scholarly journals STUDI KORELASI PERILAKU ADAPTIF DAN KECERDASAN EMOSIONAL DENGAN PRESTASI BELAJAR PADA SISWA UNDERACHIEVER DI BALI

2016 ◽  
Vol 3 (1) ◽  
Author(s):  
Tiara Carina ◽  
Supriyadi Supriyadi
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Adaptive Behavior ◽  
Psychological Factors ◽  
Hypothesis Test ◽  
Regression Technique ◽  
Cluster Sampling ◽  
Intelligence Scale ◽  
Significant Coefficient ◽  
Behavior Scale

Education is an effort that deliberately, regularly runs and plans to modify or develop behavior which the environment wish for (Wahyuningsih, 2004). There are several problem in education, which is some students have learning difficulties. Student with above average level of intelligence but low achieving at school is called by underachiever. Academic achievement is result of learning processes that shown from the changes on knowledge and comprehension, value, attitude, and skill (Winkle, 1997). According to Suryabrata, Shertzer, and Stone (in Winkle, 1997), there are some psychological factors that influence academic achievement. Psychological factors that were studied in this research are adaptive behavior and emotional intelligence.This research is quantitative study using double regression technique. Subjects of this research are 47 underachiever students (n boys = 24; n girls = 23) who their age are between 11 to 15 year old. The sampling method is random cluster sampling. The data collection method uses Adaptive Behavior Scale (rxx = 0.983), Emotional Intelligence Scale (rxx = 0.870), and study report in odd semester.From hypothesis test with double regression technique, it is found that the correlational coefficient is 0.857, the regression coefficient is 0.735, the significant coefficient of the regression is 0.000, and the significant coefficient of independent variables are both 0.000 and 0.043. It shows that there is significant causal correlation between adaptive behavior and emotional intelligence with academic achievement, the adaptive behavior and emotional intelligence influences academic achievement as 73.5%.Keywords: adaptive behavior, emotional intelligence, academic achievement, underachiever

EMOTIONAL INTELLIGENCE AND ACADEMIC ACHIEVEMENT OF ADOLESCENTS WITH REFERENCE TO GENDER

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Nisha Chandel ◽  
Seema Chopra
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Female Adolescents ◽  
Intelligence Scale ◽  
Male And Female ◽  
Male Adolescents ◽  
Significant Difference ◽  
Understanding Emotions ◽  
School Records ◽  
Better Than

The present study was undertaken to find out emotional intelligence and academic achievement of male and female adolescents. The sample consists of 82 students( 41 male and 41 female adolescents) from different schools in Hamirpur district of Himachal Pradesh. Emotional intelligence was assessed with the help of Emotional Intelligence Scale developed by Singh and Narain (2014) and academic achievement score were taken from the school records. The results revealed that there exists a significant difference in emotional intelligence of male and female adolescents. It was found that there existed significant difference in academic achievement of female adolescents and male adolescents. The mean emotional intelligence of female adolescents was better than of male adolescents. On the dimensions of emotional intelligence, it was found that there was no significant difference between male and female adolescents on understanding emotions, empathy and handling relations dimensions of emotional intelligence; while it was reported that there was significant difference between male and female adolescents on understanding motivation dimension of emotional intelligence On the other hand, it was found that there existed significant difference in academic achievement of female adolescents and male adolescents.

Relationship between Emotional Intelligence and Organizational Citizenship Behavior

2012 ◽  
Vol 110 (3) ◽  
pp. 899-914 ◽  
Author(s):  
David L. Turnipseed ◽  
Elizabeth A. Vandewaa
Keyword(s):  
College Students ◽  
Emotional Intelligence ◽  
Organizational Citizenship ◽  
Organizational Citizenship Behavior ◽  
Emotion Understanding ◽  
Citizenship Behavior ◽  
Intelligence Scale ◽  
Multiple Regressions ◽  
Two Samples ◽  
Behavior Scale

This study evaluated hypothesized positive linkages between organizational citizenship behavior and the emotional intelligence dimensions of perception, using emotion, understanding emotion, and management of emotion, involving two samples. Sample 1 comprised 334 employed college students, 52% male, with a mean age of 23.4 yr., who worked an average of 29.6 hr. per week. Sample 2 comprised 72 professors, 81% female, with a mean age of 47 yr. Measures were the Emotional Intelligence Scale and the Organizational Citizenship Behavior Scale. Results of hierarchical multiple regressions indicated a positive link between organizational citizenship behavior and emotional intelligence. There were differences between the samples. In Sample 1, each of the emotional intelligence dimensions were positively linked to citizenship behavior: using and managing emotion were the greatest contributors. In Sample 2, managing emotion was the only contributor. Emotional intelligence had the strongest relationship with citizenship behavior directed at individuals.

scholarly journals EMOTIONAL INTELLIGENCE AND STUDENTS’ ACADEMIC ACHIEVEMENT

2021 ◽  
Vol 79 (3) ◽  
pp. 360-380
Author(s):  
Abdo Hasan AL-Qadri ◽  
Wei Zhao
Keyword(s):  
Academic Achievement ◽  
Factor Analysis ◽  
Emotional Intelligence ◽  
Positive Relationship ◽  
Motivation To Learn ◽  
Achievement Level ◽  
School Students ◽  
Intelligence Scale ◽  
Research Findings ◽  
The Relationship

Emotional Intelligence (EI) is essential attribution among school learners of today. In this respect, determination and normalization of the measures to investigate and recognize dimensions levels help educators have a successful intervention and increase students' academic achievement level. This research aimed to explore the relationship between Emotional Intelligence (EI) and the academic achievement of Arabic basic school students in China. Further, it also sought to determine the level of students' emotional intelligence and motivation to learn. The research aims are addressed through a tool that explores emotional intelligence and motivation. A 60-item for initial emotional intelligence scale was utilized and analyzed to test their psychometric properties by pilot testing. A final total of 303 students with ages ranged between 12-16 years old participated in the research. The research findings suggested the final formulation of items of the emotional intelligence scale that can measure the levels of emotional intelligence of students along with a significantly positive relationship to academic achievement. There were statistically significant differences in the respondents' level of emotional intelligence according to the gender variable. In comparison, there were no statistically significant differences in the respondents' level of emotional intelligence according to the grade variable. Recommendations of the research were presented. Keywords: emotional intelligence, academic achievement, factor analysis, development and relationship

scholarly journals Relationship between Emotional Intelligence and the Academic Achievement among College Students

2015 ◽  
Vol 2 (3) ◽  
Author(s):  
Pavithra Raj ◽  
Dr. V. Chandramohan ◽  
Pavithra Raj
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
Self Regulation ◽  
Well Being ◽  
Psychological Research ◽  
Intelligence Scale ◽  
Self Recognition ◽  
Significant Difference ◽  
Emotionally Intelligent

Emotional Intelligence (EI) is considered as a successful predictor of academic achievement. Researchers have claimed that EI predicts success in schools/colleges/universities. The present study is an attempt in this direction. Three hundred Post-graduate girl Psychology students, studying at Indian Institute of Psychological Research, Bangalore, constituted as a sample for the present study. The students were administered with Emotional Intelligence Scale to measure their EI. EI score were compared with final semester examination marks. EI in its five domains such as Self-recognition, Self-regulation, Self-motivation, Empathy and Handling relations was positively associated with academic achievement. Over all EI score showed that 23% of the students were emotionally intelligent and excellent on academic achievement. Students, who were high on EI, were academically excellent. Results clearly indicated that there is a significant difference (P > 0.0001) existing between the EI and academic achievement among college students. EI played a major role in promoting academic achievement among college students. Also, the study has brought out the fact that the emotional well being could be emphasized on academic achievement

scholarly journals Forgiveness among Public Sector Workers: A Predictive Study of Employee Resilience, Emotional Intelligence and Loneliness at Work

2021 ◽  
pp. 35-44
Author(s):  
Oguegbe, Tochukwu Matthew ◽  
Iloke, Stephen Ebuka ◽  
Udensi, Chidiebere Emmanuel
Keyword(s):  
Emotional Intelligence ◽  
Public Sector ◽  
Psychological Factors ◽  
Academic Staff ◽  
Intelligence Scale ◽  
Correlational Design ◽  
Resilience Scale ◽  
Multiple Regression Technique ◽  
Predictive Study ◽  
Public Sector Workers

The gains of organizational wellbeing and productivity have been challenged by workers disposition especially the heart of forgiving one another within the workplace. The present study investigated forgiveness among public sector workers: a predictive study of employee resilience, emotional intelligence and loneliness at work. Participants in the study were made up of non-academic staff of Nnamdi Azikiwe University. They comprise of 78 males (43.09%) and 103 females (56.91%) with a mean age of 39.77 years and a standard deviation of 7.9 years and age ranges from 28 -65 years. Four different instruments were used to measure the four variables; Resilience, Loneliness, Emotional Intelligence and Forgiveness. The Rye’s Forgiveness Scale was used to measure forgiveness among the participants; Wagnild and Young’ Resilience scale (WYRS) was used to measure resilience; UCLA Loneliness Scale (ULS) was used to measure loneliness while Wong’s Emotional Intelligence scale (WEIS) measured the participants’ emotional intelligence. The design adopted for this study is the correlational design and the statistical method used is the multiple regression technique. The results of the hypotheses tested showed that that there is insignificant relationship between resilience and forgiveness (β=.052 p>.05), the regression results shown in Table 2 show that there is insignificant relationship between loneliness and forgiveness (β=.030, p>.05), there was also a significant relationship between emotional intelligence and forgiveness (β= .500, p<.05) and the overall significance of the effect as shown in Table 3 showed that there was an overall significance between forgiveness and the selected predictors F (3,177)= 3.126, p<.05. It was however recommended that Personnel Managers should inculcate improvement in psychological factors like emotional intelligence in their personnel training agenda so as to improve the individuals’ tendency to forgive coworkers in the workplace.

scholarly journals HUBUNGAN ANTARA KECERDASAN EMOSIONAL DENGAN PRESTASI AKADEMIK PADA MAHASISWA AKTIVIS ORGANISASI KEMAHASISWAAN DI LINGKUNGAN UNIVERSITAS UDAYANA

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Jesica Handayanita Saragih ◽  
Tience Debora Valentina
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Community Service ◽  
Negative Relationship ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Student Organization ◽  
Intelligence Scale ◽  
Student Activists ◽  
Moral Duties

Student is a learner who has moral duties in applying Tri Dharma Perguruan Tinggi consisted of three important missions, which are implementing education, research, and community service. One embodinent of community service is being involved in the organizational activities around campus. Student activists have an immense relation with the role of emotional intelligence since they have more responsibilities than those who are not actively participating in organisation. In addition to running the missions of Tri Dharma Perguruan Tinggi, students would also encounter personal problem and be faced with school’s demands. The purpose of conducting this research is to investigate the correlation of emotional intelligence and academic achievement of student organization activists at University of Udayana. The sampling technique used in this research was simple random sampling. Subjects were 129 student activists at University of Udayana, age ranged from 17 to 25 years old. Emotional intelligence scale was deployed based on emotional intelligence aspects proposed by Goleman (2002). Transcripts were also collected to determine academic achievement of the subjects, aside from spreading the emotional intelligence scale. Karl Pearson product-moment correlation analysis was conducted to observe correlation of emotional intelligence and academic achievement. Correlation coefficient value obtained from the result of analysis performed on the variables, emotional intelligence and academic achievement, were -0.204 and P of 0.021 (p<0.05). This result shows that there is a negative relationship between emotional intelligence and academic achievement, which also indicates that the increase of emotional intelligence is followed by the decrease of academic achievement on student organization activists. The number of organizations in which the subjects participated in, various activities performed outside campus, and other external factors of research’s subjects contributed to the effect of academic achievements.   Keyword: emotional intelligence, academic achievement, student organization activists.

scholarly journals Prestasi Akademik Siswa Sekolah Menengah Pertama (SMP) Ditinjau Dari Konsep Diri Akademik Dan Kecerdasan Emosi

2020 ◽  
Vol 19 (2) ◽  
pp. 18
Author(s):  
Anwar Fuadi
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Self Concept ◽  
Student Academic Achievement ◽  
School Students ◽  
Intelligence Scale

ABSTRACT This study aims to determine the correlation between junior high school (SMP) student academic achievement in terms of academic self-concept and emotional intelligence. The hypothesis of this study is that there is a positive correlation between academic self-concept and emotional intelligence with the academic achievement of junior high school students. Subjects in this study amounted to 193 class students, data collection was carried out using two scales, the academic self-concept scale and emotional intelligence scale and for academic achievement in the form of documentation of students' final semester scores. Data analysis using multiple regression analysis techniques. The results showed that there is: a very significant relationship between academic self-concept and emotional intelligence with academic achievement.

scholarly journals Type A Behavior, Emotional Intelligence and Social Self-Efficacy as Predictors of Work Motivation among Faculty Members at the Hashemite University

2012 ◽  
Vol 6 (3) ◽  
pp. 57
Author(s):  
Ghaleb AL-Baddareen ◽  
Souad Ghaith ◽  
Mutasem Akour ◽  
Suhaila Banat
Keyword(s):  
Emotional Intelligence ◽  
Self Efficacy ◽  
Work Motivation ◽  
Type A ◽  
Type A Behavior ◽  
Faculty Members ◽  
Social Self ◽  
Intelligence Scale ◽  
Behavior Scale ◽  
Hashemite University

This study examined the association between type A behavior, emotional intelligence, social self-efficacy, and work motivation among faculty members at the Hashemite University in Jordan. Seventy seven faculty members responded to four measures: Type A behavior scale, emotional intelligence scale, perceived social self-efficacy scale, and work motivation scale. The results of this study revealed that emotional intelligence was positively and significantly related to work motivation. Moreover, this study confirmed the value of emotional intelligence as a significant predictor of work motivation. However, social-self-efficacy and Type A behavior proved to be non significant predictors of work motivation 

scholarly journals HUBUNGAN KECERDASAN EMOSIONAL DENGAN PENYESUAIAN DIRI PADA PEREMPUAN USIA PRAMENOPAUSE DI DENPASAR SELATAN

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
I Gusti Ayu Putri Darsitawati ◽  
I Gusti Ayu Putu Wulan Budisetyani
Keyword(s):  
Emotional Intelligence ◽  
Quantitative Research ◽  
Sampling Technique ◽  
Strong Relationship ◽  
The Self ◽  
Cluster Sampling ◽  
Adjustment Problems ◽  
Intelligence Scale ◽  
Correlational Approach ◽  
The One

Premenopausal-aged women are susceptible to self-adjustment problems against changes experienced such as physical and psychological changes. Emotional intelligence plays an important role in addressing various issues, especially self-adjustment problems in premenopausal-aged women. This quantitative research with the correlational approach aims to determine the relationship between emotional intelligence and self-adjustment in premenopausal-aged women in South Denpasar District.   The research samples are premenopausal-aged women in Sanur Village, South Denpasar District as many as 336 women using the one-stage cluster sampling technique. This study uses two scales of measurement namely the emotional intelligence scale and the self-adjustment scale. The emotional intelligence scale consists of 30 items with the reliability value = 0.974; and the self-adjustment scale consists of 29 items with the reliability value = 0.954. The data in this study show normal distribution with p = 0.111 for emotional intelligence and p = 0.224 for self-adjustment, and have a linear relationship (p = 0.000).   The technique for the analysis used by the researcher in this study is Pearson’s product moment correlation. The analysis shows that there is a relationship between emotional intelligence and self-adjustment (p = 0.000, p <0.05). Emotional intelligence also has a direct and positive relationship with self-adjustment, in which the value of r = 0.913; there is no negative sign, and it can be said that emotional intelligence and self-adjustment have a very strong relationship (r = 0.913).   Keywords: emotional intelligence, self-adjustment  

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