Ananya Mittal
Pune, India
Abstract
Emotional intelligence (EI) is an essential support column for academic achievement and student overall well-being. This study attempts to comparatively investigate the aspects of emotional intelligence of English and Hindi medium students. The study investigates the influence of linguistic and cultural variables on awareness, understanding, and emotional management in a learning environment. A mixed-method design was followed by administering standard EI tests and in-depth interviews in order to determine the underlying determinants of variation between the two student groups. Results indicate that while both groups of students reflect similar overall levels of EI, sharp distinctions surface in specific EI components such as self-awareness, emotional regulation, and social skills. English medium students reported a higher level of comfort in expressing emotions in highly structured debates and academic discourse, while Hindi medium students reflected high levels of interpersonal skills and community-oriented empathy based on cultural stories and local tradition. Results are interpreted in the context of curriculum differences, pedagogical patterns, and cultural values embedded within the two different learning environments. Results provide critical feedback for policymakers and educators to plan education strategies to be medium-of-instruction neutral and promote holistic emotional development irrespective of medium of instruction. Implications of the findings emphasize the importance of context-sensitive approaches in developing emotional intelligence as well as the importance of embedding culturally driven emotional learning in education curricula. The study concludes by proposing future longitudinal studies and designing intervention models that utilize the strengths of both student groups, ultimately aiming to foster an emotionally well-balanced learning environment.
Keywords
Emotional intelligence, English medium, Hindi medium, student development, educational psychology, cultural influence, curriculum impact
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