BPCS-183 Solved Question Paper

Question 1: Emotions – Nature, Characteristics and Functions

Rewritten question: How can we understand what emotions are, what features they have, and what important roles they play in our lives?

Meaning of emotions

Emotions are short-lived but powerful experiences that involve our body, mind and behaviour together. When a person feels joy, anger, fear or sadness, there are bodily changes (like heartbeat, breathing), inner feelings (pleasant or unpleasant) and visible reactions (facial expressions, voice, actions).

Main characteristics of emotions

• Emotions are subjective: Two people may react differently to the same situation. For example, one student may feel excited before an exam, another may feel afraid.
• They are brief but intense: Emotions usually rise quickly and do not last very long, unlike moods which can continue for hours or days.
• They involve physiological changes: Changes in pulse rate, sweating, muscle tension and breathing are common when we are highly emotional.
• They prepare us for action: Fear may prepare us to escape from danger, anger may push us to protest against injustice, and joy may motivate us to socialise and share.
• They are expressed through behaviour: Facial expressions, tone of voice, gestures and posture often reveal what a person is feeling, even if they do not say it directly.
• They can be regulated: People can learn to manage and modify their emotional reactions using different strategies (distraction, reappraisal, relaxation etc.).

Functions of emotions

• Intrapersonal functions: Emotions give quick information about whether something is good or bad for us. Anxiety may warn us to prepare better for an exam. Pride after completing a project can increase confidence and self-motivation.
• Interpersonal functions: Emotions help us to communicate with others. A worried face tells friends that support is needed, while a happy face invites interaction. In everyday college life, we often respond to others’ emotional signals without words.
• Decision-making and problem-solving: Emotions guide our choices. Discomfort after procrastination may push a student to plan better next time. Positive emotions broaden thinking and help in creative solutions.
• Social and cultural functions: Emotional display rules (how much to show anger, grief or joy) are shaped by culture and family. Learning these rules helps individuals to adjust in their community and maintain relationships.

Thus, emotions are not just disturbances; they are useful signals that help us survive, relate to others and grow as persons.

Question 2: Concept and Historical Development of Emotional Intelligence

Rewritten question: What is meant by emotional intelligence, and how did this idea develop over time?

Meaning of emotional intelligence (EI)

Emotional intelligence refers to the capacity to notice one’s own emotions and the emotions of others, to understand them correctly, and to use this understanding to guide thinking and behaviour in a helpful way. It involves skills such as emotional awareness, regulation of feelings, empathy and effective relationship management.

In simple words, EI is about being “smart” with feelings – neither ignoring emotions nor being controlled blindly by them, but using them wisely.

Important milestones in the development of EI

• Early ideas about social intelligence: In the 1920s, Thorndike talked about social intelligence – the ability to understand and manage people. This prepared the ground for later work connecting emotions with intelligence.
• Multiple intelligences: Gardner’s theory (1980s) proposed several intelligences, including interpersonal (understanding others) and intrapersonal (understanding oneself). These ideas are closely related to EI.
• Salovey and Mayer’s contribution (1990): They introduced the term “emotional intelligence” in academic psychology and described it as the ability to perceive, use, understand and manage emotions. They treated EI as a form of intelligence that can be measured and developed.
• Popularisation by Goleman (1995): Daniel Goleman’s book on emotional intelligence brought the concept into public attention, especially in education and workplace settings. He highlighted that success in life depends not only on IQ but also on EI – abilities like self-awareness, self-regulation, motivation, empathy and social skills.
• Bar-On and mixed models: Bar-On proposed an “emotional-social intelligence” model, where EI includes non-cognitive skills like stress tolerance, interpersonal skills and adaptability that help people cope with environmental pressures.
• Recent developments: Later researchers developed different models (ability, trait and mixed models) and created tools to assess EI. EI is now studied in fields such as health, education, leadership and organizational behaviour.

Thus, emotional intelligence grew from older ideas of social and personal intelligence into a well-recognised psychological construct with strong practical relevance.

Question 3: Ability Model of Emotional Intelligence

Rewritten question: How does the ability model explain emotional intelligence?

Basic idea of the ability model

The ability model, proposed mainly by Mayer and Salovey, treats emotional intelligence as a set of mental abilities related to processing emotional information. According to this view, EI is not a personality trait or habit but a genuine intelligence that can be tested using performance-based tasks.

Main branches of the ability model

• Perceiving emotions: This is the basic level. It refers to the ability to correctly identify emotions in oneself and others from facial expressions, tone of voice, body language and inner bodily sensations. For example, a student recognises that a friend’s “I am fine” actually hides disappointment.
• Using emotions to facilitate thinking: Emotions can help us focus attention and prioritise important information. A moderate level of anxiety can alert a student to prepare more seriously for an exam. Positive mood can support creativity in project work.
• Understanding emotions: This involves knowing emotional vocabulary, recognising how one emotion can change into another (e.g. irritation into anger or guilt), and understanding complex mixed feelings. It also includes knowing causes and likely outcomes of different emotions.
• Managing emotions: The highest level of EI in this model is the ability to regulate one’s own and others’ emotions in a healthy way. This does not mean suppressing all negative feelings, but handling them so that long-term goals and values are supported. For example, a team leader may feel upset but chooses to speak calmly to resolve a misunderstanding.

Features of the ability model

• EI is measured with tasks that have more and less accurate answers (e.g. choosing the most appropriate emotion word for a situation), similar to IQ tests.
• Emphasis is on information processing: how people reason with emotional material, not only on how they describe their personality.
• The model highlights that emotional skills can develop with age, learning and practice.

In daily life, people high on these abilities usually understand feelings better, take balanced decisions and maintain healthier relationships.

Question 4: Assertiveness – Meaning and Strategies for Development

Rewritten question: What does assertiveness mean, and how can a person learn to be more assertive?

Meaning of assertiveness

Assertiveness is the ability to express one’s thoughts, feelings, needs and rights clearly and respectfully, without violating the rights of others. It lies between two extremes: aggression (hurting or dominating others) and passivity (remaining silent, allowing others to decide everything).

An assertive person can say “yes” when something feels right and “no” when it is not acceptable, while still maintaining the relationship. For example, a student telling a friend, “I enjoy talking to you, but I need to study now; we can chat later,” is being assertive.

Importance of assertiveness

• Helps in protecting one’s boundaries and self-respect.
• Reduces stress and resentment that come from always pleasing others.
• Improves communication and problem-solving in families, classrooms and workplaces.
• Supports emotional well-being and self-confidence.

Strategies to develop assertiveness

• Increasing self-awareness: The first step is to notice situations where one behaves too passively or too aggressively. Keeping a small diary of such incidents helps in recognising patterns.
• Using “I” statements: Instead of blaming others, assertive communication focuses on one’s own feelings and needs. For example, “I feel disturbed when there is loud music at night; I need quiet after 11 p.m.” This reduces defensiveness in the listener.
• Practising clear and calm communication: Speaking in a steady voice, maintaining appropriate eye contact and choosing simple, direct words are important. Long explanations or apologies can weaken the message.
• Learning to say “no” respectfully: Many students find it hard to refuse requests. One can practise short, polite refusals such as “I understand your problem, but I cannot do your assignment; I have my own work.”
• Handling criticism constructively: Instead of reacting with anger or silence, an assertive person listens, accepts valid points and calmly rejects unfair comments.
• Role-play and rehearsal: Practising assertive sentences with friends, counsellors or in front of a mirror helps in using them confidently in real situations.

With regular practice in everyday situations – hostel issues, group projects, family decisions – assertiveness gradually becomes a natural and healthy way of dealing with others.

Question 5: Self-Regard – Meaning, Importance and Strategies for Development

Rewritten question: What is self-regard, why is it important, and how can it be strengthened?

Meaning of self-regard

Self-regard refers to how a person values and accepts oneself. It includes having a realistic understanding of one’s strengths and limitations and still feeling that “I am worthy as a human being.” It is neither overestimation (arrogance) nor undervaluation (self-hatred), but a balanced and respectful view of oneself.

Importance of self-regard

• Foundation for mental health: Healthy self-regard is linked with lower anxiety and depression, and with better coping in stressful situations.
• Influences choices and goals: Students with good self-regard are more likely to aim higher, apply for opportunities and take responsibility for their growth.
• Affects relationships: When people value themselves, they neither tolerate constant disrespect nor feel the need to put others down. This leads to more stable and equal relationships.
• Supports emotional intelligence: Self-regard is related to self-awareness and self-acceptance, which are core components of EI.

Strategies to develop self-regard

• Self-exploration and reflection: Writing about one’s abilities, interests, fears and successes helps in seeing oneself more clearly. Many learners discover that they have ignored their own efforts and positive qualities for years.
• Challenging negative self-talk: People with low self-regard often think “I am useless” or “I always fail.” A helpful step is to question such thoughts and replace them with more balanced ones, like “I struggled in this topic, but I have done well in others.”
• Setting realistic goals: Breaking large tasks into small, manageable steps (e.g. studying one chapter per day) and completing them builds a sense of competence. Success experiences slowly change self-beliefs.
• Accepting imperfections: Unit 6 emphasises that self-regard does not mean being perfect; it means accepting oneself with strengths and weaknesses. Learning from mistakes instead of constantly punishing oneself is an important practice.
• Seeking constructive support: Sharing feelings with trusted friends, teachers or counsellors and receiving realistic feedback can correct distorted self-views.
• Engaging in meaningful activities: Participating in volunteering, hobbies, college clubs or part-time responsibilities gives a direct experience of being useful and capable, which naturally enhances self-regard.

In daily life, students who consciously use these strategies gradually feel more comfortable in their own skin and are better prepared for self-actualisation.

Question 6: Interpersonal Strategies for Improving Emotional Intelligence

Rewritten question: Which strategies related to dealing with other people (interpersonal aspect) can help in developing emotional intelligence?

Unit 7 explains that interpersonal strategies mainly strengthen empathy, communication, decision-making in social situations and conflict management.

1. Developing empathy

Empathy means understanding what another person is feeling and why they may be experiencing that emotion. It is more than sympathy. A student who notices a classmate sitting alone after getting low marks and gently asks, “Would you like to talk?” is using empathy. Practising perspective-taking (“If I were in their place…”) and paying attention to voice and body language are simple ways to build empathy.

2. Practising effective communication and active listening

Interpersonal EI requires expressing oneself clearly and listening carefully to others.

• Active listening involves giving full attention, not interrupting, summarising what the other person said and checking if we understood correctly.
• The four-sides model, discussed in the unit, reminds us that each message carries factual content, self-revelation, relationship message and appeal. Being aware of these layers helps in avoiding misunderstandings.
• In real college life, many conflicts in group assignments reduce when members feel genuinely heard.

3. Joint decision-making and problem-solving

Emotionally intelligent people try to solve interpersonal problems in a way that respects everyone’s needs. In a hostel room, for example, roommates may sit together and work out a timetable for study, music and visitors instead of each person following only their own preference. This includes:

• identifying the problem clearly,
• generating options together,
• evaluating options fairly, and
• selecting a solution acceptable to all.

4. Managing conflicts constructively

Conflicts are natural whenever people differ. Interpersonal EI helps individuals to stay with the issue instead of attacking the person. Helpful behaviours include:

• staying calm and aware of one’s own emotions,
• using respectful language (“I felt hurt when…”) instead of accusations (“You always…”),
• looking for win–win solutions rather than insisting on winning, and
• being willing to apologise and forgive when appropriate.

Daily practice of these strategies – in family discussions, friendships, online interactions and workplace internships – gradually leads to higher interpersonal emotional intelligence.

Question 7: Applications of Emotional Intelligence in Educational Settings and at the Workplace

Rewritten question: How is emotional intelligence useful in the field of education and in work organisations?

I– EI in educational settings

Unit 8 shows that emotional intelligence is important for students, teachers and the whole school or college system.

• For students: Emotionally intelligent students manage exam stress better, cooperate with peers and show greater resilience in difficult family or academic situations. Social–Emotional Learning (SEL) programmes help them build skills of emotional awareness, self-management and interpersonal competence.
• For teachers: Teachers who understand and regulate their own emotions are able to create a safe classroom climate, respond more patiently to discipline problems and support students facing personal difficulties.
• For the institution: When schools and colleges act as emotionally intelligent communities, all stakeholders – students, staff, parents and administrators – feel respected and connected. This includes policies that promote care, participation, fair discipline and regular feedback.

In real terms, a college that invests in counselling services, mentorship, peer-support groups and SEL-based activities usually reports lower dropout rates and healthier campus relationships.

II- EI at the workplace

At work, technical skills alone are not enough. Emotional intelligence strongly influences performance, leadership and job satisfaction.

• Self-awareness and self-management: Employees who can recognise their own stress early and regulate it (through planning, relaxation, seeking help) maintain productivity even under pressure.
• Social awareness and empathy: Understanding colleagues’ emotions helps in teamwork, customer service and multicultural cooperation. For example, a manager who senses that a team member is anxious about a new task can offer guidance before the anxiety turns into failure or conflict.
• Relationship management: Leaders high in EI can motivate teams, negotiate fairly, manage disagreements and build trust. They listen to feedback and handle criticism without becoming defensive.

In many organisations, emotionally intelligent workers become informal leaders. They may not always be the most brilliant technically, but their ability to handle people and emotions makes them key contributors to organisational success.

Question 8-1: Universality of Emotional Expression

Rewritten short note: Are emotional expressions similar across cultures, and in what way?

Research on emotional expression suggests that some basic emotions are expressed and recognised in similar ways across different cultures. Facial expressions of happiness, sadness, anger, fear, surprise and disgust show a high degree of universality. People from very different countries can often identify these expressions correctly, even when they have never met before.

At the same time, Unit 3 points out that culture also shapes how and when emotions are expressed. Societies have “display rules” that tell people which emotions are acceptable to show in public and which should be controlled. For example, in some cultures it may be considered rude to show anger openly towards elders, while in others open disagreement is allowed.

Thus, there is a combination of universality and cultural variation: the basic emotional expressions are similar in all humans, but the social rules about expressing them differ. Understanding this helps us to interpret others’ emotions more accurately, especially in multicultural settings like universities or global workplaces.

Question 8-2: Bar-On Model of Emotional Intelligence

Rewritten short note: What is Bar-On’s model of emotional intelligence?

Bar-On’s model views emotional intelligence as “emotional–social intelligence” – a set of non-cognitive abilities and skills that help a person cope effectively with daily demands and pressures.

The model includes several broad components:

• Intrapersonal skills: Self-awareness, self-regard, emotional self-expression and independence.
• Interpersonal skills: Empathy, social responsibility and interpersonal relationships.
• Adaptability: Reality testing, flexibility and problem-solving in changing situations.
• Stress management: Stress tolerance and impulse control.
• General mood: Optimism and happiness.

According to Bar-On, these emotional and social skills can be measured through the EQ-i (Emotional Quotient Inventory) and can be developed through training and experience. People who score higher on these skills generally show better psychological well-being, healthier relationships and more effective performance at work and in personal life.