Emotional Intelligence and Academic Performance Relationship

Emotional Intelligence and Academic Performance Relationship Assessing the relationship between Emotional Intelligence and Academic Performance on medical students Jaunoo Sharfaa Introduction Since the year 1880 up till the last century, conventional means of success in life such as academic achievement, economic success, even greater health, and longevity were believed to belong only to individuals having a high Intelligence Quotient, commonly known as IQ. Students, especially, medical students who scored higher on IQ tests were the considered as the most intelligent ones. However, new research proved otherwise-it has been found that academic success doesn’t only depend on IQ, but rather on a combination of IQ, motivation and hard work which need to be harnessed (The American Association for the Advancement of Science, 2011). Today, along with the global evolution of the education system which prioritizes intrapersonal abilities, adaptability, and stress management, a new concept has emerged- that of Emotional Intelligence. According to Daniel Goleman (1995(a)), IQ represents only 20% in the lifetime success of a person and is highly influenced by Emotional Intelligence. Emotional Intelligence is defined as the ability to identify, understand, control and respond to human emotions which consequently help individuals adapt better socially and promote better performance in all aspects of life (Parker, Taylor, Bagby, 2001). The Theory of Performance (ToP) develops and brings forward six foundational concepts to form a framework that can be used to explain performance as well as performance improvements. To perform is to produce valuable results. A performer can be an individual or a group of people engaging in a collaborative effort. Developing performance is like a ladder, and level of performance describes the position (low, average or high) in that ladder. Current level of performance depends holistically on 6 components: context, level of knowledge, levels of skills, level of identity, personal factors, and fixed factors (Don Elger,2007).Studies analyzing the relationship between academic performance and emotional intelligence have produced multifarious results. As such, a study by Schutte et al. (1998) concluded that undergoing emotional intelligence test at the beginning of the academic year caused a better average score at the end of the year. Furthermore, a small, but significant relationship be tween academic success, by means if grade point average, and three on five constituents of emotional intelligence, upon use of the Goleman scale (Rozell, Pettijohn, Parker (2002), Goleman (1995, 1998)) Emotional Intelligence contributes significantly to academic success with legion positive interconnection (Grace, 2012). Students with a higher emotional intelligence (EI) are more likely to comply socially and manage their time conveniently as compared to those having a low EI, known to be more susceptible to deviant and harmful behavior (Pau, et al., 2004).As a matter of fact, learners possessing a high emotional intelligence prove to be more obsolete, learn faster, behave more properly and regulate their feelings appropriately (Ghosh and Gill (2003). The accelerated development of the era is challenging students to the wave of worries and stress. According to a study conducted of children of 4years of age, the ability to control impulses resulted in good academic performance and social skills during adolescence (Shoda, Mischel, and Peake, 1990). Another findings retrieved from a research done by Mac Cann et al (2011) explains that the target to achieve better educational output is skills related to emotion management and problem-focused coping. Problem Statement Since time immemorial, students have always been educated with the sole aim of succeeding in their future. High IQ students were the favorites and considered as the only ones who could make it to a brighter career. Students’ emotions, their interpersonal skills and ability to regulate their feelings weren’t taken into consideration. As a result, many intelligent students faced failure. The factors behind were manifold: they weren’t able to assess their own feelings-they were not emotionally intelligent. For instance, some couldn’t deal with the pressure of studies, with the dating fashion increasingly dominating the youth, some might have been left heart-broken and the rest could merely be overwhelmed with unexplained stress. With regards to positive solutions to the issue of academic failure, it is essential to bridge existing gaps caused by limited studies conducted relating emotional intelligence to its importance in academic success. Then it is imperative for schools to integrate it in their curricula, by this not only will students perform better in their studies, but it will also imply prosperity at professional and national levels in form of a competent career and a better standard of living. Research Aims Objectives In context of the two concepts and their principles, the present study will be conducted in Malaysian higher education background, more precisely on first- and final-year medical students. The aim of this study is: To show the importance of emotional intelligence for the academic achievement of students To explore other variables which can affect the development of emotional intelligence and academic performance To identify significant relationship between emotional aptitudes and academic success. Research Questions: Is there a significant relationship between emotional intelligence and academic performance in medical education? To what extent do other factors impact on emotional intelligence and its effect on academic performance? Rationale of study Hopefully, the completion of this research can provide a form of enlightenment of the implications of emotional intelligence on academic achievement. Understanding the importance of emotional intelligence on academic performance will help educational policy makers to devise and promote enhanced educating systems. Another profitable aspect of this research could be raising awareness on the concept of emotion management, thereby helping academically-thriving students to overcome their daily stress, hence increasing student productivity. Literature Review Introduction The literature review was obtained through a thorough retrospect of journals, articles, books and documents. This chapter provides an in-depth explanation for the need of emotional intelligence in medical studies, considered to be among the toughest educational programs. It also reviews the factors that influence emotional intelligence and their impact on academic success which include: emotional literacy, academic understanding, motivation and pressure handling. Significant relationship between emotional intelligence and academic performance in medical students Studies have shown that college students with a higher emotional intelligence are more friendly, integrate easily in society and are less conflictual (Brackett MA, Rivers SE, Salovey P, 2011(a)). Accordingly, these improved social and emotional capabilities translate themselves into a prominent cognitive ability and quality relationships leading to better academic performances (Schutte NS, Malouff JM, Bobik C, Coston TD, Greeson C, Jedlicka C, Rhodes E, Wendorf G, 2001). Medical studies are hard. According to recent statistics, the number of students enrolling in medical colleges has been increasing .This shows that the desire to become a doctor is quite appealing in the younger generations. But the challenges facing students are not only impersonal, rather there are some non-clinical trials that they confront and are expected to overcome them successfully if they truly want to succeed in their career. For instance, other than the complex medical terminologies they need to master cor rectly, medical students face a lot of pressures which appeal, directly or indirectly to their emotions, in forms of workload, tiredness, fear of failure, demotivation, burnout and sometimes deprivation of parental affection (Anton Gervaziev, 2014). At this juncture, there is no way out. Failure seems to be the only results. This is where comes the need to be emotionally intelligent-to be able to regulate feelings and prioritize thoughts. As explained by the General Medical Council (2009), students need to be instilled with patient-care and self-care virtues to become good professionals. It is just not about being a purely analytical doctor but much more than that, to become an effective physician with empathic, ethical and competent communication skills. Not only will advance recovery and therapeutic programs, but will contribute largely to a better medical service and higher healthcare standards (Wagner PJ, Moseley GC, Grant MM, Gore JR, Owens, 2002). As such, Goleman (1995 (b)), through his research showed that emotional intelligence is eminently helpful in the education, work and mental health sectors. Along with potential evidence, he explained that as far as long-term prosperity and success in all stances of life, being able to recognize and manage feelings, that is being emotionally intelligent is much more meaningful than being brainy. The concept of IQ affirms that essential emotional competencies can surely be taught and improved in medical students so as they can succeed in everything they undertake. Teaching intrapersonal skills at school is not only beneficial during the college times; instead they have long-term effect on academic achievement (Elias M.J., Gara M., Schuyler T., Brandon-Muller L.R. and Sayette M.A, 1991). For instance: teaching emotional intelligence dexterities to first-year students can, directly or indirectly improve their following years of education as emotional intelligence provides the possibility of improving academically. Other factors affecting emotional intelligence and its impact on academic performance in medical students Emotional literacy Emotional literacy is als0 known as Emotional intelligence with a heart which aims at teaching people to recognize their feelings ,to caringly understand others feelings, strength and reasons and to foster the love-centered ability to choose to display the feeling which is best apt to a particular situation (Riane Eisler, Ronald Laing and Eric Berne,2003).Emotional literacy helps students become aware of their feelings of fear, anger and aggression and how to convert them into fearlessness, courage and tolerance. Emotional intelligence is a cross-section of interconnected emotional and social competencies ,abilities and promoters that determine how efficient individuals are at understanding and expressing themselves, understanding others and coping with every day-life stress and pressures ((Bar-On, 2006). Kapp (2002) is also of the view that it is that very part of the human nature that boost us to display behaviors like imagination, impulse control, tenacity, tolerance, intuition, r espectability and social adeptness. Academic Understanding In the Malaysian medical scenario, academic understanding has always been a subject of stress and social recognition of a student. What mattered was only the grade and percentage of the results after examinations. As a result, medical students had no option but to cram in order to pass in exams. Inevitably, this sprung up various emotional imbalances including stress, pressure and fear. All this only because memorizing was put forward instead of promoting academic understanding of modules. This resulted in academic failure as well as emotional hijacking-the trigger point to flee or flight situations causing individuals to react irrationally and destructively (Goleman, 1996). Affective Motivation According to Kreitner (2005), motivation is the psychological process which directs human behavior towards a particular goal. Affective motivation- deals mostly with the way individuals experience, process and behave based on emotions. The three behavioral patterns that motivation influences are: firstly, energizing behavior in which a negative state can urge a person to resort to violent acts in order to let out his or her anger or frustration. For instance, medical student failing at their last year examination can abuse professors in order to remove the negative affective state. Secondly there is the sustaining behavior in which individuals are driven by something and may continue to keep doing it. For instance: a student may be enjoying a party and choose to stay till late despite having a test the next morning. Lastly there is the directing behavior during which the individuals is faced by a panoply of alternatives and imagine himself or herself enacting each of them (Richard W. Scholl, 2007).Russell (2003) explains that this visualization of each choice brings out the emotional response. For instance: if someone chooses to start an assignment early, he or she might also think of waking up early and sacrificing other opportunities. Pressure handling The need to do justice to family sacrifices and desire to become a physician the medical field exerts pressure on the minds of students, influencing his or her emotional state. In view of the final examinations and medical licensing examinations, students experience fear, stress and many other negative feelings, as a result of the cognitive burden of an overestimation of success as well as an achievement oriented behavior.in this case, not being emotionally intelligent can be of a major disadvantage and even lead to disastrous consequences. Methodology Overview In attempt to find out the effect of emotional intelligence on academic performance, the study will be conducted on first-year and final-year medical students in University Putra Malaysia, Selangor, Malaysia. The sample will include students from the Department of Family Medicine, Faculty of Medicine Health Sciences, Medical Education Unit and Department of Psychiatry. The cross-sectional study will involve the ability-based instrument Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) to measure EI and total continuous assessment marks, in form of percentage ranging from 0 to 100% to measure academic performance. Data will be analyzed using Statistical Package for the Social Sciences (SPSS) version 19. Demographic parameters and the total MSCEIT scores will be the independent variables whereas the dependent variables will include student’s assessment marks and grades. Setting An intensive analysis of the results of how other variables impact on emotional intelligence and academic performance will vary from first and last year students. First year students, being new and unaware might experience from fear and nervousness due to the transition period from secured home to independent living in college. On their part, last year medical students, with impending professional examination with conferment of a doctor degree and internship in the same calendar year, face high-stress time. Clearly, these two segments are in high emotion-demanding academic years due to which EI effects will be more apparent and comparable. The conditions put forward for students to take part will include age older than 18 years, no psychiatric disorder and ability to understand English. The study will be carried out in the second semester, close to the final examination so as to provide more accurate results of EI. Students, being given a specific student number for identification, will be given a briefing as well as a consent forms and information sheets prior to the assessment which will be performed online. Demographic items were also sought –a series of questions about age, ethnicity, enjoyment in studying, presence of doctor in family, monthly income ,extent of social life, teacher quality, facility available and many other. Consisting of 141 items and carried out in 30-45 minutes, the MSCEIT test has the purpose to bringing into action the four abilities of emotional intelligence. The assessment will be divided into two parts: the emotional experiencing (EXP) and emotional reasoning (REA) which will be further branched into task scores as shown in Table 1. As for the academic performance, total assessment scores shall be retrieved from the home office. Performance was coded using the standard A to F grading system, with each alphabet relating to a particular percentage performance: A ≠¥ 75%, B + =70–74%, B 65–69%, B- 60–64%, C 50–59% and F Table 1: The MSCEIT scores References Anton Gervaziev (2014).The 3 biggest challenges of Medical School and†¦How to overcome them. BoringEm Journal. Bar-On, R. (2006). The Bar-On model of emotional-social intelligence. Psicothema. Brackett MA, Rivers SE, Salovey P (2011): Emotional Intelligence: Implications for Personal, Social, Academic, and Workplace Success. Soc Personal Psychol Compass. Charles T. Schmidt (2007), Jr. Labor Research Center, University of Rhode Island. Elias, M. J., Gara, M., Schuyler, T., Brandon-Muller, L. R., Sayette, M. A. (1991). The promotion of social competence: longitudinal study of a preventive school-based program. American Journal of Orthopsychiatry. Goleman D. (1996) Emotional Intelligence: Why It Can Matter More Than IQ – New York Times. Goleman D. (1998) Working with Emotional Intelligence, New York: Bantam Books. Gill, V. (2003): Emotional quotient more important than IQ, The Tribune Journal. Ghosh, P. (2003): Emotionality of intelligence, Everymans Science General Medical Council (2009):Tomorrow’s Doctors: Outcomes and Standards for Undergraduate Medical Education. London: General Medical Council . Kapp, C. A. (2002). Emotional intelligence (EQ) and success in post-graduate studies: A pilot study. SA Journal of Higher Education. MacCann, C., Fogarty, G. J., Zeidner, M. and Roberts, R. D. (2011) Coping mediates the relationship between emotional intelligence (EI) and academic achievement. Contemporary Educational Psychology. Michel Balter. (2015): What does IQ really measure? The American Association for the Advancement of Science Journal . Parker, J. D. A., Taylor, G. J., Bagby, R. M. (2001). The relationship between emotional intelligence and alexithymia. Personality Individual Differences Article. Pau, A.K.H., Croucher, R. Sohanpal, R. Muirhead, V. and Seymour, K. (2004): Emotional intelligence and stress coping in dental undergraduates a qualitative study. British Dental Journal. Rozell, E.J., Pettijohn, C.E., Parker, R.S. (2002). An empirical evaluation of emotional intelligence: The impact on management development. Journal of Management Development. Russell, J. A. 2003. Core affect and the psychological construct of emotion. Psychological Review. Shoda, Y., Mischel, W., Peake, P.K. (1990). Predicting adolescent cognitive and social competence from preschool delay of gratifi- cation: Identifying diagnostic conditions. Developmental Psychology. Schutte, N. S., Malouff, J.M., Hall, L. E., Haggerty, D. J., Cooper, J. T., Golden, C. J., Dornheim, L. (1998). Development and validation of a measure of emotional intelligence. Personality and Individual Differences Article. Schutte NS, Malouff JM, Bobik C, Coston TD, Greeson C, Jedlicka C, Rhodes E, Wendorf G.(2001) :Emotional intelligence and interpersonal relations.J Soc PsycholJournal. Wagner PJ, Moseley GC, Grant MM, Gore JR, Owens C (2002) : Physicians emotional intelligence and patient satisfaction. Fam Med Journal.

Students Must Not Take Part in Politics

STUDENT MUST NOT TAKE PART IN POLITICS Albert Einstein observed: â€Å"It is the duty of every citizen according to his best capacity to give validity to his conviction in political affairs. †Ã‚   I’m sure, this pretty much sums up why we’re debating on this topic today, since we students are considered to have become â€Å"politically aware† by the age of 18. So, what exactly do we understand by the word â€Å"politics†. Politics is the  art  or  science  of influencing people on a civic, or individual level, says most of us present here.I’msure all of it sounds really great but in reality, politics has been synonymous with violence and vandalism ever since its origin, and associating students with it only worsens the scenario. Students are mainly at a tender age and cannot make proper political judgements as they can be easily misled by emotional values or brainwashed by big leaders from big political parties and with the political parties realising the benefits of harvesting voters young, university elections have entered the big league.Big money, big campaigns, big names and big intimidation. We have to understand, that when we use the term â€Å"student politics†, the body to benefit the most from its decisions should be the students themselves. Unfortunately, it is not really so. Infact , the students are the worst sufferers in the war of Power and there is only one reason for this-the financial benefit the so-called student leaders are receiving aims at promoting the mission and vision of the national political leader.This is why, despite the existence of several student unions since times immemorial, government colleges and institutions continue to be in their sorry state with no development or advancement whatsoever. In order to develop a political awakening within the students,we need not join politics at a time when we should be educating ourselves, rather we can engage in social services and l earn how to speak up for what’s right or wrong without any fear in a non-violent yet an impactful way.Student politics has been in the news for all the wrong reasons, like expensive campaigning, violence, nepotism, threatening, intimidating professors, and conducting strikes. Student leaders, once elected, think themselves of more like ministers, surrounded by hangers-on and unapproachable to the students actually in need. Attacks on the principal and higher authorities in Raiganj and Rampurhat College are just a few examples of how terrifying and horrific the reality regarding student politics is.At the end of the day, for an ordinary student, all that student politics means is loss of study time, without any redressal of problems. In fact, some may even suffer discrimination when student leaders carry out nepotism in various forms like wanting to take up all hostel space to accommodate their supporters, and insist on out-of-turn admissions or forcefully make the students sw ear allegiance to their party in exchange of such favours or resort to violence yet again. Student politics has become as bankrupt of issues as national politics.What matters now are affiliations, caste, history, religion, and of course money. It was never imagined that student politics would breed terrorism, extortion, vandalism and even murder. Students have been used as tools taking them away from pursuing their academic goals. These days student politics is not concerned about the academic problems, such as computer facilities, photocopies at nominal charge, but only about violence, and cadre politics of flexing muscles in the academic areas.And the main casualty of all this violence is Education. The campuses these days have turned out to be arsenals of sophisticated weapons. But this was never the objective that drove the parents to send their wards to join colleges and universities or pursue higher studies. What could be more shocking for the parents than their wards coming b ack home in a coffin as a sequel to campus violence? It is high time that everyone realises the incalculable harm that â€Å"politics in its ugliest form† has done to the student community.It is evident from the growing incidents of campus violence that Hooliganism is gaining ground than idealism among student leaders. The student unions have become more inclined towards their political identity rather than protesting against ceratin causes for the welfare of the students. Only recently, a second-year BCom student of Prabhu Jagabandhu College in Andul, Howrah, died after he was thrown into a canal by members of a rival students' union. Two days after this incident, a student Of Ashutosh College lost vision in his left eye after being an innocent victim of campus violence once again.Such incidents are not only limited to India,only last year, in the north-eastern region of Nigeria,26 students were killed,in the aftermath of students union elections, at the college hostels, whe rein the the newly elected leader of the student union alongwith his supporters other went from door-to-door, shooting or stabbing their victims. Student Politics has increasingly led to the loss of innumerable young and promising talents of the country. Last but not the least, in spite of the strong presence of students taking part in politics, an inhuman dearth of noble natures in Politics at the national level is being witnessed.Students who are active in politics tend to neglect their studies for that. They have got themselves scholarships or loans and a chance to study at a college or university. Why not wait until they have finished their studies first? The discredit very much lies with the students taking part in politics, because, unless they are educated and refined themselves, there is little hope of its resurgence because it has been rightly said that without education, man is a splendid slave, a reasoning savage.

Prostitution Is Legal Under Strict Regulations - 1516 Words

Prostitution in Germany Like many countries in the world, prostitution in Germany is legal under strict regulations. Prostitution in Germany dates back to many centuries and although it was never legalized, prostitution was never illegal and discrete brothels existed. In 2002, Germany implemented the Act Regulating the Legal Situation of Prostitutes that was intended to improve the legal status of prostitutes, improving the social position of prostitutes, improving working conditions of prostitutes, cut grounds from under the criminal activities, and make it easier for people to get out. In doing so, according to Havocscope, a website that focuses on global black market information, it is estimated that the legalized and regulated industry generates about $18 billion per year. Prostitution in Germany is legal in all types of forms, from brothel worker to streetwalker, but only in commercial and industrialized zones (Kavenmann, 6) and the largest Red Light District in Europe resides i n Hamburg, Germany. Additionally, in order to make sure that not just brothel workers are paying taxes, the city of Bonn has passed a law that streetwalkers are required to have a ticket that costs 6 euros every night that allows them to work. If caught without one, they could face high fines. (NYT, In Germany, Sex Workers Feed a Meter). One of the aims of the Prostitution Act of 2002 was to help women exit prostitution if they wanted to. Today there are Exit programs that exist in Germany toShow MoreRelatedDeviant Behavior : Social, Psychological, And Philosophical Perspective1521 Words   |  7 PagesTaylor 3). Prostitution, commonly yet mistakenly known as the oldest profession in the world, is a behavior that many individuals around the world find deviant. 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It is seen all throughout history, even in the holiest of books. In ancient Athens, Greece prostitutes or heterae were well educated, free, independent women and on the other hand during the reformation and counter-reformation combined with the syphilis epidemic prostitutes were severely persecuted (Ringdal, 59 and 176). During the Protestant Reformation, prostitutes were punished in the streets, being treated so poorly. It is evident that prostitution has had itsRead MoreProstitution Is The World s Oldest Profession Essay1478 Words   |  6 Pagesâ€Å"Prostitution is said to be the world’s oldest profession. It is, indeed, a model of all professional work; the worker relinquishes control over himself†¦ in exchange for money. 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The Elizabethan Era - 1461 Words

Way way back long ago there was a time period called â€Å"The Elizabethan era†. It was full of many wonderful things, such as fashion. They had a very particular fashion. The Elizabethan era was the Queen Elizabeth Is reign which was from 1558–1603. It took place in England. It is also known as the golden age. This also happened to be when Elizabethan Theatre began to grow and playwrights like Shakespeare composed many plays that changed the way of the old style theatre ways. Towards the end of Queen Elizabeth’s reign, fashion and clothing became more and more overstated, following the unusual style of the very old queen. Fashion and Clothing for men changed depending on if they were a part of the lower class or upper class. It didn’t matter if a person was poor or rich they still weren’t allowed to wear anything they wanted to. They could be richer than everyone but if they were apart of a certain class they still weren’t allowed to wear c lothes made of the same material, fabric or even of the same color. For example, In the Elizabethan era mens fashion had a general style but was also separated by peasants and Royalty. In the Elizabethan era mens fashion had a general style but was also separated by peasants and Royalty. In the Elizabethan era there was general style for men that most all people had and used. The main parts of mens fashion Elizabethan area were the doublet, Stockings or hose, separated sleeves, Corsets, Breeches, Ruffs, and Cloaks. Also of course thereShow MoreRelatedThe During The Elizabethan Era Essay1080 Words   |  5 PagesThe Elizabethan theater became a central part of social life in Shakespeare’s time and was a form of entertainment that took people’s minds off the daily hardships during the Elizabethan era. 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Religion was changing and so did scienceRead MoreFashion During the Elizabethan Era Essay1243 Words   |  5 Pages Have you ever wondered what people in the Elizabethan Era wore? Fashion was just as important in those days as it is to some people today. What people were wearing mattered to others, and even the government. Du ring the Elizabethan Era clothing, accessories, and cosmetics were all a part of daily life. During the Elizabethan Era, there were a set of rules controlling which classes could wear which clothing called the Sumptuary Laws. The Sumptuary Laws controlled the colors and types of clothingRead MoreEssay on Clothes and Fashion of the Elizabethan Era1050 Words   |  5 PagesOf all aspects of Elizabethan culture, the most distinctive is probably the clothing and fashion. A lot of the clothing varied to whether they were a member of the nobility, upper class or the poor. But even if a women or man was wealthy or poor, they were not allowed to wear whatever they wanted. It was a highly fashioned age that prized a look that was artificial, elaborate, and striking. The style of clothing of the Elizabethan Era are easily recognizable today and popular with designers of historicRead MoreEssay on Elizabethan Era Music and Musician535 Words   |  3 PagesHow is Elizabethan Era music different from the music that we listen to during this period of time? The music during the Elizabeth an era is different from today’s music; For example the music during the Elizabethan era is very significant to them due to the fact that it was history being made. This paper will provide you with more information about the music during the Elizabethan era. In fact, Elizabethan tried to please people in the entertainment industry with different musicRead MorePerspectives Of Hamlet During The Elizabethan Era1604 Words   |  7 PagesPerspectives of Hamlet during the Elizabethan Era By: Aanshi Gandhi One of the many beautiful aspects of art is that it gets perceived in many unique ways depending on the viewer’s cultural, political and social views and standpoints. Literature experiences different interpretations all the time and authors use this to their advantage to create a piece of work which remains evergreen. Shakespeare evidently utilises this technique in his most intriguing, and fascinating literary piece, Hamlet. StuckRead MoreArts and Crafts of Elizabethan Era Essays611 Words   |  3 PagesShakespeare, Francis Bacon, and Thomas Wyatt. Architects include John Brayne, also included famous artist Nicholas Hilliard. The collection of arts in England mad this country very popular. Nicholas Hilliard was one the few famous artists in the Elizabethan era. Nicholas was born to Richard Hilliard (an English goldsmith) and Laurence Wall. As a young boy Hilliard became attached to the household of leading Exeter Protestant John Bodley. John Bodley’s father founded the Bodleian Library. John Boodle