huge varieties that similarly upset understudies and

educators. The college understudies manage the diverse training technique, for

example, introductions, showings, classes, gatherings, expositions, workshops,

applied program and schoolwork for assessments and so forth Understudies

practice varieties of feelings because of outrageous expanded scholastic pressing

factor (Rehman, 2019). Henceforth when an understudy is genuinely solid to

determine a troublesome circumstance in a positive way subsequently experience

the most un-individual or scholarly issues. In the novel time, the term feeling has

emerged in another sense. An individual is supposed to be sincerely clever when

he shows suitable feelings in a specific condition and expresses it in a proper sum.

Sincerely insightful understudies can more readily conquer their

instructive issues and better adapt up to the scholastic pressing factor. Writing

suggested that people who are all the more genuinely clever found to have high

self-improvement since they utilize their feelings astutely to determine their

everyday presence scholastic or individual issues and numerous mental clashes

(Amjad, 2019). In college, life understudy loses their self-esteem, which

unfavorably influences their development in both scholastic and individual life. A

generous assemblage of exploration suggested the solid positive connection

between enthusiastic insight and self-improvement activity. It was discovered that

females are all the more genuinely smart when contrasted with guys and no huge

distinction was noticed (Extremera, 2020). Enthusiastic knowledge has a solid

relationship with self-awareness. The writing proposed that the understudy utilize

their feeling to determine scholarly clash advantage more as far as self-awareness

(Mahmood, 2019).

The outcomes demonstrate that enthusiastic insight and self-awareness

activity were fundamentally related. It presumed that passionate insight is

emphatically identified with self-awareness and advancement. Self-awareness

activity mostly intercedes the connection between self-sympathy and self-esteem

(Syed, 2019). The above examinations portrayed the connection between

passionate insight and self-awareness activity. In Pakistan, the understudies are

more subject to their folks and parental figures for settling on a choice. In the

collectivistic culture like Pakistan when individuals face any troublesome

circumstance, they counsel their seniors instead of tackling issues utilizing their

passionate knowledge. Taking everything into account, various examinations

portrayed distinctive outcomes (Akram, 2016).

Bliss is characterized as the psychological or enthusiastic condition of

prosperity happening as the aftereffect of positive feelings including happiness

and euphoria. For the point of characterizing joy and its source, numerous natural,

mental, strict, and philosophical methodologies have been introduced. To

actualize a logical strategy for discovering answers to what joy is and how it is

accomplished, various explorations bunches including positive brain science led

different examinations. Bliss is an obscure idea which can mean various things to

various individuals (Batik, 2017).

Perhaps the most testing part of science managing satisfaction is to

recognize its various ideas and decide the segments of these ideas which might be

recorded to being, personal satisfaction, and thriving. From an abstract point of

view, joy can mean various things. Generally, satisfaction implies passionate

prosperity used to recognize a person's abstract condition of prosperity. It

proposes that prosperity is related with the people's assessments of their own lives

(Kodaz, 2017).

Essentially, joy is built on the person's abstract assessment of his life

inside the system, his conclusions and passionate result. Henceforth, it could be

expressed that life fulfillment and personal satisfaction are components to be

considered concerning the connection of the idea of bliss with emotional

prosperity. As expressed previously, bliss is an idea which has various

implications to various individuals; nonetheless, the vast majority concedes to the

expression shine which alludes to an unavoidable and enduring sense that life is

satisfying, important, and charming (Erozkan, 2016).

The idea of abstract bliss was proposed to be the equilibrium of positive-

negative impact, in general life fulfillment and mental condition of prosperity,

satisfaction, and happiness. Abstract joy includes both passionate and

psychological angles, where the enthusiastic perspective is partitioned into

positive effect and absence of negative effect and the intellectual one is alluded to

as the existence fulfillment. Individuals with higher abstract satisfaction levels

will in general have more certain considerations about themselves, have more
power over their character, think about their past encounters as charming and

respond to positive occasions in a more passionate way; be that as it may, they are

less enduring on the substance of negative encounters (Adiguzel, 2016).

Consequently; abstract joy is habitually seen as among the segments of a

decent life. Holding along with the assertions above, proposed: "satisfaction is

how much an individual assesses the general nature of his current life all in all

decidedly and indicates a general assessment of life. Satisfaction has two

emotional constituents. One of them is called full of feeling constituent alludes to

'gluttonous levels 'how much the different influences an individual encounters are

wonderful', Second of them, psychological constituent, how much an individual

sees his goal to be met. Because of these two elements of bliss, characterizes

satisfaction as having two sections: mental joy zeroing in on perspective and

prudential joy zeroing in on prosperity. Without a doubt, satisfaction relies upon

both intellectual and enthusiastic parts. In this regard, it very well may be

contended that joy presents the person in general. To be specific, emotional joy is

a basic factor for social joy or life fulfillment (Bingol, 2017).

It is a perspective that varies starting with one individual then onto the

next. Satisfaction can be acceptable climate for one it very well may be passing

marks, for another it tends to be a lethargic Sunday morning. Bliss is abstract.

Satisfaction can be controlled by different things like climate, perspective, family,

work climate and so on while so numerous things impact joy we can't really be

content until we are resolved to do as such (Hosoglu, 2017).

There are numerous elements adding to the satisfaction of the individual

yet it has been discovered that having great relational connections is the most
crucial fixing. In the event that an individual is glad in his/her most significant

relationship with somebody, all things considered, the individual will be upbeat in

general. We need a productive way to deal with life (Oishi, 2017). Individuals

even practice courses to improve their joy; remainder courses like specialty of

living, life mentor courses are very conjuring nowadays. There are three sorts of

bliss: Pleasant Life- It comprises having as much as possible, the same number of

helpful feelings, and learning twelve or so procedures that could really work for

expanding the span and power of the joy. There can be alternate ways yet they

don't prompt genuine satisfaction. Engage Life- This implies being locked in or

genuinely dedicated to the thing that they are doing or the individuals who

accompany. There are no alternate routes to connect with life. It very well may be

just accomplishing by first understanding what the individual's most noteworthy

strength are, and re-making the individual's life to utilize them at work, in

affection, in companionship and so forth Meaningful Life- It comprises

understanding what the individual's most noteworthy qualities are and utilizing

them in the administration of something that the individual accepts is greater than

him (Goodmon, 2016).

A basic pointer of solid character is preceded with self-awareness and

development all through one's life expectancy. Personal growth initiative is a

development made out of unmistakable psychological and social measurements; it

is defined as the capacity to deliberately change individual convictions and

practices to develop personally. The personal growth initiative development

incorporates four segments: status for change, plans, utilizing re-sources, and

purposeful conduct (Haddad, 2018).

 The deliberate development measure fortifies commitment in practices that

expect to satisfy one's latent capacity and improve working throughout everyday

life. Exceptionally deliberate endeavors to develop a lot are additionally seen to

advance different parts of prosperity, including abstract bliss. Reliable with

personal growth initiative hypothesis, the discoveries of earlier examination

uphold personal growth initiative as an indicator of a few abstract bliss structures

(e.g., passionate, social, and mental) and uncovering positive relationship among

personal growth initiative and parts of emotional joy (e.g., life fulfillment, positive

disposition). Low degrees of personal growth initiative, then again, have been

identified with lower levels of tension, melancholy, and passionate trouble

(Freitas, 2018).

People with high emotional joy have more certain contemplations about

themselves, consider being as supporting their bliss, and react all the more rapidly

to unfriendly occasions. While a few people can be content with little things

notwithstanding their antagonistic day to day environments and troubles, a few

people might appear to be persistently despondent even if they have great

conditions (Hussain, 2019). Consequently, numerous specialists have endeavored

to look at the connection among bliss and individual variables. The degree of

abstract satisfaction ends up being related with components, for example, life

occasions, feeling, thought and practices (Lodhi, 2015).

Not with standing factors that may impact emotional bliss, research has

likewise inspected the effect of abstract joy on people. Abstract joy was found

decidedly corresponded with positive feelings, fulfilling connections, confidence,

psychological wellness and life fulfillment. Furthermore different factors which

may impact bliss ought to likewise be thought of. Along these lines, this

examination was led to research the abstract joy level of college understudies as

far as sexual orientation, staff, class, home, and parental perspectives, and to

decide the impacts of enthusiastic knowledge and self-awareness on emotional

satisfaction on students (Kim, 2019).

Scholarly achievement or achievement is the result of guidance the degree

which an understudy, instructor, and organization have accomplished their

instructive points. It is characterized as how many understudies accomplish the

data, proficiencies, aptitudes, and abilities that the educator will instruct or

appoint. Scholarly achievement is seen as perhaps the main conceptualizations

inside the area of instruction that is expected to evaluate the achievement of the

ultimate objectives of a person's prosperity just as the efficiency of an instructive

framework in future (Alvarez, 2020).

Passionate knowledge expects a huge situation inside the domain of

instructive setting i.e., scholarly achievement, scholastic variation and emotional

joy of the understudies. It is a huge deciding component of scholastic achievement

in contemporary strongly unpleasant conditions for understudies at each degree of

instruction. The hole between tries for learning, ground-breaking learning, and

scholarly achievement can be covered by enthusiastic insight. Passionate insight

has been considered having an immediate relationship with the person's emotional

wellness that guarantees the person's prosperity and bliss i.e., low-anxiety, vanity.

Various examinations have uncovered that there is a positive connection

between more significant levels of passionate knowledge and incredible scholarly

accomplishment among students. The broad assemblage of examination advocates

that abilities of enthusiastic insight add to astounding execution. What's more,

passionate knowledge appears to affect institutional execution just as

scholastically more fragile understudies. Passionate aptitudes, capacities, insight,

and information add to the improvement of schooling, assistance of

understudies, teachers, personnel, and their expert advancement for the

achievement of more significant levels of achievement, profession achievement,

abstract joy, and authority. Consequently it will be an impressive indicator of

scholarly achievement which is superior to traditional proportions of knowledge

(Martos, 2020).

The satisfaction of college understudies is a significant issue. These years

are developmental for understudies and can prompt ways of life that suffer for the

years ahead. They contended that undergrad years effectively affect understudies

and that the encounters understudies live through assist them with building up a

more prominent feeling of relational and scholarly capability and a more

noteworthy obligation to building up a significant way of thinking of life (Ali,

2017).

They are the main effect on other understudies turn of events and that

understudies' qualities, convictions and yearnings regularly alter in the course of

the predominant qualities, convictions and desires of different understudies.

Likewise, undergrads experience pressure from an assortment of sources including

the expanded outstanding task at hand, and new obligations just as family, social,

and every day bother (Sirund, 2015).

Along these lines, it is fundamental to assist understudies with creating

positive headings, value their own value, and adapt to pressure factors. It
recognizes understudies' prosperity status and decides in which life spaces they

seem, by all accounts, to be least and generally upbeat. The outcomes are huge not

just as they give strategy producers and the recently settled service of satisfaction

with a depiction of the status of college understudies prosperity, yet in addition by

featuring territories or spaces needing their consideration (Ali, 2017).

Objectives

• To asses if students’ ability in managing their emotional state contributes

to their happiness level.

• To examine the effect of emotional intelligence on social wellbeing of

undergraduate students.

• To find out the abilities in managing social relationships is necessary for

happiness.

• To find out the extent in personal growth and emotional intelligence

describe subjective happiness among undergraduates.

Significance of the Study

Traditionally, IQ has always been considered very important for success in

life. However, not all smart people are successful. Emotional intelligence is an

important factor that contributes to success not only in the workplace but also in

social relationships and life in general. The effects of improving emotional

intelligence are psychological health, teamwork, etc. Emotional intelligence and

personal development initiatives among college students have a significant impact

on their subjective enjoyment. The student's level of emotional intelligence and

personal development initiative has a significant positive effect on their subjective

happiness which is an indicator of well-being. This research can prove to be

highly helpful for students specifically students from bachelors programs as it

would help them to know and understand their emotional turmoil and its relation

with their subjective happiness. Apart from that, it can also highlight the utmost

importance of emotional happiness and the ways to maintain it while bearing a lot

of academic pressure.
 CHAPTER NO. 2

REVIEW OF LITERATURE
Chapter 2

REVIEW OF LITERATURE

Research Questions

• Does students’ ability in managing their emotional state contribute to their

happiness level?

• In what ways we examine the effect of emotional intelligence on social

wellbeing of undergraduate students?

• How we find out the abilities for managing social relationships is

necessary for happiness?

• To what extent do personal growth and emotional intelligence describe

subjective happiness among undergraduates?

Examination exists on enthusiastic knowledge of Emotional intelligence.

There are a few emotional intelligence models created by various specialists’

model spotlights on passionate insight, psychological knowledge, and the

relationship to generally insight. These are known for the capacity based model of

emotional intelligence. Capacity based models are more even-handed and edge

emotional intelligence as knowledge. Emotional intelligence permits an individual

the capacity to precisely reason dependent on feeling. Moreover, emotional

intelligence acknowledgment and information improve perspectives. They utilized

a blended technique model to clarify emotional intelligence dependent on a

competency instrument, notwithstanding an evaluation instrument (Siegling et al.

2015).
 It is contended emotional intelligence can't be estimated as a psychological

capacity. Emotional intelligence is definitely not an intellectual insight, yet an

abstract examination of feelings. Quality based models of passionate insight per

emotional intelligence the subjectivity of enthusiastic discernments identifying

with prosperity, discretion, emotionality, and friendliness. Character, in view of

self-discernment, is the premise of (Thomas, 2018) research. Characteristic

emotional intelligence application may take into consideration clarifications and

forecasts of passionate self-viability in a wide range of settings.

Psychological capacity of knowledge has stayed extremely appealing to

analysts and specialists. Analysts have zeroed in on memory and critical thinking

part of insight in light of the fact that in more established occasions it was the sole

worldview for person's adequacy. Anyway throughout the timeframe focal point

of scientists redirected toward passionate knowledge. It alludes to utilization of

our own feelings and those of others shrewdly. The term feeling is characterized

as feeling emerging as consequence of involvement from outer climate and

mindfulness while knowledge is the other name of intellectual capacity

(Karthikeyan, 2017).

Human mind's activities are arranged in three classes known as tern-ion;

inspiration, feeling and perception. Inspirations emerges as consequence of

interior and outer substantial states (essential requirements), feelings constantly

develop flags and react as indicated by the change happening inside individual and

climate anyway third class of mental activity is comprehension; which is tied in

with gaining from climate and issues settling. Proposed emotions are resultant of
an individual's inner, outside climate, understanding and getting ability (Praveena,

2015).

In spite of the fact that Peter Salovey and John Mayer was the pioneer of

the term emotional intelligence and were likewise the first to create emotional

intelligence measure yet the term truly got popular in the corporate world and in

1995 when a book Emotional Intelligence by Daniel Goleman was composed.

Goleman proposed a model frameworks four fundamental passionate knowledge

builds: mindfulness, self-administration, social mindfulness and relationship the

board (Lalwani, 2017).

Quality emotional intelligence profiles of understudies from various

college resources had inspected that the attribute passionate knowledge utilizing

the Trait Emotional Intelligence Questionnaire, scientists estimated that

sociologies would score higher than specialized investigations in Emotionality,

expressions would score higher than specialized examinations in Emotionality,

expressions would score lower than specialized investigations in Self-control and

there would be a communication among sex and workforce, whereby female

understudies would score higher than male understudies inside the sociologies just

( Kannaiah, 2015).

Passionate Intelligence is the subject of interest in the zone of schooling.

Individuals having a normal degree of knowledge have effective existences,

though people with undeniable degree of insight battle with the requests of life.

Passionate Intelligence manages self-administrative enthusiastic and persuasive

cycles that assist individuals with making acclimations to achieve individual,

aggregate, and institutional objectives. Enthusiastic Intelligence is corresponded

with individual advancement, accomplishment in an institutional climate and with

an individual accomplishment (Paolillo, 2016).

Teachers consistently presumed that feelings had a cardinal job in

conferring information and learning. Understudies who decipher and control their

feelings sufficiently become more drawn in and zeroed in on errands. They can

show a higher measure of energy and readiness to invest energy into learning and

to keep on confronting a more significant level of difficulties that may happen all

through the advancement of scholastic errands. So, enthusiastic abilities energise

understudies' inspirational perspectives towards study (Andreu, 2016).

In instructing learning measure, feelings assume a vital part. It drives

consideration, which drives learning and memory found that Emotional

Intelligence can improve an understudy's prosperity, passionate accomplishment

and social fitness in schools which can be accomplished through social ability

programs and improved educational plans. Recognizing the significance of

Emotional Intelligence, various assets and staff advancement projects ought to be

created for educators to improve passionate accomplishment and social skill of

understudies, which would prompt scholarly achievement (Serrano, 2016).

For a long time specialists attempted to see if or not to consolidate

showing great Emotional Intelligence Skills into school educational plan and to

gauge scholastic accomplishment through improved Emotional Intelligence.

Specialists have demonstrated shifted results for Emotional Intelligence.

Examination has offered blended help for the prescient connection among

emotional intelligence and scholastic accomplishment in colleges. They

discovered huge contrasts in gatherings of scholastically effective and ineffective

understudies in their scores on a self-report proportion of passionate knowledge

(Carparo, 2016).

General knowledge may not be adequate without anyone else to bring

about scholastic achievement. All things considered, factors other than scholarly

capacity impact scholastic achievement. Understudies should have the option to

oversee pressure and some degree of social association to effectively finish their

schooling (Magnano, 2016).

Passionate knowledge alludes to the capacity to comprehend and oversee

individuals and to act admirably in human relations. Enthusiastic knowledge is a

term used to portray an individual's capacity to control motivations, show

sympathy, and persevere notwithstanding snags with versatility and adaptability

(Ghaonta and Kumar, 2014).

The works of (Banat, 2018) with respect to human insight and his

hypothesis of different insights have prepared for far and wide promotion for

passionate knowledge. As per Banat, conventional sorts of knowledge, for

example, IQ neglect to completely clarify intellectual capacity. Rather he

presented the possibility of various insights which included both relational

knowledge (the ability to comprehend the aims, inspirations and wants of others)

and intrapersonal insight (the ability to get oneself, to value one's emotions, fears

and inspirations).

Interest in non-intellectual parts of insight had expanded, and the alleged

passionate knowledge was made by Mayor and Salovey. They distributed their

first article in this field, which incorporated the main meaning of enthusiastic
knowledge. Enthusiastic insight as a type of social knowledge that includes the

capacity to screen one's own and others' feelings, to separate among them, and to

utilize the data to manage one's reasoning and activities (Rimawi, 2018).

Enthusiastic knowledge has been a famous subject of discussion in the

recorded of instruction and the sociologies. A few articles and studies were

distributed which handled passionate insight as a multi-dimensional wonder

tended to by both hypothetical and applied explores. The specialists have alluded

to some of these connected examinations. It uncovered that scholarly

accomplishment without enthusiastic insight doesn't show future achievement; and

nonattendance of passionate knowledge additionally demonstrates the frail

character and capacity to construct relations and it is profoundly significant for

quality schooling (Roy et al, 2015).

Besides, (Maraichelvi, 2016) reasoned that enthusiastic knowledge in its

four indicated spaces in particular: intrapersonal mindfulness, relational

mindfulness, intrapersonal the board and relational administration independently

just as thoroughly were discovered to be emphatically connected with scholastic

execution of the chose respondents. The quantitative connection uncovered that

there was no relationship in the attribute enthusiastic knowledge.

As indicated by (Fernandez et al, 2015) enthusiastic insight arose as a huge

indicator of scholastic accomplishment. It uncovered that there is a huge

connection between enthusiastic knowledge and scholarly accomplishments.

Practically 11% of the adjustment in scholastic accomplishments can be clarified

by passionate insight. The examination by (Al-Rofo, 2015) additionally uncovered

that enthusiastic insight with its five measurements possibly deciphered as

(47.9%) of the distinction in understudy certificate on a scale for transformation to

college life. In another investigation, they found a positive genuinely huge

connection between passionate insight, social abilities and connection styles.

Self-improvement activity is a metacognitive build characterized as the

dynamic and deliberate commitment in changing and creating personally. It is a

worldwide quality like develop that may mirror the quest for an assortment of

emotional, social, or psychological self-changes. Purposefulness is of key

significance in that those with high Personal Growth Initiative (personal growth

initiative) will in general choose self-awareness as an objective and deliberately

search out self-awareness encounters. Besides, personal growth initiative is

hypothetically accepted to contain both individual intellectual and social parts

involved general objectives identifying with individual change and plans to

accomplish those objectives (Frattaroli, 2015).

The principal approval study guessed a positive moderate connection

among personal growth initiative and confidence, inward locus of control and

instrumentality. Hypothetically, an individual ought to be decisive to accept they

are qualified for develop. Besides, people high in personal growth initiative may

be bound to underwrite the supposition that their conduct development activities

will prompt wanted development results (an inside locus of control). Also, an

individual high in personal growth initiative would hypothetically be inspired to

make a move to get the work of development moving, which would reflect

instrumentality (Martin, 2019).

To manage difficulties and stressors and to dominate over new athletic

abilities in the entire life it is important to have sound relationship with the self-
awareness. They portrayed that if individuals have sensation of proceeded with

advancement, acquiring new encounters, discovering him/her self-extending and

developing, effectively understand their latent capacity, sees improvement in

themselves and in their conduct throughout some stretch of time, have undeniable

degree of self-improvement activity. Self-improvement Initiative is a trademark

which helps in deciding understudies and their lives in the entirety of its areas for

progress (Beri, 2016).

It is made out of adaptable abilities which can for the most part be utilized

in the assortment of development openings in the areas of life. It contains

scholarly and social highlights like inspiration, general objectives and plans to

achieve them. It incorporates four segments: Readiness, Planfulness, Using

Resources and Intentional Behaviour. It is perceived by the exploration that

people with more significant levels of prosperity has more elevated levels of self-

awareness activity and irrelevant degree of pain. Advancement of self-awareness

activity and acknowledgment accepting is being intervened by the existence

fulfillment. Personal growth initiative is totally connected with mental prosperity,

while personal growth initiative is adversely connected with mental pain in the

midst of youths (Jain, 2016).

Self-awareness among students, in a more broadened sense, urges people

to seek after new difficulties and development driving them to succeed general

and individual objectives, and hence experience the sensation of satisfaction. The

build comprises of four segments. Self-awareness among students has

demonstrated to have critical associations with a few mental builds identified with

improvement and socialization by abundant proof acquired from experimental

investigations. It has been reported to connect emphatically with fearlessness,

decisiveness, objective directedness and inborn inspiration (Paul, 2015).

It has additionally been accounted for to be related with self-realization

(mental and social prosperity and danger taking and family working groups as

family measures, family association, and self-improvement altogether. Self-

awareness activity has been discovered to be identified with work fulfillment and

stress decrease too. In any case, personal growth initiative adversely associates

with mental trouble (Buyukgoze, 2015).

The underlying work on self-awareness hypothesis started with an

investigation intended to decide if an intercession would help with expanding

level of dynamic commitment in PG among grown-ups encountering a significant

life change or progress. The discoveries uncovered an increment in personal

growth initiative after the mediation that was as yet apparent 3 months after the

fact (Mary Boyd, 2016).

In an examination intended to present and approve the improvement of the

personal growth initiative Scale, the primary scale used to gauge personal growth

initiative, Robitschek (1998) formally declared personal growth initiative as a

build. Having set up personal growth initiative as a build, Robitschek (1999)

uncovered that people could perceive when self-improvement was encouraged

with or without mindfulness, and when it was purposeful or accidental, featuring

that when development was deliberate, levels of mental prosperity were higher.

Robitschek's (1999) discoveries offered help for the hypothesis that personal

growth initiative is self-development that happens voluntarily, with mindfulness,

and dynamic commitment, in this manner propelling that with mindfulness,

personal growth initiative can be expanded.

Bliss is related with prosperity, life fulfillment, emphatically, in contrast to

major/minor melancholy. Albeit the connections between emotional joy and

different ideas have been generally inspected, substantially less exploration has

zeroed in on abstract bliss and its relationship with trust. Expectation might be

quite possibly the main designs to comprehend abstract bliss, since it has not just

sure measurements, for example, trust and certainty, absence of viewpoint,

positive future direction, and social relations and individual worth yet additionally

negative measurements like as absence of point of view (Saricam, 2015).

The motivation behind this investigation was to inspect the components of

emotional bliss. Consequently, it was estimated in this investigation that,

emotional bliss may increment or the other way around. In any case, if absence of

point of view increment, abstract satisfaction may diminish. Some portion of the

variety identifies with other strategy contrasts, in any case, and specifically to the

particular decision of SWB estimates utilized. Life fulfillment for the most part

relates more emphatically with positive effect than with negative effect.

Accumulated measures, in view of averaging a few influence things (questions),

will in general deliver more grounded connections than single things. Such

averaging is truth be told an aberrant method of managing estimation blunder.

Significantly, proportions of decadent equilibrium or net effect, that catch the

harmony among positive and negative effect—for example by deducting the mean

of a bunch of negative influence things from the mean of a bunch of positive

influence things—normally create more grounded connections with life

fulfillment. This sounds good, to the degree that individuals' full range of

passionate prosperity matters for their life fulfillment (as well as if life fulfillment

impacts both positive and negative effect) (Akin, 2016).

As referenced beforehand, life fulfillment is essential for a person's

abstract satisfaction among students. Emotional joy has been characterized as an

individual's evaluative response to their life regarding either life fulfillment or

influence. A person's abstract joy likewise incorporates the positive and

antagonistic impact of passionate reactions, worldwide decisions, and explicit

decisions of life fulfillment have expressed that one of the most grounded and

most reliable indicators of emotional joy is character. To have a serious level of

emotional joy and life fulfillment one necessities to feel that they are in charge of

the circumstances that are going on around them. It express that extroversion in

character is a basic part to the encountering of abstract bliss. It was felt that since

social butterflies will in general be all the more cordial and engaged with their

life, and accept that what they do impacts their lives, the occasions that occur in

them are probably going to have a higher abstract prosperity or emotional

satisfaction. On the furthest edge, self-observers will in general be less inclined to

accept what they do influences their lives (Sachs, 2016).

Bliss and fulfillment with life are not consistently dispersed among all

people. A few people appear to simply be more joyful with their lives while others

appear to endure more trouble. At the point when people talk about daily routine

fulfillment or satisfaction with their experiences they commonly talk about

generally long lasing, legitimized, nice sentiments and mentalities about their

lives. It is conceivable that an individual could see that they have a high caliber of
life yet be disappointed with their life. Moreover, it is likewise conceivable that

people could see a normal or low degree of personal satisfaction and be totally

happy with it. Much the same as some other everyday issue, not every person

encounters bliss a similar path or in similar circumstances. Numerous individuals

may feel that the introduction of a child is an upbeat occasion while others may

feel disappointed (Ngamba, 2017).

Past investigations have indicated that people who are more joyful with

their lives accomplish better life results. These results incorporate better monetary

achievement, emotional wellness, connections, adapting abilities, and even actual

wellbeing and life span. Scholars concur that a customer’s abstract joy is a

fundamental model of psychological well-being and positive results in

psychotherapy that ought to be surveyed by analysts. Without life fulfillment,

various maladaptive results may emerge. In their exploration, they demonstrated

that a great many people in the United States are to some degree cheerful and

happy with their lives, however similarly as with anything, there is opportunity to

get better. The emotional satisfaction of understudy populaces is an arising subject

or exploration that requires further examination. Students are an ideal example to

utilize on the grounds that not exclusively are they effectively open for

fundamental examination, yet in addition on the grounds that their government

assistance ought to be a subject of general worry for all (Layard, 2016).

A few examinations looking at changed methods of estimating emotional

satisfaction have exhibited that abstract prosperity or bliss must be precisely

depicted if both the nonattendance of negative effect and the presence of positive

influence are considered, since estimation of the full range of joy relies upon both
negative and positive feelings. There are a wide range of approaches to gauge the

positive and negative feelings related with bliss among students; a portion of these

measures incorporate the Subjective Happiness Scale (Lyubomirsky and Lepper,

1999). The Subjective Happiness Scale consolidates the two methodologies, and

has been approved in at any rate 14 examinations, a significant number of which

were students (These scales share one trademark practically speaking: they all are

intended to quantify positive and negative feelings involving emotional prosperity

or abstract bliss among students.

Mental examinations identified with character, emotional prosperity, and

life fulfillments have indicated that more than 100 qualities are associated with in

general satisfaction. In one unmistakable examination, the fundamental attributes

that were recognized as being firmly corresponded to satisfaction were character,

abusive protectiveness, trust, passionate solidness, locus of control, and

neuroticism. Remarkably, monetary status was found to not be a critical indicator

of joy. In any case, this inquiry presently can't seem to be concentrated explicitly

with an undergrad understudy test. Accordingly, a main role of the current

investigation was to decide whether monetary status is a huge indicator of

satisfaction for college understudies (Leonard, 2018).

In the examination writing, emotional satisfaction has been conceptualized

as the logical term for joy. While joy is dependent upon various translations,

Subjective joy alludes to the worldwide experience of positive responses to one's

life. This higher-request develop can be separated into three related, yet separate

segments including emotional and intellectual decisions. In particular, emotional

satisfaction is believed to be involved intellectual examinations of one's life all in

all (i.e., one has a decent life), just as a proportion of (in a perfect world

undeniable) level of positive effect to (preferably low) level of negative effect.

The blend of these units appears to foresee positive turn of events, yet in addition

fills in as a factor that improves and keeps up ideal working. Of note,

psychological examinations of one's fulfillment with life can be estimated as far as

worldwide decisions of one's life overall, as a normal of appraisals of fulfillment

in the areas of life generally remarkable to youth for instance; (loved ones) or as

an interesting space for instance; fulfillment with colleges (Srivastava, 2015).

A new report by Abu-Raiya and Agbaria (2015) is a lot of lined up with

the thinking about this current investigation. The analysts searched for the

intervening variable between abstract joy and strictness; explicitly, they

anticipated that restraint and social help should be these elements. They

discovered help for their theory; restraint incompletely intervened the connections

among strictness and both abstract bliss and positive feelings. They additionally

found that strictness was decidedly connected with both abstract satisfaction and

positive feelings. At the point when we take a gander at these discoveries we see

that restraint covers a decent arrangement with care. These discoveries are

intriguing on the grounds that they, alongside crafted by this investigation, can

extend and carry greater legitimacy to the speculation that care and social help

contribute altogether too abstract satisfaction.

Specialists have gotten intrigued by the investigation of emotional

satisfaction among students since they have discovered that being upbeat is

beneficial for us. Various investigations have demonstrated both mental and actual

advantages of being upbeat. Emotional bliss among students is that the individuals
will in general adapt better to undermining data. Conversely with discouraged

individuals cheerful individuals will in general be more self-engaged, pardoning,

vivacious, and innovative. Moreover, cheerful individuals are essentially more

averse to be influenced by infection. Since the term abstract satisfaction has a

wide range of implications in mainstream society, scientists customarily have

favored the expression, emotional prosperity. It underlines the person's abstract

judgment of their own effect and life fulfillments. As of late, scientists have

started to separate emotional satisfaction from a related however separate

conceptualization of bliss (Teeter, 2016).

CHAPTER NO. 3

METHOD
Chapter 3

Method

3.1 Research Design

The approach of this research was quantitative in nature and a cross

sectional research design was used. This study followed the quantitative research

design. A questionnaire was used to gather information from students to find out

the efficiency of emotional intelligence and subjective happiness in the

individuals. Numeral information was measured to depict the enthusiastic

knowledge level of self-improvement on emotional satisfaction of undergraduate

students.

3.2 Sampling Strategy

Stratified random sampling strategy was used. It is the basic inspecting

plan of research and questioning. A large amount of students was considered from

universities especially bachelors program for this research questionnaire. Every

individual has been picked anonymously from the bachelors department only

regardless of their subject of study.

3.3 Sample

The data was collected from for different universities including University

of Management and Technology, University of Central Punjab, Comsats

University and University of Punjab. The reason of the wide spectrum of data

collection can be alluded to the fact that the research had to be done in such a way

that it covers a diverse population of students from different institutes and

different major backgrounds in order to trace their emotional intelligence in

relevance with the common experience of students regardless of their institution

affiliations.

The data was collected from 400 undergraduates, both male and female

students respectively. According to the sample research requirements the samples

was been filled in maximum five minutes as it was quite convenient to fill in the

questionnaire.

3.4 Inclusion Criteria

The inclusion criterion of this research was primarily students from the

undergraduate program as they are the ones facing the most academic pressure

throughout the semesters. The typical inclusion criteria of the population of this

research are a diverse population of undergraduate students who belong to

different universities and different major subjects respectively. Undergrad

students are usually under 22 years of age therefore students from 19 to 22 years

of age were included in the research.

3.5 Exclusion Criteria

The exclusion criteria of this research were other cities institutions,

remaining universities of Lahore were not taken under consideration for filling the

questionnaire. In addition to that, students over the age of 24 were not allowed to

participate on the data collection or the questionnaire filling campaign for this

research, this is because the research had to be kept cantered to the undergrad

students only. Apart from that, the visitors in any university were also not
included in the data collection and any graduated students were also not

entertained for this research.

3.6 Operational definitions of variable

Emotional Intelligence

Primarily, the variable emotional intelligence alludes to the capacity to see,

control, and assess feelings and human emotions. A couple of analysts

recommend that this enthusiastic or in other words, emotional insight can be

learned and fortified as well however, while others guarantee that it is an intrinsic

trademark. This means to say that the initial capacity to communicate and control

feelings is fundamental and highly subjective in its nature yet so is the capacity to

comprehend, decipher, and react to the feelings of others. Therefore it tends to

differ from person to person regardless of the primary stimulus that they are

exposed to (Lehman, 2020).

Personal Growth

Apart from the emotional intelligence, there is personal growth which can

also be taken into the meaning of self-awareness which alludes to the mental and

emotional growth of the individuals respectively. In other words, personal growth

can also be taken into the meaning of self-improvement as it enhances the

personal traits related to emotions and feelings and makes the individuals aware of

themselves. Primarily, personal growth, or self-awareness is simply the cycle by

which an individual perceives oneself and ceaselessly creates oneself to arrive at

their maximum capacity. They strive to reach their optimum capacity in

everything and the challenges that they are exposed to in their life circumstances.
In addition to that, the phenomenon of Self-improvement is also a significant

piece of an individual’s development, development, achievement and joy (Ashiq,

2020).

Subjective Happiness

The phenomenon of subjective happiness is also included in the research.

The idea of bliss or happiness is highly subjective in its nature and hence it varies

from person to person. Happiness is utilized differently. In the largest sense it is

an umbrella term for all that is acceptable. In this importance it is regularly

utilized reciprocally with terms like prosperity and personal satisfaction; and

signifies both individual and social government assistance. This utilization of

words proposes that there is one extreme acceptable and camouflages contrasts in

interest among people and society. It further recommends that everything benefits

can be incorporated in one last size of worth, which isn't the situation. The term is

only an umbrella for various ideas of what is acceptable and promotes a greater

sense of happiness (Veenhoven, 2012).

3.7 Variables and Measures

Emotional insight suggests that this eager or all in all, enthusiastic

understanding can be learned and braced also nonetheless. It intends to say that

the underlying ability to impart and control emotions is major and exceptionally

abstract in its tendency yet so is the ability to grasp, unravel, and respond to the

sensations of others. Subsequently it will in general contrast from one individual

to another paying little mind to the essential upgrade that they are presented to.
 In addition to that, another prevailing variable in the purposed research is

self- improvement, which can likewise be taken into the significance of

mindfulness which implies the psychological and enthusiastic development of the

people separately. As such, self-improvement can likewise be taken into the

significance of personal growth as it upgrades the individual qualities identified

with feelings and sentiments and makes the people mindful of themselves.

Fundamentally, self-awareness, or mindfulness is just the cycle by which an

individual sees oneself and perpetually makes oneself to show up at their greatest

limit.

Apart from the aforementioned, the wonder of emotional satisfaction was

also present. The possibility of euphoria or bliss was exceptionally emotional in

its temperament and henceforth it differs from one individual to another.

Satisfaction is used in an unexpected way. In the biggest sense it is an umbrella

term for all that is worthy. In this significance it was consistently used

correspondingly with terms like flourishing or individual fulfillments; and

connotes both individual and social government help. This usage of words

recommends that there is one limit satisfactory and covers contrasts in interest

among individuals and society. It further suggests that all that advantages can be

joined in one final size of worth, which isn't the circumstance.

Dependent and Independent Variables

Three variables were used in this research. Independent variables include

emotional intelligence and personal growth. These are independent in nature

because they cannot be changed by the other variables trying to measure.

Subjective happiness is a dependent variable because it can be changed.

 The students finished the Trait Emotional Intelligence Questionnaire –

Short Form (TEIQue-SF) (Petrides and Furnham, 2006), Personal Growth

Initiative Scale – II (Robitschek et al., 2012) and Subjective Happiness Scale

(Lyubomirsky and Lepper, 1999).

Joy in Ghanaian understudies higher scores showing higher passionate

insight. The dependability of scores from the TEIQue SF in the current

examination test was 0.78. The personal growth initiative comprises of 16 things

which measure the four sub-areas; Readiness for Change (4), Plan fullness (5),

Using Resources (3) and Intentional Behaviour (4). Things on the scale include; I

set sensible objectives for what I need to change about myself I can advise when I

am prepared to roll out explicit improvements in myself I realize how to make a

reasonable arrangement to change myself and I accept each open door to develop

as it comes up. A complete self-awareness activity score and sub-area scores were

processed for every one of the members in the investigation.

The subjective happiness contained 4-things to quantify a person is

abstract joy according to other people. Things on the scale remember when all is

said in done, I consider myself with reactions going between 1(not an

exceptionally cheerful individual) and 7(a glad individual). A few groups are by

and large extremely cheerful. They appreciate life paying little heed to what is

happening, benefiting from everything. How much does this portrayal depict one's

reactions ran between 1(not by any means) and 7(to an extraordinary

arrangement). In this examination, the scale showed a reasonable unwavering

quality with an inside consistency worth of 0ghts of what is adequate and

advances a more prominent feeling of satisfaction.

Demographics

The demographic information of the students was also considered while

determining the questionnaire such as the name, age and department that the

person belongs to. Personal information such as gender, present class and the

institute were also taken into account. Apart from that personal information like

their grades were also considered.

3.8 Procedure

In order to work on this research, google form for a survey questionnaire

was selected and got it printed to set work in motion. Secondly, took permission

from Lahore College for Women University department home economics in order

to let me visit different universities for the purpose of data collection. Different

universities were visited within Lahore like Punjab University, Comsat

University, University of Central Punjab, University of Management and

Technology on alternative days for a couple of hours each day and collected data

from both male and female students.. The purpose of this study was to primarily

focus on the emotional intelligence of undergraduate students who have to face

academic pressure with their personal happenings of life and this research also

focused on the way to effectively respond to personal emotional turmoil whilst

combatting with their academic pressure and vice versa. Students usually are not

exposed to the idea of emotional intelligence and therefore they lack skills of self-

awareness and self-management. This research seeks ways to harness full

potential of individuals in order to make the best use of their abilities while

enabling them to balance the tides of their emotions and feelings. The students
were informed that their participation in the study was voluntary and that their

data were protected for use only for said research purpose.

3.9 Statistical Analysis

To test and analyze relation between variables of the research and explore

the significance or insignificance or the level of acceptance or rejection, the

researcher applied the statistical analysis test using SPSS. The descriptive analysis

of this research includes the determination of frequency percentage, standard and

mean deviation. The research was based on questionnaires based survey which

was divided into research questions. The methodology of the research was

designed in such a way that any student who had an average emotional

intelligence ratio was not included in the final data. To explore the comparison

between the high and low groups and determine the level of emotional intelligence

in the students the simple sampling strategy was employed to the research.

Correlations were found using Pearson’s correlations on SPSS. The significance

level is used was 0.01.

CHAPTER NO. 4

RESULTS
Chapter 4

Results

The study focused on the effects of emotional intelligence and personal

growth on subjective happiness of undergraduates. In the present chapter, the

findings of the primary research data obtained from the survey are presented.

Descriptive and inferential both statistics were applied to obtain numerical and

factual results. In the light of the survey conducted under study, the following

results were gathered and chalked out as the findings.

 Table 4.1

Percentage distribution of trait emotional intelligence among undergraduates

Statements Completely Strongly Disagree Neutral Agree Strongly Completely

Disagree Disagree Somewhat % Somewhat Agree Agree
% % % % % %
1 Expressing my 10.5% 9.3% 11.8% 22.0% 21.0% 10.8% 14.8%
emotions with
words is not a
problem for
me.
I often find it 12.5% 8.5% 19.8% 19.5% 24.8% 13.0% 2.0%
difficult to see
things from
another
person’s
viewpoint.
On the whole, 6.3% 5.0% 10.8% 25.0% 25.8% 15.3% 12.0%
I’m a highly
motivated
person.
I find it 4.8% 7.2% 12.3% 29.5% 24.8% 14.5% 7.0%
difficult to
regulate my
emotions
I generally 14.0% 11.3% 16.0% 21.3% 21.3% 11.5% 4.8%
don’t find life
enjoyable.
I can deal 7.5% 4.5% 12.5% 17.3% 20.5% 24.3% 13.5%
effectively with
people.
I tend to change 6.8% 5.5% 15.3% 27.3% 17.5% 16.3% 11.5%
my mind
frequently.
Many times, I 10.5% 5.5% 13.3% 19.3% 22.3% 17.0% 12.3%
can’t figure out
what emotion
I'm feeling.
I feel that I 7.0% 5.3% 11.0% 16.0% 27.0% 20.0% 13.8%
have a number
of good
qualities.
I often find it 10.0% 8.5% 11.5% 20.8% 22.0% 18.5% 8.8%
difficult to
stand up for my
rights.
I’m usually 4.5% 8.8% 11.3% 30.8% 24.8% 13.0% 7.0%
able to
influence the
way other
people feel.
On the whole, I 8.5% 7.0% 11.3% 26.0% 27.3% 13.8% 6.3%
have a gloomy
perspective on
most things.
Those close to 16.5% 13.5% 15.0% 19.5% 13.8% 12.3% 9.5%
me often
complain that I
don’t treat them
right.
I often find it 11.3% 7.0% 18.0% 25.5% 18.3% 11.8% 8.3%
difficult to
adjust my life
according to
the
circumstances.
On the whole, 6.5% 10.5% 13.0% 22.0% 23.0% 13.5% 11.5%
I’m able to deal
with stress.
I often find it 9.8% 10.3% 11.0% 23.8% 25.8% 10.5% 9.0%
difficult to
show my
affection to
those close to
me.
I’m normally 2.0% 6.0% 10.5% 36.3% 18.3% 14.8% 12.3%
able to “get into
someone’s
shoes” and
experience their
emotions.
I normally find 14.0% 6.8% 19.3% 27.5% 18.8% 9.5% 4.3%
it difficult to
keep myself
motivated.
I’m usually 8.3% 7.8% 17.0% 23.8% 19.0% 15.5% 8.8%
able to find
ways to control
my emotions
when I want to.
On the whole, 2.8% 3.3% 11.0% 26.0% 23.5% 18.3% 15.3%
I’m pleased
with my life.
I would 6.3% 6.0% 12.3% 28.%5 22.8% 14.2% 10.0%
describe myself
as a good
negotiator.
I tend to get 8.5% 4.8% 9.5% 28.2% 19.5% 16.3% 13.3%
involved in
things I later
wish I could get
out of.
I often pause 4.8% 6.0% 9.3% 25.8% 22.8% 18.8% 12.8%
and think about
my feelings.
I believe I’m 4.8% 4.0% 10.3% 25.3% 25.3% 16.8% 13.8%
full of personal
strengths.
I tend to “back 6.0% 6.3% 10.5% 23.0% 26.8% 15.5% 12.0%
down” even if I
know I’m right.
I don’t seem to 2.5% 8.5% 15.0% 31.3% 25.8% 10.3% 6.8%
have any power
at all over other
people’s
feelings.
I generally 4.0% 11.3% 11.0% 22.8% 21.5% 19.3% 10.3%
believe that
things will
work out fine in
my life.
I find it 5.5% 4.3% 19.5% 24.8% 21.5% 13.5% 11.0%
difficult to
bond well even
with those
close to me.
Generally, I’m 4.0% 9.8% 11.3% 24.5% 16.3% 22.5% 11.8%
able to adapt to
new
environments.
Others admire 9.8% 2.5% 16.0% 22.8% 21.8% 15.0% 13.3%
me for being
relaxed.

Table 4.1 shows the percentage distribution of trait emotional intelligence

among undergraduate students of different universities in Lahore. Students

completed the 30 items related to emotional intelligence. There were seven

possible responses followed by the students as Completely Disagree=1, Strongly

Disagree=2, Disagree Somewhat=3, Neutral=4, Agree Somewhat=5, Strongly

Agree=6, Completely Agree=7.

Table 4.2

Percentage distribution of personal growth initiative among undergraduates

Statements Disagree Disagree Disagree Agree Agree Agree

Strongly Somewhat a Little a Little Somewhat Strongly
% % % % % %
I set realistic goals for what 8.3% 7.0% 21.0% 23.3% 20.8% 19.8%
I want to change about
myself.
I can tell when I am ready 5.5% 8.3% 18.8% 29.8% 26.5% 11.3%
to make specific changes in
myself.
I know how to make a 6.8% 9.5% 15.3% 31.8% 21.3% 14.8%
realistic plan in order to
change myself.
I take every opportunity to 5.5% 8.8% 20.3% 28.2% 23.0% 14.2%
grow as it comes up.
When I try to change 4.8% 9.3% 21.0% 20.8% 25.8% 18.5%
myself, I make a realistic
plan for my personal
growth.
I ask for help when I try to 6.0% 8.3% 19.3% 24.3% 28.2% 14.0%
change myself.
I actively work to improve 6.8% 4.8% 17.8% 28.5% 21.5% 20.8%
myself.
I figure out what I need to 5.8% 7.0% 13.0% 26.3% 28.7% 19.3%
change about myself.
I am constantly trying to 8.3% 9.3% 15.8% 23.5% 23.5% 19.8%
grow as a person.
I know how to set realistic 5.0% 8.3% 20.3% 26.3% 21.3% 19.0%
goals to make changes in
myself.
I know when I need to make 2.0% 10.5% 15.8% 30.8% 28.5% 12.5%
a specific change in myself.
I use resources when I try to 5.5% 5.0% 14.8% 29.8% 32.3% 12.8%
grow.
I know steps I can take to 4.3% 6.8% 20.5% 29.8% 19.0% 19.8%
make intentional changes in
myself.
I actively seek out help 7.0% 14.2% 16.5% 23.3% 24.8% 14.2%
when I try to change myself.
I look for opportunities to 4.0% 9.0% 12.5% 30.8% 22.8% 21.0%
grow as a person.
I know when it’s time to 3.3% 5.8% 15.5% 32.5% 21.5% 20.0%
change specific things about
myself.

Table 4.2 shows the percentage distribution of personal growth initiative

among undergraduates. Students completed the 16 items relating to personal

growth initiative which measure the four sub-areas i.e. readiness for change, plan

fullness, using resources and intentional behavior.

Table 4.3

Percentage distribution of subjective happiness among undergraduates

Statements Completely Strongly Disagree Neutral Agree Strongly Completely

Disagree Disagree Somewhat % Somewhat Agree Agree
% % % % % %
In general, I 7.8% 9.8% 12.8% 20.5% 19.5% 16.8% 13.0%
consider
myself.
Compared to 5.0% 12.8% 14.0% 28.5% 16.3% 17.8% 5.8%
most of my
peers, I
consider
myself.
Some people 2.0% 7.5% 8.8% 28.7% 21.5% 15.3% 15.8%
are generally
very happy.
Some people 5.0% 9.3% 21.0% 24.8% 15.8% 9.0% 15.3%
are generally
not very happy.

Table 4.3 shows the percentage distribution of subjective happiness

among undergraduate students of different universities in Lahore. Students

completed the 4 items related to subjective happiness. There were seven possible

responses followed by the students as Completely Disagree=1, Strongly

Disagree=2, Disagree Somewhat=3, Neutral=4, Agree Somewhat=5, Strongly

Agree=6, Completely Agree=7.

Table 4.4

Pearson correlation of emotional intelligence, personal growth initiative and

subjective happiness

AvgEmInt AvgPGI AvgSHS

AvgEmInt Pearson Correlation 1 .440** .198**

Sig. (2-tailed) .000 .000

AvgPGI Pearson Correlation .440** 1 .327**

Sig. (2-tailed) .000 .000

AvgSHS Pearson Correlation .198** .327** 1

Sig. (2-tailed) .000 .000

**. Correlation is significant at the 0.01 level (2-tailed).

Table 4.4 shows that there are strong effects of emotional intelligence and

personal growth initiative on subjective happiness of undergraduates. Correlation

refers to a technique used to measure the relationship between two or more

variables, when two things are correlated; it means that they vary together.

Positive correlation means that high scores on one are associated with high score

on the other hand and that low scores on one are associated with low scores on

other hand. Negative correlation, on the other hand, means that high scores on the

first thing are associated with low score on the second.

CHAPTER NO. 5

DISCUSSION AND

CONCLUSION
Chapter 5

Discussion and Conclusion

This study involves the extrapolation of emotional intelligence among the

students studying in universities, specifically in the Bachelors program. The aim

of this research is to explore certain effects of emotional intelligence as well as the

effects of personal growth on students studying in undergraduate programs in

different universities. In addition to that, it also focuses on the phenomenon of

subjective happiness which varies from person to person and how the ability to

manage one's own emotional happiness can affect their relation with their society

at large. The goal of this study was the extrapolation of emotional intelligence

among the students studying in universities, specifically in the Bachelor's

program. This research aims to explore certain effects of emotional intelligence as

well as the effects of personal growth on students studying in undergraduate

programs in different universities. In addition to that, it also focuses on the

phenomenon of subjective happiness which varies from person to person, and how

the ability to manage one's emotional happiness can affect their social relations.

The findings of this study were focused on students from bachelor's

programs who were required to fill questionnaires. The results indicated the

variety of responses of the individuals focusing on their emotional intelligence

and subjective happiness. The results, therefore, elucidate that emotional

intelligence is affected by the positive and negative experiences of undergraduate

students. The multitude of effects of emotional intelligence and personal growth is

affective on the subjective or personal happiness of the individuals therefore the

illustrated graphs can reflect the fluctuation of subjective happiness from person

to person.

Primarily, a quantitative research methodology of survey questionnaire has

been employed in this research which has been able to chalk out the results

effectively. The research was carried out while keeping in view the research aims

and objectives and specifically the research questions. The first research question

was what are the effects of emotional intelligence on the social wellbeing of

undergraduate students? During the collection of data, multiple students reacted to

the questions in a multiple way especially the questions focused on the emotional

intelligence of the students. The findings regarding the aforementioned question

have been able to conclude that most students did not find it difficult to talk about

their emotional turmoil through their words. In particular, 14.8% of the

respondents completely agreed that it is not much difficult for them to voice their

emotional problems. On the contrary, about 10.5%of the respondents were

completely disagreeing with the statement and had a hindrance in voicing their

emotional concerns. In addition to that, a staunching 7% of the respondents

completely agreed that they usually find it difficult to regulate their emotions.

The second research question revealed does the students’ ability in

managing their emotional state contribute to their happiness on a subjective level

or not? Subjective happiness is highly fluctuating as it depends upon one's self and

their ability to handle emotional turmoil or academics in a way that does not affect

their subjective happiness. The findings of this research regarding the

aforementioned question of subjective happiness have been able to enunciate that

about 4.8% of the respondents completely agree that they do not find their life
enjoyable and are rather not happy as compared to many others. On the contrary,

about an astonishing 14t to16% of the respondents have disagreed with the

aforementioned statement and found life enjoyable as they were probably more

focused and more reliable in managing their subjective happiness (Wigtil, 2015).

The results of different people continue to vary as the research focuses on

subjective happiness which is the phenomenon with the highest amount of

fluctuation among individuals depending on the subjective situations that they

have been exposed to in their daily lives. In addition to that, about 17% of the

respondents strongly agreed to the fact that sometimes they cannot control and

recognize their own emotions, they are sometimes unable to perceive their own

emotions which severely affect their subjective happiness.

In addition to that, the third question of this research focused how the

abilities for managing social relationships are necessary or helpful for the

happiness of individuals? The undergraduate students are exposed to a variety of

people from different backgrounds and academic majors therefore the amount of

social attraction that they are exposed to is manifold as compared to any other

individual. Therefore their subjective happiness may also become influenced by

the social relationships that they have.

Similar to Bustamante (2019), this research also aims to explore the

dimensions and relation between the emotional happiness of individuals and the

affect it has on their subjective happiness. This research also clearly pens down

the clear association within the aforementioned two terms. However, on contrary

to his research which does not find any relation between the emotional happiness

and its variants such as psychological happiness. This research on the contrary
finds a certain connection between the psychological health of a person and their

subjective happiness. Therefore there is a significant relationship between the

emotional happiness of the students and their subjective happiness. In addition to

that, the researcher Shaheen (2016) also enunciates in his research that the girls

and boys have a difference of emotional intelligence and hence subjective

happiness. Hence, a gender difference is evident in the emotional intelligence and

subjective happiness of the students. Therefore, the promotion of emotional

wellbeing and subjective happiness is crucial to protect the well-being on the

individuals.

Conclusion

This research examined the importance of emotional intelligence, as well

as personal growth, which cannot be denied at all when it comes to determining

the subjective happiness of undergraduate students. Undergrad studies is a time of

high academic and social pressure characterized by the stress of grades and the

upcoming professional life which is why the subjective happiness of individuals is

often compromised.

It was concluded that emotional intelligence in students of bachelors and

their subjective happiness relatively fluctuates depending upon their academic

workload. Personal growth initiative is a relative term when it comes to the

subjective happiness of the undergraduate students. The research itself has been

effective in elucidating the importance of emotional intelligence, management of

stress, and personal and emotional growth when it comes to determining the

subjective happiness of individuals.

 CHAPTER NO. 6

LIMITATIONS AND

RECOMMENDATIONS
Chapter 6

Limitations and Recommendations

Limitations

The data collection was difficult due to the limited time and pandemic outbreak.

• The study does not take into account any temporal influences on the

students who are filling the questionnaires in relation with their subjective

happiness.

• Often students are not readily available to let their emotional stress reflect

on questionnaires which were one of the challenges faced during the data

collection.

• Not taking other students also is another limitation as they also face

academic and emotional stress.

Recommendations

The conducted study has made a few recommendations and suggestions

• First of all it is highly recommended that emotional intelligence and

subjective happiness should be given Utmost importance in academics.

• Such researches should be conducted more as they focus on emotional and

psychological well-being of the future of our generations.

• Students should be taught ways to deal with emotional turmoil and stress

in lieu with their academic activities.

• Many students fill in the questionnaire without reading the questions

thoroughly. Make sure that the engagement between the researcher and

their subject is well enough to take the authentic information.

• Some people hesitate in filling out the questionnaire as they are afraid of

giving away any personal information to any researcher. In that case make

the subject comfortable and assure then of their intentions and purpose so

get the best possible outcome.

• For such a study which outreaches a larger audience make sure one visit

multiple universities in order to trace out and decipher a greater response

from the subjects. This is the best approach towards any quantitative

research.
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ANNEXURES
QUESTIONNAIRE
Age _____________ Gender: Male/ Female

Semester _________ Department__________________

Institute ________________________________

Instructions: Please answer each statement below by putting a circle around the number that best reflects the
degree of agreement or disagreement with that statement. Do not think too long about the exact meaning of
the statements. There is no right or wrong answer.

Trait Emotional Intelligence Questionnaire

There are seven possible responses to each statement ranging from ‘Completely Disagree’ (number 1) to
‘Completely Agree’ (number 7).

Statements Completel Strongly Disagree Neutra Agree Strongl Completel

y Disagree Disagre Somewha l Somewha y Agree y Agree
e t t

Expressing 1 2 3 4 5 6 7
my emotions
with words is
not a problem
for me.

I often find it 1 2 3 4 5 6 7
difficult to see
things from
another
person’s
viewpoint.

On the whole, 1 2 3 4 5 6 7
I’m a highly
motivated
person.

I usually find 1 2 3 4 5 6 7
it difficult to
regulate my
emotions.

I generally 1 2 3 4 5 6 7
don’t find life
enjoyable.

I can deal 1 2 3 4 5 6 7
effectively
with people.

I tend to 1 2 3 4 5 6 7
change my
mind
frequently.
Many times, I 1 2 3 4 5 6 7
can’t figure
out what
emotion I'm
feeling.

I feel that I 1 2 3 4 5 6 7
have a number
of good
qualities.

I often find it 1 2 3 4 5 6 7
difficult to
stand up for
my rights.

I’m usually 1 2 3 4 5 6 7
able to
influence the
way other
people feel.

On the whole, 1 2 3 4 5 6 7
I have a
gloomy
perspective on
most things.

Those close to 1 2 3 4 5 6 7
me often
complain that
I don’t treat
them right.

I often find it 1 2 3 4 5 6 7
difficult to
adjust my life
according to
the
circumstances
.

On the whole, 1 2 3 4 5 6 7
I’m able to
deal with
stress.

I often find it 1 2 3 4 5 6 7
difficult to
show my
affection to
those close to
me.

I’m normally 1 2 3 4 5 6 7
able to “get
into
someone’s
shoes” and
experience
their
emotions.

I normally 1 2 3 4 5 6 7
find it difficult
to keep myself
motivated.

I’m usually 1 2 3 4 5 6 7
able to find
ways to
control my
emotions
when I want
to.

On the whole, 1 2 3 4 5 6 7
I’m pleased
with my life.

I would 1 2 3 4 5 6 7
describe
myself as a
good
negotiator.

I tend to get 1 2 3 4 5 6 7
involved in
things I later
wish I could
get out of.

I often pause 1 2 3 4 5 6 7
and think
about my
feelings.

I believe I’m 1 2 3 4 5 6 7
full of
personal
strengths.

I tend to 1 2 3 4 5 6 7
“back down”
even if I know
I’m right.

I don’t seem 2 2 3 4 5 6 7
to have any
power at all
over other
people’s
feelings.
I generally 1 2 3 4 5 6 7
believe that
things will
work out fine
in my life.

I find it 1 2 3 4 5 6 7
difficult to
bond well
even with
those close to
me.

Generally, I’m 1 2 3 4 5 6 7
able to adapt
to new
environments.

Others admire 1 2 3 4 5 6 7
me for being
relaxed.

Personal Growth Initiative

Statements Disagree Disagree Disagree Agree a Agree Agree

Strongly Somewhat a Little Little Somewhat Strongly

I set realistic goals for what 0 1 2 3 4 5

I want to change about
myself.

I can tell when I am ready 0 1 2 3 4 5

to make specific changes in
myself.

I know how to make a 0 1 2 3 4 5

realistic plan in order to
change myself.

I take every opportunity to 0 1 2 3 4 5

grow as it comes up.

When I try to change 0 1 2 3 4 5

myself, I make a realistic
plan for my personal
growth.

I ask for help when I try to 0 1 2 3 4 5

change myself.

I actively work to improve 0 1 2 3 4 5

myself.
I figure out what I need to 0 1 2 3 4 5
change about myself.

I am constantly trying to 0 1 2 3 4 5
grow as a person.

I know how to set realistic 0 1 2 3 4 5

goals to make changes in
myself.

I know when I need to 0 1 2 3 4 5

make a specific change in
myself.

I use resources when I try 0 1 2 3 4 5

to grow.

I know steps I can take to 0 1 2 3 4 5

make intentional changes in
myself.

I actively seek out help 0 1 2 3 4 5

when I try to change
myself.

I look for opportunities to 0 1 2 3 4 5

grow as a person.

I know when it’s time to 0 1 2 3 4 5

change specific things
about myself.

Subjective Happiness Scale

In general, I consider myself. 1 2 3 4 5 6 7

Compared to most of my peers, I 1 2 3 4 5 6 7

consider myself.

Some people are generally very 1 2 3 4 5 6 7

happy. They enjoy life regardless of
what is going on, getting the most out
of everything. To what extent does
this characterization describe you?

Some people are generally not very 1 2 3 4 5 6 7

happy. Although they are not
depressed, they never seem as happy
as they might be. To what extend
does this characterization describe
you?
DESCRIPTIVE ANALYSIS
 ANNEXURE B (DESCRIPTIVE ANALYSIS)

Figure: 1

According to the graph 1, 14.8% of the respondents completely agree that

my emotions with words is not a problem for me 10.8% of the respondents

strongly agree 21% of the respondents agree somewhat and 22% of the

respondents replied neutral. While 11.8% of the respondents were disagree

somewhat 9.3% were strongly disagree and 10.5%of the respondents were

completely disagree.

Figure: 2
 According to the graph 2, 2% of the respondents completely agree that I

often find it difficult to see things from another person’s viewpoint 13% of the

respondents strongly agree 24.8% of the respondents agree somewhat and 19.5%

of the respondents replied neutral. While 19.8% of the respondents were disagree

somewhat 8.5% were strongly disagree and 12.5%of the respondents were

completely disagree.

Figure: 3

According to the graph 3, 12% of the respondents completely agree that I

am a highly motivated person 15% of the respondents strongly agree 25.8% of the

respondents agree somewhat and 25% of the respondents replied neutral. While

10.8% of the respondents were disagree somewhat 5% were strongly disagree and

6.3%of the respondents were completely disagree.

Figure: 4

According to the graph 4, 7% of the respondents completely agree that I

find it difficult to regulate my emotions 14.5% of the respondents strongly agree

24.8% of the respondents agree somewhat and 29.5% of the respondents replied

neutral. While 12.3% of the respondents were disagree somewhat 7.2% were

strongly disagree and 4.8% of the respondents were completely disagree.

Figure: 5

According to the graph 5, 4.8% of the respondents completely agree that I

don’t find life enjoyable 11.5% of the respondents strongly agree 21.3% of the

respondents agree somewhat and 21.3% of the respondents replied neutral. While
16% of the respondents were disagree somewhat 11.3% were strongly disagree

and 14% of the respondents were completely disagree.

Figure: 6

According to the graph 6, 13.5% of the respondents completely agree that I

deal effectively with people 24.3% of the respondents strongly agree 20.5% of the

respondents agree somewhat and 17.3% of the respondents replied neutral. While

12.5% of the respondents were disagree somewhat 4.5% were strongly disagree

and 7.5% of the respondents were completely disagree.

Figure: 7
 According to the graph 7, 11.5% of the respondents completely agree that I

change my mind frequently 16.3% of the respondents strongly agree 17.5% of the

respondents agree somewhat and 27.3% of the respondents replied neutral. While

15.3% of the respondents were disagree somewhat 5.5% were strongly disagree

and 6.8% of the respondents were completely disagree.

Figure: 8

According to the graph 8, 12.3% of the respondents completely agree that I

can’t figure out what emotions I’m feelings 17% of the respondents strongly agree

22.3% of the respondents agree somewhat and 19.3% of the respondents replied

neutral. While 13.3% of the respondents were disagree somewhat 5.5% were

strongly disagree and 10.5% of the respondents were completely disagree.

Figure: 9

According to the graph 9, 13.8% of the respondents completely agree that I

have number of good qualities 20% of the respondents strongly agree 27% of the

respondents agree somewhat and 16% of the respondents replied neutral. While

11% of the respondents were disagree somewhat 5.3% were strongly disagree and

7% of the respondents were completely disagree.

Figure: 10

According to the graph 10, 8.8% of the respondents completely agree that I

find difficult to stand up for my rights 18.5% of the respondents strongly agree

22% of the respondents agree somewhat and 20.8% of the respondents replied
neutral. While 11.5% of the respondents were disagree somewhat 8.5% were

strongly disagree and 10% of the respondents were completely disagree.

Figure: 11

According to the graph 11, 7% of the respondents completely agree that I

am able to influence the way other people feel 13% of the respondents strongly

agree 24.8% of the respondents agree somewhat and 30.8% of the respondents

replied neutral. While 11.3% of the respondents were disagree somewhat 8.8%

were strongly disagree and 4.5% of the respondents were completely disagree.

Figure: 12
 According to the graph 12, 6.3% of the respondents completely agree that I

am a gloomy perspective on most things 13.8% of the respondents strongly agree

27.3% of the respondents agree somewhat and 26% of the respondents replied

neutral. While 11.3% of the respondents were disagree somewhat 7% were

strongly disagree and 8.5% of the respondents were completely disagree.

Figure: 13

According to the graph 13, 9.5% of the respondents completely agree that I

often don’t treat them right 12.3% of the respondents strongly agree 13.8% of the

respondents agree somewhat and 19.5% of the respondents replied neutral. While

15% of the respondents were disagree somewhat 13.5% were strongly disagree

and 16.5% of the respondents were completely disagree.

Figure: 14

According to the graph 14, 8.3% of the respondents completely agree that I

difficult to adjust my life according to the circumstances 11.8% of the respondents

strongly agree 18.3% of the respondents agree somewhat and 25.5% of the

respondents replied neutral. While 18% of the respondents were disagree

somewhat 7% were strongly disagree and 11.3% of the respondents were

completely disagree.

Figure: 15

According to the graph 15, 11.5% of the respondents completely agree that

I am able to deal with stress 13.5% of the respondents strongly agree 23% of the
respondents agree somewhat and 22% of the respondents replied neutral. While

13% of the respondents were disagree somewhat 10.5% were strongly disagree

and 6.5% of the respondents were completely disagree.

Figure: 16

According to the graph 16, 9% of the respondents completely agree that I

often find it difficult to show my affection 10.5% of the respondents strongly

agree 25.8% of the respondents agree somewhat and 23.8% of the respondents

replied neutral. While 11% of the respondents were disagree somewhat 10.3%

were strongly disagree and 9.8% of the respondents were completely disagree.

Figure: 17
 According to the graph 17, 12.3% of the respondents completely agree that

I am able to get into someone’s shoes and their experience emotions 14.8% of the

respondents strongly agree 18.3% of the respondents agree somewhat and 36.3%

of the respondents replied neutral. While 10.5% of the respondents were disagree

somewhat 6% were strongly disagree and 2% of the respondents were completely

disagree.

Figure 18

According to the graph 18, 4.3% of the respondents completely agree that I

find difficult to keep myself motivated 9.5% of the respondents strongly agree

18.8% of the respondents agree somewhat and 27.5% of the respondents replied

neutral. While 19.3% of the respondents were disagree somewhat 6.8% were

strongly disagree and 14% of the respondents were completely disagree.

Figure: 19

According to the graph 19, 8.8% of the respondents completely agree that I

find ways to control my emotions 15.5% of the respondents strongly agree 19% of

the respondents agree somewhat and 23.8% of the respondents replied neutral.

While 17% of the respondents were disagree somewhat 7.8% were strongly

disagree and 8.3% of the respondents were completely disagree.

Figure: 20

According to the graph 20, 15.3% of the respondents completely agree that

I am pleased with my life 18.3% of the respondents strongly agree 23.5% of the
respondents agree somewhat and 26% of the respondents replied neutral. While

11% of the respondents were disagree somewhat 3.3% were strongly disagree and

2.8% of the respondents were completely disagree.

Figure: 21

According to the graph 21, 10% of the respondents completely agree that I

describe myself as a good negotiator 14.2% of the respondents strongly agree

22.8% of the respondents agree somewhat and 28.5% of the respondents replied

neutral. While 12.3% of the respondents were disagree somewhat 6% were

strongly disagree and 6.3% of the respondents were completely disagree.

Figure: 22

According to the graph 22, 13.3% of the respondents completely agree that

I tend to get involved in things 16.3% of the respondents strongly agree 19.5% of

the respondents agree somewhat and 28.2% of the respondents replied neutral.

While 9.5% of the respondents were disagree somewhat 4.8% were strongly

disagree and 8.5% of the respondents were completely disagree.

Figure: 23

According to the graph 23, 12.8% of the respondents completely agree that

I think about my feelings 18.8% of the respondents strongly agree 22.8% of the

respondents agree somewhat and 25.8% of the respondents replied neutral. While
9.3% of the respondents were disagree somewhat 6% were strongly disagree and

4.8% of the respondents were completely disagree.

Figure: 24

According to the graph 24, 13.8% of the respondents completely agree that

I am full of personal strengths 16.8% of the respondents strongly agree 25.3% of

the respondents agree somewhat and 25.3% of the respondents replied neutral.

While 10.3% of the respondents were disagree somewhat 4% were strongly

disagree and 4.8% of the respondents were completely disagree.

Figure: 25
 According to the graph 25, 12% of the respondents completely agree that I

tend to back down even if I know I am right 15.5% of the respondents strongly

agree 26.8% of the respondents agree somewhat and 23% of the respondents

replied neutral. While 10.5% of the respondents were disagree somewhat 6.3%

were strongly disagree and 6% of the respondents were completely disagree.

Figure: 26

According to the graph 26, 6.8% of the respondents completely agree that I

don’t seem to have any power at all over other people’s feel 10.3% of the

respondents strongly agree 25.8% of the respondents agree somewhat and 31.3%

of the respondents replied neutral. While 15% of the respondents were disagree

somewhat 8.5% were strongly disagree and 2.5% of the respondents were

completely disagree.
Figure: 27

According to the graph 27, 10.3% of the respondents completely agree that

I believe things will work out fine in my life 19.3% of the respondents strongly

agree 21.5% of the respondents agree somewhat and 22.8% of the respondents

replied neutral. While 11% of the respondents were disagree somewhat 11.3%

were strongly disagree and 4% of the respondents were completely disagree.

Figure: 28

According to the graph 28, 11% of the respondents completely agree that I

find difficult to bond with those close to me 13.5% of the respondents strongly
agree 21.5% of the respondents agree somewhat and 24.8% of the respondents

replied neutral. While 19.5% of the respondents were disagree somewhat 4.3%

were strongly disagree and 5.5% of the respondents were completely disagree.

Figure: 29

According to the graph 29, 11.8% of the respondents completely agree that

I am a highly motivated person 22.5% of the respondents strongly agree 16.3% of

the respondents agree somewhat and 24.5% of the respondents replied neutral.

While 11.3% of the respondents were disagree somewhat 9.8% were strongly

disagree and 4% of the respondents were completely disagree.

Figure: 30
 According to the graph 30, 2.3% of the respondents completely agree that I

am a highly motivated person 15% of the respondents strongly agree 21.8% of the

respondents agree somewhat and 22.8% of the respondents replied neutral. While

16% of the respondents were disagree somewhat 2.5% were strongly disagree and

9.8% of the respondents were completely disagree.

Figure: 31

According to the graph 31, 19.8% of the respondents agree strongly that I

set realistic goals for what I change about myself 20.8% of the respondents agree

somewhat 23.3% of the respondents agree a little and 21% of the respondents

replied disagree a little. While 7% of the respondents were disagree somewhat and

8.3% of the respondents were disagree strongly.

Figure: 32
 According to the graph 32, 11.3% of the respondents agree strongly that I

am ready to make specific changes in myself 26.5% of the respondents agree

somewhat 29.8% of the respondents agree a little and 18.8% of the respondents

replied disagree a little. While 8.3% of the respondents were disagree somewhat

and 5.5% of the respondents were disagree strongly.

Figure: 33

According to the graph 33, 14.8% of the respondents agree strongly that I

know how to make plan in order to change myself 21.3% of the respondents agree

somewhat 31.8% of the respondents agree a little and 15.3% of the respondents
replied disagree a little. While 9.5% of the respondents were disagree somewhat

and 6.8% of the respondents were disagree strongly.

Figure: 34

According to the graph 34, 14.2% of the respondents agree strongly that I

take every opportunity to grow as it comes up 23% of the respondents agree

somewhat 28.2% of the respondents agree a little and 20.3% of the respondents

replied disagree a little. While 8.8% of the respondents were disagree somewhat

and 5.5% of the respondents were disagree strongly.

Figure: 35
 According to the graph 35, 18.5% of the respondents agree strongly that I

try to change myself and plan for my personal growth 25.8% of the respondents

agree somewhat 20.8% of the respondents agree a little and 21% of the

respondents replied disagree a little. While 9.3% of the respondents were disagree

somewhat and 4.8% of the respondents were disagree strongly.

Figure: 36

According to the graph 36, 14% of the respondents agree strongly that I

ask for help when I try to change myself 28.2% of the respondents agree

somewhat 24.3% of the respondents agree a little and 19.3% of the respondents

replied disagree a little. While 8.3% of the respondents were disagree somewhat

and 6% of the respondents were disagree strongly.

Figure: 37

According to the graph 37, 20.8% of the respondents agree strongly that I

actively improve myself 21.5% of the respondents agree somewhat 28.5% of the

respondents agree a little and 17.8% of the respondents replied disagree a little.

While 4.8% of the respondents were disagree somewhat and 6.8% of the

respondents were disagree strongly.

Figure: 38

According to the graph 38, 19.3% of the respondents agree strongly that I

figure out and need to change about myself 28.7% of the respondents agree

somewhat 26.3% of the respondents agree a little and 13% of the respondents
replied disagree a little. While 7% of the respondents were disagree somewhat and

5.8% of the respondents were disagree strongly.

Figure: 39

According to the graph 39, 19.8% of the respondents agree strongly that I

am constantly trying to grow a person 23.5% of the respondents agree somewhat

23.5% of the respondents agree a little and 15.8% of the respondents replied

disagree a little. While 9.3% of the respondents were disagree somewhat and 8.3%

of the respondents were disagree strongly.

Figure: 40
 According to the graph 40, 19% of the respondents agree strongly that I

know how to set realistic goals to make changes in myself 21.3% of the

respondents agree somewhat 26.3% of the respondents agree a little and 20.3% of

the respondents replied disagree a little. While 8.3% of the respondents were

disagree somewhat and 5% of the respondents were disagree strongly.

Figure: 41

According to the graph 41, 12.5% of the respondents agree strongly that I

need to make a specific changes in myself 28.5% of the respondents agree

somewhat 30.8% of the respondents agree a little and 15.8% of the respondents

replied disagree a little. While 10.5% of the respondents were disagree somewhat

and 2% of the respondents were disagree strongly.

Figure: 42

According to the graph 42, 12.8% of the respondents agree strongly that I

use resources when I try to grow 32.3% of the respondents agree somewhat 29.8%

of the respondents agree a little and 14.8% of the respondents replied disagree a

little. While 5% of the respondents were disagree somewhat and 5.5% of the

respondents were disagree strongly.

Figure: 43

According to the graph 43, 19.8% of the respondents agree strongly that I

can take to make intentional changes in myself 19% of the respondents agree

somewhat 29.8% of the respondents agree a little and 20.5% of the respondents
replied disagree a little. While 6.8% of the respondents were disagree somewhat

and 4.3% of the respondents were disagree strongly.

Figure: 44

According to the graph 44, 14.3% of the respondents agree strongly that I

actively seek out help when I try to change myself 24.8% of the respondents agree

somewhat 23.3% of the respondents agree a little and 16.5% of the respondents

replied disagree a little. While 14.2% of the respondents were disagree somewhat

and 7% of the respondents were disagree strongly.

Figure: 45
 According to the graph 45, 21% of the respondents agree strongly that I

look opportunities to grow as a person 22.8% of the respondents agree somewhat

30.8% of the respondents agree a little and 12.5% of the respondents replied

disagree a little. While 9% of the respondents were disagree somewhat and 4% of

the respondents were disagree strongly.

Figure: 46

According to the graph 46, 20% of the respondents agree strongly that I

know when it’s time to change specific things about myself 21.5% of the

respondents agree somewhat 32.5% of the respondents agree a little and 15.5% of

the respondents replied disagree a little. While 5.8% of the respondents were

disagree somewhat and 3.3% of the respondents were disagree strongly.

Figure: 47
 According to the graph 47, 13% of the respondents completely agree that I

general consider myself 16.8% of the respondents strongly agree 19.5% of the

respondents agree somewhat and 20.5% of the respondents replied neutral. While

12.8% of the respondents were disagree somewhat 9.8% were strongly disagree

and 7.8% of the respondents were completely disagree.

Figure: 48

According to the graph 48, 5.8% of the respondents completely agree that I

compared to most of my peers 17.8% of the respondents strongly agree 16.3% of

the respondents agree somewhat and 28.5% of the respondents replied neutral.
While 14% of the respondents were disagree somewhat 12.8% were strongly

disagree and 5% of the respondents were completely disagree.

Figure: 49

According to the graph 49, 15.8% of the respondents completely agree that to

what extend does this characterization describe a person 15.3% of the respondents

strongly agree 21.5% of the respondents agree somewhat and 28.7% of the

respondents replied neutral. While 8.8% of the respondents were disagree

somewhat 7.5% were strongly disagree and 2% of the respondents were

completely disagree.

Figure: 50
According to the graph 50, 15.3% of the respondents completely agree that to

what extend does characterization describe a person? 9% of the respondents

strongly agree 15.8% of the respondents agree somewhat and 24.8% of the

respondents replied neutral. While 21% of the respondents were disagree

somewhat 9.3% were strongly disagree and 5% of the respondents were

completely disagree.