Emotional Intelligence and Self-Concept Among Visually Impaired Students of the Secondary Level

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Lovekesh Gehlot; Dr.Ravi Kant Gunthe

Emotional Intelligence and Self-Concept Among Visually Impaired Students of the Secondary Level

Authors: Lovekesh Gehlot, Dr.Ravi Kant Gunthe

Unique Paper ID: 182580
Volume: 12
Issue: 2
PageNo: 2617-2622

Keywords: Visual impairment emotional intelligence self-concept inclusive education secondary level

Abstract:
This study explores the relationship between emotional intelligence and self-concept among visually impaired students at the secondary school level. Emotional intelligence (EI) enables individuals to understand and manage their own emotions and those of others, which is especially important for students with visual impairment who often face social and emotional challenges. Self-concept refers to an individual’s perception of self in various domains such as academic, social, and personal. Using a descriptive survey method, data were collected from 100 visually impaired students enrolled in special and inclusive schools. Standardized tools were used to assess emotional intelligence and self-concept. The findings revealed a significant positive correlation between emotional intelligence and self-concept, suggesting that students with higher emotional intelligence tend to have a stronger and more positive self-concept. The study highlights the need to incorporate emotional skills training and self-awareness programs into the education of students with visual impairment to support their holistic development.

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Cite This Article

ISSN: 2349-6002
Volume: 12
Issue: 2
PageNo: 2617-2622

Emotional Intelligence and Self-Concept Among Visually Impaired Students of the Secondary Level

Available:https://ijirt.org/article?manuscript=182580

Impact Factor
8.01 (Year 2024)

UGC Approved
Journal no 47859

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