Gender Differences in Emotional Intelligence Within the STEM Sector

ABSTRACT

The study investigated the gender differences in emotional intelligence (EQ) within the STEM sector. 2,400 participants were taken in total from JCA Global with an age range from 10 to 59. An online Emotional Intelligence Profile (EIP) self-report questionnaire was set-up on JCA Hub and questionnaire links would be sent to JCA client or employees. For this study, I.V. would be emotional intelligence and D.V. would be gender difference. T-test would be used to analyse the data. Findings would show that there is no significant gender difference in emotional intelligence but there is a self-estimation bias as both genders indicated that males have higher EQ level compared to females. It would also be seen that EQ would be linked with positive aspects of an individual which would affect their performance in an organization.

LITERATURE REVIEW

In todays fast pacing contemporary world, changes are brought about in workplace due to due to factors like globalisation, diversity, a competitive advantage, and technological advancements. These challenges and the factors not only have an impact on the organisations themselves, but also have an enormous effect on the employees. An emotion does not only describe feelings but also has an impact on distinctive thoughts, biological states , moods, behavioural dispositions and actions. It can easily be affected by the environmental cues and can lead to both adaptive and destructive behaviour. Emotional Intelligence defines by how people manage and regulate their own emotions. It is a rapidly growing field in the literature, ranging from debate over whether EI is innate or learned, to the classification of specific behaviours that define EI.Maryam Meshkat (2017) conducted a study on undergraduate English majors of three Iranian Universities using Bar-On Emotional Quotient Inventory to investigate whether emotional intelligence depends on gender difference. Results showed that there was no significant difference between the genders for their overall score of emotional intelligence, but females had a higher emotional self-awareness, interpersonal relationship, social responsibility and empathy than males. On the other hand, males scored higher in self-regard, assertiveness, stress tolerance, impulse control and adaptability than women. Thus, women and men may differ on specific competencies. Moreover, it was also found that nature and nurture factors have resulted in different levels of EQ between genders. Kavana G. Venkatappa (2012) aimed to determine the gender differences in emotional intelligence among first years medical students. The findings showed that emotional intelligence was significantly high in females compared to males. It might be because women tend to be more emotionally expressive about their feelings and thus also tend to have better relationship skills. It also indicated that certain areas in the brain linked with emotion can be larger in females than in men.

Thus, this might influence their success in career and family life.3Furnham and Fong (2004) found that males usually estimated and rated their EQ higher than the females. While in the actual scores of EQ, it was found that females scored higher, particularly ?social skills than males, but there was no significant difference between genders. It indicates that it is important to study self-perceived traits and abilities as it helps one to gain an insight about themselves which raises their awareness. According to Petrides and Furnham (2000), it is essential for us to understand the gender differences in EQ as it can have an influence on health, education and psychotherapy. For example, having a higher EQ would related to positive psychological adjustment and self-esteem, whereas negative self-evaluation could be leading to depression. Furthermore, Elias et al compared the scores of the students for Mathematics and English. It was found that low academic achievers with high EQ had high self-esteem, high achievement motivation and high self-efficacy for the subject, whereas low academic achievers with low EQ had low scores of self-esteem, achievement motivation and self-efficacy. It has indicated the importance of EQs implications and effects.which can open new avenues of research.dont stop u can do it common. Matter of speed. You are sitting in the home whole day so you can do it! New day everyday. Whole day free better everyday is studying in the full speed now. Time doesnt wait for anyone.RESEARCH AIMSThe rationale for this study is that it is vital to understand the issues and misunderstandings of EQ so that it can also strengthens the previous researches on different context. Additionally, it helps to reduce its myths, biases and inaccurate self-evaluations . It delves a deeper understanding about the theory of reasons behind any differences and its applications. The study aimed to investigate the gender difference in emotional intelligence within the STEM sector. The first hypothesis would be that there is a significant difference between gender for EI. Second hypothesis is that factors revolving around self-estimation bias would be expected.

RESEARCH METHODOLOGY

ParticipantsThere were 2,436 participants were included in the sample. The target population consisted of JCA employees and clients within the STEM sector having the age range from 10 to 59, with a mean of and sd. From the total sample of 2400 participants, there were 1924 males and 508 females.4future tense any justification for any particular inclusion (or exclusion) criteria.DesignThe study implemented a non-experimental correlational design in which participants completed an Emotional Intelligence Profile (EIP) online questionnaire. For this study, I.V. would be emotional intelligence and D.V. would be gender difference. The study correlated scores for the two factors of emotional intelligence (personal and emotional) with scores for the three factors of trait with overarching scales of EIP (Attitude, Feeling, Behaviour scales). The University of Leicester ethically approved this study and JCA Global gave the permission to use their data set.type of design (e.g. between or within subjects, correlational, questionnaire etc.)

The Emotional Intelligence Profile measures 16 dimensions of EI and was developed specifically for the workplace. The 16 scales of the EIP3 are structured within a six-part framework. It further divides into personal and interpersonal intelligence which will look at the three factors of trait (behaviour, feeling and attitude). It provides item-by-item analysis to pinpoint development opportunities and identifies personal blockers to performance which reduces the effect of response biases and thus bolstering the validity. Moreover, computer screens and Likert Scales was used. The sample in the published data represents everyone who classifies themselves as working within the Technology sector. The EIP tool was used itself to estimate the reliability of the study.You should include relevant questionnaires measure/schedule in the appendix need to mention. Where appropriate (i.e. if you are going to use a published measure, as opposed to constructing one yourself), include estimates of the instruments' reliability and validity, which may be taken from previous studies, or from 'handbooks' which relate to the use of the measure;; Outline any potential difficulties or limitations associated with the use of the proposed materials.ProcedureParticipants were presented with the Emotional Intelligence Profile (EIP) online questionnaire through the distribution platform, called the JCA Hub. The questionnaire was a part of a MIE (Maximising Individual Effectiveness) programme or MLE (Maximising Leadership Effectiveness) programme or coaching the participants. The participants were sent an invitation to complete the EIP questionnaire via email.

Moreover, questionnaire links would have either been sent out by a JCA employee or by5a JCA client themselves. Within the questionnaire invitation email there was a link to complete the questionnaire; as well as completion deadline details, information about the questionnaire itself, and contact information should they have questions. It told them to choose the answers that most accurately reflected their agreement or disagreement with statements. In the EIP, participants were presented with statements such as, Im usually able to control other people. They rated their response to these statements on a Likert scale of 1 to 5 with 1 being Strongly disagree and 5 being Strongly agree. Consent was assumed through completion of the questionnaire. Once participants have completed the questionnaire, they had the opportunity to review their answers before submitting. Finally, participants were asked to complete a demographics page, which asked for their age boundary and gender. A debrief was given face to face as part of a feedback session with an EIP trained consultant/coach or within a group feedback setting. Participants right to confidentiality and anonymity was maintained and protected. The experiment aimed at causing no physical or psychological harm to the participants and deception was avoided.remember to refer to any copies of relevant material in the appendix. tell the reader enough that they can replicate THE study not YOUR study.

Data Analyses

The scales of EIP which will be used to analyse the data are: Attitude Scale (Self Regard, Regard for Others), Feeling Scale (Self-Awareness, Awareness for others), Behaviour Scale divided into Self-Management (Emotional Resilience, Goal Directedness) and Relationship Management (Connecting with others, Trust, Emotional experience and controlled, Conflict Handling, and Independence). T tests would be used to analyse the results. The data of participants that did not complete every question of the study would be excluded from the analysis to gain a higher reliability. Cronbachs Alpha would judge the internal consistency of the questionnaires All statistical analysis, will be conducted using SPSS software and reported with a two-tailed level of significance with the alpha level set at .05, unless otherwise stated. All the scaled was measured using interval data and analysis was done using parametric tests.Ask poppy which analysis you she think would be appropriate to use. (correctional) to analyse the results.statistical qualitative analyses you plan to use State which statistical analyses / qualitative analyses you will use and why they are appropriate. For example, if you plan to conduct an ANOVA, you could cover the fact you have parametric level data. See if can mention out outliers.

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