Social Intelligence and Pro-Social Behaviour in Relation to Academic Achievement of Higher Secondary Students in East Khasi Hills District in Meghalaya.

Abstract

The well being of people in the society to a great extent depends on the ability to adjust to one another which is called social intelligence and willingness to do some acts which are meant for the good of the society which is called pro-social behaviour. The same can be applied to students in the higher secondary level. Social intelligence can be supplemented by pro-social behaviour because the social adjustment is strengthened by pro-social acts. Even human relationship is built and maintained by social intelligence and pro-social behaviour. Social Intelligence Scale (SIS) published by N. K. Chadha and Usha Ganesan (2011) and Pro-Social Behaviour Scale (PSBS) constructed by the Investigator were used for data collection. The study found that 69.7% and 71% of the students were on the upper level of social intelligence and pro-social behaviour respectively. Female students are significantly more socially intelligent and pro-social than their counterparts. Urban students are more pro-social than rural students. Students in government schools have significantly higher social intelligence and pro-social behaviour than students in government-aided schools. Students whose parents are government employees and businesspersons have significantly higher social intelligence and pro-social behaviour than students whose parents are labourers. Significant positive correlations exist between social intelligence and pro-social behaviour, social intelligence and academic achievement and between pro-social behaviour and academic achievement. There are significant multiple regressions of social intelligence and pro-social behaviour on academic achievement. Pro-social behaviour has a greater influence on academic achievement than social intelligence and while pro-social behaviour predicts the academic achievement significantly social intelligence does not. All the stakeholders must take responsibility to enhance social intelligence and pro-social behaviour among higher secondary students so that students can adjust and respect one another in order to improve their academic performance.