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| ORIGINAL ARTICLE |
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| Year : 2022 | Volume
: 68
| Issue : 1 | Page : 24-30 |
Do school students with specific learning disabilities have lower emotional intelligence abilities? A cross-sectional questionnaire-based study in Mumbai, Maharashtra, India
S Karande1, S Bhavani1, NJ Gogtay2, MP Shiledar1, S Kelkar3, AS Oke4
1 Learning Disability Clinic, Department of Pediatrics, Seth G. S. Medical College and K. E. M. Hospital, Mumbai, Maharashtra, India
2 Department of Clinical Pharmacology, Seth G. S. Medical College and K. E. M. Hospital, Mumbai, Maharashtra, India
3 Eqip Kids, Equipoise Learning – The Emotional Intelligence Research and Training Organization, Thane, Maharashtra, India
4 Department of Psychology, Progressive Education Society's Modern College of Arts, Science and Commerce, Pune, Maharashtra, India
Correspondence Address:
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/jpgm.jpgm_834_21
Background and Objectives: School students with specific learning disabilities (SpLDs) endure academic difficulties, anxiety, and social maladaptation. The primary objective of the present study was to evaluate the emotional intelligence (EI) abilities of these afflicted students. Its secondary objective was to analyze the impact of socio-demographic variables on their EI abilities. Settings and Design: Cross-sectional single-arm questionnaire-based study was conducted in the Learning Disability clinic in a public medical college in Mumbai. Subjects and Methods: SpLD students studying in class standards VII–IX were recruited by non-probability sampling. Their EI (overall, subscales, and settings) scores were measured using the Four EsScale of Emotional Intelligence-Adolescents (FESEI-A) questionnaire; and compared with Indian norm scores by utilizing the Mann - Whitney U test. To evaluate the unadjusted impact that each of the “variables” had on the FESEI-A scores, linear regression or the Mann-Whitney U test, or the Kruskal-Wallis test, was utilized as applicable. Results: SpLD students had similar “overall” EI abilities as their regular peers. Their EI scores in school setting were significantly lower (P = 0.001), but significantly higher in social setting (P = 0.005). At univariate level, presence of co-occurring attention-deficit/hyperactivity disorder was significantly associated with a lower “school setting” score (P = 0.040). Higher socioeconomic status was significantly associated with a higher “overall” score and “family setting” score (P = 0.023 and P= 0.041, respectively). Conclusions: There is an urgent need to evaluate the EI abilities of SpLD students to identify deficits so that optimum rehabilitation can be facilitated.
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