Emotional Quotient Inventory—Short Form

Kajian empirikal ke atas kecerdasan emosi telah menunjukkan bahawa wujudnya perkaitan yang rapat antara kecerdasan emosi dengan tingkah laku pelajar. Pada masa yang sama, laporan mengenai beberapa kejadian yang berkaitan dengan cetusan emosi dalam kalangan pelajar di negara kita menimbulkan persoalan tentang tahap kecerdasan emosi mereka. Kajian ini bertujuan mengenal pasti indeks kecerdasan emosi dalam kalangan pelajar sekolah menengah dan menghuraikan profil kecerdasan emosi mereka. Sampel kajian ini terdiri daripada 513 orang pelajar tingkatan dua dan empat di empat buah sekolah di negeri Selangor dan Negeri Sembilan. Inventori Kecerdasan Emosi Malaysia – Remaja (IKEM–R) ditadbir untuk mengukur kecerdasan emosi responden. Indeks kecerdasan emosi diukur berdasarkan tujuh domain kecerdasan emosi bermula dari 0 – 100 bagi menggambarkan kedudukan kecerdasan emosi mereka. Hasil kajian mendapati bahawa indeks kecerdasan emosi pelajar–pelajar yang dikaji ialah 76.02, iaitu berada di bahagian bawah kuartil keempat. Profil kecerdasan emosi bagi keseluruhan sampel mendapati terdapat tiga domain yang memperoleh skor kurang dari 75 peratus, iaitu domain–domain regulasi kendiri, kemahiran sosial dan kesedaran kendiri. Justeru, ketiga–tiga domain ini perlu diberi perhatian untuk meningkatkan kecerdasan emosi mereka secara keseluruhan. Kertas ini juga melaporkan profil kecerdasan emosi mengikut tingkatan, jantina dan lokasi sekolah. Kata kunci: Kecerdasan emosi; perkembangan emosi; remaja Empirical research on emotional intelligence has uncovered the relationship between emotional intelligence and students’ behavior. Concomitantly, reports in the media regarding events that are related to emotional outburst among the students raised an issue about students’ level of emotional intelligent. This study aims to identify emotional intelligence quotient among secondary school students. Additionally, this study also aims to describe their emotional intelligence profile. Sample of the study consisted of 513 form two and form four students from four schools in Selangor and Negeri Sembilan. Malaysian Emotional Quotient Inventory for adolescene (MEQI–A) was administered to determine the emotional quotient of the respondent. The EQ index was calculated based on the seven domains and ranging from 0 – 100 to describe individual’s emotional intelligence. Results of the study showed emotional intelligence index of the respondents at 76.02 that is in the lower part of the fourth quartile. The emotional intelligence profile for the whole sampel showed respondents scored less than 75 percent in three domains namely the domain of self–regulation, social skills and self awareness. Thus, these domains should be addressed accordingly in order to increase students’ emotional intelligence as a whole. This paper also reported the profile of emotional intelligence according to form, gender and school location. Key words: Emotional intelligence; emotional development; adolescence

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Validity Evidence Based on Internal Structure of Scores of the Emotional Quotient Inventory: Youth Version Short (EQ-i: YV-S) in a Chinese Sample

Journal of Psychoeducational Assessment ◽

10.1177/0734282916689439 ◽

2017 ◽

Vol 36 (6) ◽

pp. 576-587 ◽

Cited By ~ 2

Author(s):

Igor Esnaola ◽

Víctor B. Arias ◽

John Freeman ◽

Yina Wang ◽

Benito Arias

Keyword(s):

Temporal Stability ◽

Empirical Support ◽

Reliability And Validity ◽

Validity Evidence ◽

Chinese Sample ◽

Reliability Indices ◽

Emotional Quotient ◽

Emotional Quotient Inventory ◽

Positive Impression ◽

The Impact

Given the lack of any Chinese instrument validated for emotional intelligence (EI) among adolescents, the purpose of this study was to explore new sources of validity evidence drawn from scores on the Emotional Quotient Inventory: Youth Version Short (EQ-i: YV-S) in a sample of Chinese adolescents. The sample was composed of 406 adolescents (236 girls). Results support the multidimensionality of the EQ-i: YV-S, but its hierarchical structure did not receive empirical support. Three of the four main subscales (all but interpersonal) had acceptable reliability indices. In addition, although the impact of the Positive Impression subscale on responses to the main scales was generally low, the effect is not ignorable, and its impact should be modeled in further investigations of the EQ-i: YV-S. Finally, four main subscales of EQ-i: YV-S showed significant power in the prediction of general self-concept and moderate temporal stability. The findings provide overall support for the reliability and validity of the Chinese version of EQ-i: YV-S.

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Pengaruh Kepimpinan Instruksional, Kecerdasan Emosi dan Personaliti Guru Besar Terhadap Prestasi Kerja Guru Sekolah Rendah di Sabah

Sains Insani ◽

10.33102/sainsinsani.vol6no1.236 ◽

2021 ◽

Vol 6 (1) ◽

pp. 35-44

Author(s):

Abdul Said Ambotang ◽

Rosdah Herawaty Hamid

Keyword(s):

Emotional Intelligence ◽

Job Performance ◽

Primary Schools ◽

Rating Scale ◽

Short Form ◽

Instructional Management ◽

Intelligence Scale ◽

Emotional Quotient Inventory ◽

Neo Five Factor Inventory ◽

Trait Emotional Intelligence Questionnaire

Kajian ini bertujuan untuk mengenal pasti hubungan dan pengaruh kepimpinan instruksional, kecerdasan emosi dan persoaliti guru besar terhadap prestasi kerja guru sekolah rendah di negeri Sabah. Seramai 419 orang responden telah dipilih dalam kalangan guru dari lima puluh buah sekolah rendah di negeri Sabah yang dipilih secara rawak menggunakan kaedah pensampelan rawak berstrata. Data Kajian diperoleh menggunakan soal selidik tertutup mengandungi 88 item yang diubah suai daripada instrumen Principal Instructional Management Rating Scale (PIMRS), Emotional Quotient Inventory (EQ-I), Trait Emotional Intelligence Questionnaire – Short Form (TEIQue-S), Emotional Spiritual Quotient (ESQ), Emotional Intelligence Scale (EIS), NEO Five-Factor Inventory (NEO FFI) dan prestasi kerja oleh Iran Herman dan Fatimah Wati Halim. Data kajian dianalisis menggunakan perisian Statistical Packages For Social Sciences. Ujian Korelasi Pearson bagi ketiga-tiga variabel menunjukkan wujud hubungan signifikan secara positif dengan prestasi kerja guru. Analisis regresi menunjukkan ketiga-tiga variabel turut memberi pengaruh yang signifikan terhadap prestasi kerja guru. Berdasarkan data empirikal yang dibincangkan, kajian ini boleh dijadikan panduan oleh semua pihak yang terlibat secara langsung atau tidak langsung dalam bidang pendidikan dan penyelidikan dalam meningkatkan prestasi kerja guru di sekolah rendah. Abstract This study aimed to identify the relationship and effects of instructional leadership, emotional intelligence and headmaster’s personality towards primary schools teachers’ job performance in Sabah. A number of 419 respondents from 50 primary schools in Sabah were chosen randomly using Stratified Random Sampling method. The results gained using closed questionnaire that contained 88 items which was modified from Principal of Instructional Management Rating Scale (PIMRS), Emotional Quotient Inventory (EQ-I), Trait Emotional Intelligence Questionnaire – Short Form (TEIQue-S), Emotional Spiritual Quotient (ESQ), Emotional Intelligence Scale (EIS), NEO Five-Factor Inventory (NEO FFI) and job performance by Iran Herman and Fatimah Wati Halim. The data was analysed using Statistical Packages For Social Sciences. Thus, Pearson Correlation Test for the variables showed that there are significant positive connection with teacher’s job performance. The regression analysis also showed that all the variables has significantly affect the teacher’s job performance. In regard of the empirical data as discussed, this study could be used as a guide by party of interest in the field of educations or studies to improve teacher’s job performance in primary school.

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