ROLE OF EMOTIONAL INTELLIGENCE IN ENHANCING CLASSROOM PARTICIPATION AMONG HIGHER SECONDARY STUDENTS

ROLE OF EMOTIONAL INTELLIGENCE IN ENHANCING CLASSROOM PARTICIPATION AMONG HIGHER SECONDARY STUDENTS | Zenodo Skip to main Communities My dashboard Log in Sign up Zenodo is currently experiencing slowness and intermittent outages due to heavy automated traffic from bots and AI crawlers. We are aware of the problem, and our team is focused on stabilizing the service. Thank you for your patience. Published April 24, 2026 | Version v1 Journal article Open ROLE OF EMOTIONAL INTELLIGENCE IN ENHANCING CLASSROOM PARTICIPATION AMONG HIGHER SECONDARY STUDENTS Authors/Creators PUSPENDU KAMILYA 1 Show affiliations 1.

ASSISTANT PROFESSOR, ANINDITA COLLEGE FOR TEACHER EDUCATION. Description This research examines the role of emotional intelligence in enhancing classroom participation among higher secondary students. It focuses on key emotional competencies such as self-awareness, empathy, and emotional regulation, and their influence on student engagement. A descriptive survey method is adopted using standardized tools to measure emotional intelligence and participation levels. The study reveals that emotionally competent students tend to interact more confidently and actively in academic settings. The findings suggest that higher emotional intelligence significantly contributes to improved communication skills and collaborative learning. The research highlights the importance of integrating socio-emotional learning into school curricula. It further recommends the incorporation of emotional skill development programs in classroom practices. This study is significant for improving classroom interaction and fostering student involvement. Files 40. Puspendu Kamilya - Online.pdf Files (1.1 MB) Name Size Download all 40. Puspendu Kamilya - Online.pdf md5:ebfa81f508de2925f8abb26afd99af05 1.1 MB Preview Download Additional details Identifiers ISSN 2455-295X Related works Is compiled by Journal article:

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(ISSN) References 1. Biggs, J. (1999). Teaching for quality learning at university. Open University Press. 2. Boekaerts, M. (1999). Self-regulated learning: Where we are today. International Journal of Educational Research, 31(6), 445–457. https://doi.org/10.1016/S0883-0355(99)00014-2 3. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications. 4. Dignath, C., &Büttner, G. (2008). Components of fostering self-regulated learning among students: A meta-analysis on intervention studies. Metacognition and Learning, 3(3), 231–264. https://doi.org/10.1007/s11409-008-9029-x 5. Entwistle, N. (2009). Teaching for understanding at university: Deep approaches and distinctive ways of thinking. Palgrave Macmillan. 6. Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). Sage Publications. 7. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. 8. Mayer, R. E. (2002). Rote versus meaningful learning. Theory into Practice, 41(4), 226–232. https://doi.org/10.1207/s15430421tip4104_4 9. Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/10.1037/0022-0663.82.1.33 10. Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education. Research in Science Education, 36(1–2), 111–139. https://doi.org/10.1007/s11165-005-3917-8 11. Slavin, R. E. (2018). Educational psychology: Theory and practice (12th ed.). Pearson Education. 12. Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 315–327). Macmillan. 13. Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2 24 Views 22 Downloads Show more details All versions This version Views Total views 24 24 Downloads Total downloads 22 22 Data volume Total data volume 24.2 MB 24.2 MB More info on how stats are collected.... Versions External resources Indexed in OpenAIRE Communities Keywords and subjects Keywords EMOTIONAL INTELLIGENCE, CLASSROOM PARTICIPATION, STUDENT ENGAGEMENT, HIGHER SECONDARY, SOCIO-EMOTIONAL LEARNING. Details DOI DOI Badge DOI 10.5281/zenodo.19739496 Markdown [](https://doi.org/10.5281/zenodo.19739496) reStructuredText .. image:: https://zenodo.org/badge/DOI/10.5281/zenodo.19739496.svg :target: https://doi.org/10.5281/zenodo.19739496 HTML <a href="https://doi.org/10.5281/zenodo.19739496"><img src="https://zenodo.org/badge/DOI/10.5281/zenodo.19739496.svg" alt="DOI"></a> Image URL https://zenodo.org/badge/DOI/10.5281/zenodo.19739496.svg Target URL https://doi.org/10.5281/zenodo.19739496 Resource type Journal article Publisher Zenodo Published in International Educational Scientific Research Journal, 12(4), 161-166, ISSN: 2455-295X, 2026. Languages English Rights License Creative Commons Attribution 4.0 International The Creative Commons Attribution license allows re-distribution and re-use of a licensed work on the condition that the creator is appropriately credited. Read more Copyright IESRJ, International Educational Scientific Research Journal Citation Export Technical metadata Created May 4, 2026 Modified May 4, 2026 Jump up About About Policies Infrastructure Principles Projects Roadmap Contact Blog Blog Support Help FAQ Developers REST API OAI-PMH Contribute GitHub Donate Funded by Powered by CERN Data Centre & InvenioRDM Status Privacy policy Cookie policy Terms of Use This site uses cookies. Find out more on how we use cookies Accept all cookies Accept only essential cookies

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