Impact of Different School Environments on Students'
Creativity, Intellectual Abilities and Emotional Intelligence
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School environment refers to schooling systems as stimulating, non-stimulating and neutral. These three types of school environment have been assumed to be represented by Public schools, Gurukuls and Govt. schools respectively in the present study in Indian context. Goleman (1998) has considered school as one place which can turn to compensate children's deficiencies in emotional and social competence. The present study examines the impact of different school environment on creativity, intellectual abilities and emotional intelligence. Psychometric and projective measure of creativity has been...
School environment refers to schooling systems as stimulating, non-stimulating and neutral. These three types of school environment have been assumed to be represented by Public schools, Gurukuls and Govt. schools respectively in the present study in Indian context. Goleman (1998) has considered school as one place which can turn to compensate children's deficiencies in emotional and social competence. The present study examines the impact of different school environment on creativity, intellectual abilities and emotional intelligence. Psychometric and projective measure of creativity has been employed to tap "novelty" and "meaning" contexts of creativity. Similarly, both the non-verbal and verbal measures of intelligence have been used to index fluid and crystallized components of general intelligence. Five dimensions of Emotional Intelligence have been indexed by Multidimensional measure of Emotional Intelligence. The finding reveals that stimulating environment of Public schools is more conducive for the nourishment of creativity, intellectual abilities and emotional intelligence as compared to non-stimulating and neutral environments of Gurukuls and Govt. schools respectively.
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