Indeks dan Profil Kecerdasan Emosi Pelajar Sekolah Menengah

2012 ◽  
Author(s):  
Saemah Rahman ◽  
Noriah Mohd. Ishak ◽  
Zuria Mahmud ◽  
Ruslin Amir
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Self Regulation ◽  
Self Awareness ◽  
School Students ◽  
Emotional Quotient ◽  
Emotional Quotient Inventory ◽  
The Media ◽  
The Relationship ◽  
Fourth Quartile

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

Influence of Academic Motivation on Academic Achievement and Emotional Intelligence in Secondary School Students

2016 ◽  
Vol 5 (5) ◽  
Author(s):  
Rajib Chakraborty
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary School Students ◽  
Academic Motivation ◽  
Short Form ◽  
School Students ◽  
Grade Point ◽  
The Relationship

The present study tried to examine the relationship between academic achievement and emotional intelligence, blocking the influence of academic motivation on the relationship in secondary school students. Sample for the study includes 49 students (25 girls and 24 boys) from VIIIth and IXth classes of a secondary school in Sriram Nagar, Hyderabad, Telangana, India. The data for measuring Emotional intelligence is collected by using the Trait Emotional Intelligence Questionnaire – Adolescent Short Form (TEIQue-ASF), prepared by Petrides, K. V. & Furnham, A. (2006) for adolescents. The data for measuring academic motivation is collected using Academic Motivation Scale, High School Version (AMS-HS 28) for high school students prepared by Vallerand and et.al (1992). Academic achievement of the students is measured by collecting the students' grade point average in a summative assessment. For data analysis, Pearson's Product Moment and Partial Correlations are used. The significance of the test is calculated by using t-test formula for partial correlation for the level of significance α at 0.05. The findings of the study reveal that the influences of academic motivation on the relationship between academic achievement and emotional intelligence in secondary school students, cannot be ignored.

Learning Strategies of Secondary School Students as Correlates of Academic Achievement and Gender

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Harjit Kaur Gill
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Learning Strategies ◽  
Secondary School Students ◽  
Self Regulation ◽  
Low Achievers ◽  
Motivational Strategies ◽  
School Students ◽  
And Gender ◽  
The Relationship

The objectives of the study were: (i) to study the learning strategies of Secondary school students, (ii) to study gender differences in the learning strategies of secondary school students (iii) to study the relationship between learning strategies and academic achievement of secondary school students.1200 secondary school students of Punjab were administered Motivational Strategies for Learning Questionnaire (Pintrich et al, 1991) The results show that significant differences have not been found between high and low achievers as well as between male and female school students on the rehearsal, elaboration, organization, critical thinking and meta-cognitive of self-regulation of learning strategies. Even the interaction effect of gender and academic achievement was not found significant on these dimensions except the last one i.e. meta-cognitive self-regulation dimension.

scholarly journals Comparison of emotional intelligence between psychiatrists and surgeons

2011 ◽  
Vol 35 (4) ◽  
pp. 124-129 ◽  
Author(s):  
Clive Stanton ◽  
Faisil Nasim Sethi ◽  
Oliver Dale ◽  
Michael Phelan ◽  
James Theodore Laban ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Comparative Analysis ◽  
Social Responsibility ◽  
Stress Tolerance ◽  
Impulse Control ◽  
Assessment Tool ◽  
Clinical Implications ◽  
Self Awareness ◽  
Emotional Quotient ◽  
Emotional Quotient Inventory

Aims and methodA comparative analysis of emotional intelligence between psychiatrists and surgeons using the Bar-On Emotional Quotient Inventory (Bar-On EQ-i) validated assessment tool. Applied to psychiatrists and surgeons with postgraduate membership in Greater London.ResultsA total of 148 individuals were recruited. The median scores for Total EQ scores were average, with no difference in Total EQ between psychiatrists and surgeons (P = 0.872). Psychiatrists scored significantly higher in the subscales of emotional self-awareness (P = 0.002), empathy (P = 0.005), social responsibility (P = 0.04) and impulse control (P = 0.011). Surgeons scored significantly higher in the subscales of self-regard (P = 0.005), stress tolerance (P < 0.0001) and optimism (P = 0.009).Clinical implicationsThere are significant differences between psychiatrists and surgeons in the component factors that make up the Total EQ score. They seemingly correspond with widely held perceptions.

scholarly journals Emotional Intelligence of Higher Secondary School Students With Respect to Their Gender

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Arshad Ali Bhat
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Altruistic Behavior ◽  
Self Awareness ◽  
School Students ◽  
Jammu And Kashmir ◽  
Five Dimensions ◽  
Significant Difference

Present Study lights on Emotional Intelligence in higher secondary school students. Emotional intelligence is the ability to understand emotional intelligence and their causes, the capability to effectively regulate these emotions in one self and in others and most importantly being able to use the emotions as a source of and dealing with social situations. The sample of present study was drawn randomly from different higher secondary schools, of baramulla district state Jammu and Kashmir. The researcher therefore selected 11th and 12th grade 120 students randomly from different higher secondary schools of baramulla district, out of 120 students 60 were girls and 60 were boys. The investigator has employed English version of Emotional Intelligence scale (EIS) as developed by Anukool Hyde, Sanjyot Pethe And Upinder Dhar is used for the present study. The scale is based on five dimensions viz. self awareness, empathy, self motivation, emotional stability, managing relations, integrity, self development, value orientation, commitment, altruistic behavior. There is significant difference between boys and girls in the level of emotional intelligence.

scholarly journals Emotional Intelligence of Employee Excellence - A Study of Automobile Industry

2019 ◽  
Vol 13 (3) ◽  
pp. 1997-2004
Author(s):  
Devika Rani ◽  
M. Javed Kalburgi ◽  
Mohammed Farzana Begum
Keyword(s):  
Emotional Intelligence ◽  
Social Skills ◽  
Automobile Industry ◽  
Self Regulation ◽  
Self Awareness ◽  
Emotional Quotient ◽  
Employees Satisfaction

The primary goal of the paper is to explore the connection between emotional intelligence and employees’ satisfaction in India’s automobile Industry. The research examines the emotional intelligence variables and how employees’ control & understand the emotions of themselves and their colleagues. The study was conducted by taking 120 respondents selected randomly from automobile industry. The study prophecies the emotional quotient of employees in different aspects like self-awareness, self-regulation, motivation, empathy and social skills.

A Study on the Relationship between Delay of Gratification and Emotional Intelligence in Secondary School Students

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Rajib Chakraborty ◽  
Dr. K. S. Prabhakaram
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Short Form ◽  
Delay Of Gratification ◽  
School Students ◽  
Level Of Significance ◽  
Trait Emotional Intelligence Questionnaire ◽  
Academic Delay ◽  
The Relationship

The present study is an attempt to examine the relationship between delay of gratification in academics and emotional intelligence. Sample for the study includes 50 urban students (30 boys and 20 girls) of class IX of a secondary school in New Nagole, Hyderabad, Telangana, India. The data for measuring delay of gratification is collected using <italic>Academic Delay of Gratification Scale (ADOGS)</italic> for college students prepared by Hefer Bembenutty (1997). Emotional intelligence is measured by collecting data using the <italic>Trait Emotional Intelligence Questionnaire</italic> – <italic>Adolescent Short Form (TEIQue-ASF)</italic>, prepared by Petrides, K. V. & Furnham, A. (2006) for adolescents. For data analysis, Pearson’s Product-Moment Correlation coefficient is used. The significance of the test is calculated using critical value table for Pearson’s Product-Moment Correlation for the level of significance α at 0.05. The findings of the study reveal positive but weak relationship between delay of gratification in academics and emotional intelligence. No role of gender is found on the examined variables.

scholarly journals Relația stresului ocupațional cu inteligența emoționalã. O investigație centratã pe douã instrumente de evaluare a inteligenței emoționale

2020 ◽  
Vol 9 (1) ◽  
pp. 15-29
Author(s):  
Dragoș Iliescu ◽  
Alexandra Ilie
Keyword(s):  
Emotional Intelligence ◽  
Occupational Stress ◽  
Banking Sector ◽  
Coping Mechanisms ◽  
Intelligence Test ◽  
Emotional Quotient ◽  
Emotional Quotient Inventory ◽  
Two Measures ◽  
Relationship Of ◽  
The Relationship

Based on 2 samples of employees in the financial and banking sector, the authors examine the convergenceof two measures of Emotional Intelligence, namely the Mayer-Salovey-Caruso Emotional Intelligence Test(MSCEIT), and the Emotional Quotient Inventory (EQ-i) which are the products of different approaches to thefocal concept. Furthermore, the authors examine the relationship of both these measures with occupational stress,with specific stressfull events and with coping mechanisms. The study finds only a low convergence of the twomeasures, as well as average correlations with occupational stress and low correlations with individual copingstrategies. Emotional Intelligence measured as an ability has a higher affinity with these processes than EmotionalIntelligence measured as personality

scholarly journals Influencia de componentes de inteligencia emocional en rendimiento académico escolar: Análisis en una Institución Educativa en Perú

2021 ◽  
Vol 2 (5) ◽  
pp. 7053-7069
Author(s):  
Juan Guillermo Lazo Lazo ◽  
Suely Noronha De Oliveira ◽  
Annette Kaltenbrunner Graf ◽  
Blanca Josefina Vallejos Saavedra
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Secondary School ◽  
Large Scale ◽  
Basic Education ◽  
Educational Institution ◽  
Quantitative Methodology ◽  
Ministry Of Education ◽  
School Students ◽  
The Relationship

En los últimos veinte años, el Ministerio de Educación de Perú viene aplicando y acompañando la medición de logros de aprendizaje de los estudiantes de la educación básica por medio de evaluaciones nacionales e internacionales a gran escala. Estos estudios están llevando no sólo a conocer las causas de los logros de aprendizaje, sino al de tratar de revertir alguna situación no deseada. La investigación, en proceso, en la cual se basa este artículo, tiene como objetivo identificar de qué manera la inteligencia emocional influye en el rendimiento académico de estudiantes de nivel secundario de una institución educativa en Lima, Perú. Esta investigación fue orientada por la metodología cuantitativa y se utilizó de métodos estadísticos para inferir las relaciones entre la inteligencia emocional y el rendimiento académico de los alumnos en cada área curricular, a través de datos obtenidos por el test BarOn ICE: NA, y las calificaciones de los alumnos. Los resultados comprobaron la relación existente entre la inteligencia emocional y el desempeño escolar, mostrando que los componentes de la inteligencia emocional varían según el área curricular específica.     In the last twenty years, the Peruvian Ministry of Education has been implementing and accompanying the measurement of learning achievements of students in basic education through large-scale national and international assessments. These studies are leading not only to know the causes of learning achievement, but to try to reverse some unwanted situation. The research, in process, on which this article is based, aims to identify how emotional intelligence influences the academic performance of secondary school students in an educational institution in Lima, Peru. This research was guided by the quantitative methodology and was used statistical methods to infer the relationships between emotional intelligence and academic performance of students in each curricular area, through data obtained by the BarOn ICE: NA test, and the qualifications of the students. The results verified the relationship between emotional intelligence and school performance, showing that the components of emotional intelligence vary according to the specific curricular area.

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