MENANAMKAN KECERDASAN EMOSIONAL PADA ANAK USIA DINI MELALUI CERITA DAN MUSIK

Edupedia ◽  
2018 ◽  
Vol 2 (2) ◽  
pp. 33-41
Author(s):  
Hariyanto Hariyanto
Keyword(s):  
Emotional Intelligence ◽  
Emotional Stability ◽  
The Media

Many peoples say, aggressive childrens have a tendency to be naughty even they are justified as bad boys, stubborn, and difficult to mansge. As long as their aggressiveness is positive, it does not matter to them. The environment is quite influential in helping them grow. Emotional Smart is intended to provide the ability for the child to be able to process and train the emotional stability. This is certainly through help and assistance provided by parents and teachers. Among the media that can help the development of children’s emotional intelligence are story and music. Many studies stated that these two things not only help the child in developing intellectual intelligence, but also in developing his emotional intelligence. These two media will be discussed in this article.

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

Impact of a Sudarshan Kriya-based Occupational Stress Management Intervention on Physiological and Psychological Outcomes

2014 ◽  
Vol 39 (4) ◽  
pp. 381-395 ◽  
Author(s):  
Zubin R. Mulla ◽  
Vedamuthachar
Keyword(s):  
Life Satisfaction ◽  
Emotional Intelligence ◽  
Field Experiment ◽  
Stress Management ◽  
Occupational Stress ◽  
Emotional Stability ◽  
Psychological Variables ◽  
Management Intervention ◽  
Stress Management Intervention ◽  
The Impact

In a field experiment with 72 participants, we study the impact of Sudarshan Kriya on participants’ physiological and psychological variables. The intervention significantly reduced participants’ stress levels and blood cortisol levels and increased their life satisfaction, emotional intelligence and emotional stability. The results of the field experiment were triangulated with an open-ended survey of participants, and we found that the effects of the programme were sustainable after a year, especially for those who continued to practise the technique learned in the programme.

scholarly journals Achievement Motivation and Emotional Intelligence: A Correlational Study

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Dr. Jayashree P. Sontakke
Keyword(s):  
Emotional Intelligence ◽  
Achievement Motivation ◽  
Emotional Stability ◽  
Correlational Study ◽  
Positive Relationships ◽  
Intelligence Scale

Achievement Motivation test by Bhargava and emotional intelligence scale by Hyde, Pethe and Dhar were administered on 56 Ss of Jalgaon (India). It was hypothesized that emotional intelligence as well as components of emotional intelligence are positively and significantly related with achievement motivation. Product moment correlations were computed to test the hypothesis. Except empathy and emotional stability all the remaining eight components showed strong and positive relationships. Emotional intelligence and achievement motivation were positively and significantly related.

scholarly journals Emotional Intelligence and Stress Tolerance of Diabetic Physical Exercising and Diabetic Nonphysical Exercising Peoples on Critics

2021 ◽  
pp. 46-52
Author(s):  
W. Vinu
Keyword(s):  
Emotional Intelligence ◽  
Stress Tolerance ◽  
Positive Relationship ◽  
Mean Value ◽  
Emotional Stability ◽  
Psychological Aspect ◽  
Self Development ◽  
The Mean ◽  
R Value

Aim: This study is an attempt to analyze and interpret diabetic nonphysical exercising and diabetic physical exercising people on the psychological aspect of emotional intelligence. Place and Duration of Study: Chidambaram, Cuddalore district, Tamilnadu, India. 1 year. Methodology: For this study a normative survive method was used to collect data from diabetic physical exercising and diabetic nonphysical exercising people from Chidambaram, Cuddalore district, Tamilnadu, India. This investigate is an attempt to analyse and interpret diabetic physical exercising and diabetic nonphysical exercising people on the psychological aspect of EI. The problem of this study is a comparison of on EI of diabetic physical exercising and diabetic nonphysical exercising peoples. The sample in the present study was limited to 60 nondiabetic and 60 diabetic people. Results: The result shows that the ‘r’ value obtained from the variable emotional stability and self-development on the sample of 60 on stress tolerance of diabetic physical exercising group was identified as 0.34 and 0.35 which was significant at 0.01 this shows that here remained a positive relationship between stress tolerance with emotional stability, Stress tolerance with self-development. When emotional stability increases stress tolerance increases when self-development develops stress tolerance increases. The diabetic non-physical exercising and diabetic physical exercising group significantly differ in their stress tolerance, comparatively, the mean value of 73.81 for diabetic physical exercising people with the mean value of 71.79 diabetic nonphysical exercising people is less. Hence it is proved that diabetic physical exercising people have more stress tolerance than diabetic nonphysical exercising people. This indicates that comparatively diabetic physical exercising people can withstand when deprived and tolerate critics of others because diabetic physical exercising people are more stress-tolerant when compared to diabetic nonphysical exercising people. The result of the diabetic physical exercising group's 'r’ value obtained from the variable EI on the sample of 60 on stress tolerant was identified as 0.25 which was significant at 0.05. Conclusion: There was a positive relationship between stress tolerance with EI which specifies that when EI increases stress tolerance increases for diabetic physical exercising person’s vice versa.

Emotional Intelligence and Achievement: Redefining Giftedness?

2002 ◽  
Vol 16 (3) ◽  
pp. 261-273 ◽  
Author(s):  
Jacobus G. Maree ◽  
Liesel Ebersöhn
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Individual Differences ◽  
Case Studies ◽  
Emotional Stability ◽  
Measuring Instruments ◽  
Life Success ◽  
The Face

Many researchers still consider measured intelligence as the most significant predictor for academic and life success, despite the fact that research time and again confirms that proven academic achievement is a far better predictor of academic achievement than a mere IQ score. This article examines the possible meaning of the construct “emotional intelligence”. The term is used to explain individual differences associated with life success; differences that are not sufficiently measured with traditional intelligence measuring instruments. Emotional intelligence includes social deftness, emotional stability, compassion and integrity. It is defined by Goleman, Salovey and Mayer, Bar-On and others as the ability to motivate oneself, to persist in the face of frustrations; to control impulse and delay gratification; to regulate one's moods, to keep distress from interfering with the ability to think; to empathize, to hope, to perform, to be creative. Two case studies are discussed in an attempt to facilitate a contribution to the understanding of some of the reasons for the often-found gap between a person's potential and his or her actual achievement.

scholarly journals Blood Groups and Emotional Intelligence

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Tamanna Gupta
Keyword(s):  
College Students ◽  
Emotional Intelligence ◽  
Blood Group ◽  
Value Orientation ◽  
Emotional Stability ◽  
Blood Groups ◽  
Intelligence Scale ◽  
Significant Difference ◽  
Age Range ◽  
B Blood Group

The present investigation is to explore the emotional intelligence of different blood groups (A+, AB+, B+, and O+). Sample of the study consisted of college students of different blood groups (50 A+, 50 B+, 50 AB+, 50 O+). Their age range between 17-25 years. Their education was above 12th standards. To assess emotional intelligence ‘Emotional Intelligence Scale (EIS)’ by Anukool Hyde, Sanjyot Pethe, and Upinder Dhar was used. To test the hypothesis of the present investigation ANOVA was used. Finding of ANOVA reveals that there is significant difference among blood groups and emotional intelligence. Students who have B+ blood group scored higher on value orientation and who have AB+ blood group scored higher on empathy and emotional stability.

scholarly journals Empathy and Personality Traits of Medical Doctors Working in the Covid-19 Pandemic

2021 ◽  
Vol 18 (2) ◽  
pp. 287-296
Author(s):  
Evgeniy Krasnov ◽  
Ekaterina Kryukova ◽  
Mikhail Kotlovskiy
Keyword(s):  
Emotional Intelligence ◽  
Personality Traits ◽  
Interpersonal Relationships ◽  
Factor Model ◽  
Emotional Stability ◽  
Self Control ◽  
Professional Activity ◽  
Medical Doctors ◽  
Personality Profiles ◽  
Spearman Test

During the COVID-19 pandemic doctors use their intellectual and personal potential in order to be effective in their work, as they were placed in a situation with special requirements for professional activity, creating an emotionally charged environment. Empathy, emotional intelligence (EI), and emotional stability play an important role. Our objective was to study the relationship between empathy, EI, intuition, attitudes toward uncertainty and personality traits in doctors performing their professional activities during the COVID-19 pandemic. The study involved 122 doctors of different specialties (psychiatrists, pediatricians, surgeons, oncologists, etc.). Six questionnaires were used. The Jefferson Scale of Empathy and confirmatory factor analysis were used to verify the factor structure, where the original three-factor model showed the best fit. To identify the relationships between the variables, the Spearman test was used. In our sample of medical doctors, emotional stability characterizes individuals with high self-control and sociality (TEIQue scales). Our data allows us to highlight that empathy fails to be integrated with traits of emotional intelligence in the personality profiles of medical doctors. But distancing from the sphere of one’s experiences in interpersonal relationships during the COVID pandemic may be a necessary component in the personal regulation of the performance of one’s professional responsibilities.

scholarly journals The Development of Interactive Education Media to Improve Emotional Intelligence of Early Age Children in Raudhatul Athfal As-Syafiiyah

2020 ◽  
Vol 2 (2) ◽  
pp. 584-589
Author(s):  
Hafsah ◽  
Edi Saputra ◽  
Suryaniar
Keyword(s):  
Emotional Intelligence ◽  
Young Children ◽  
Development Model ◽  
Design Development ◽  
Educational Media ◽  
Average Percentage ◽  
Interactive Education ◽  
Class B ◽  
The Media ◽  
Expert Validation

This researcher discusses the development of interactive educational media to improve emotional intelligence of young children in Ra As-Syafiiyah. This research aims to produce test instruments to measure the ability to increase emotional intelligence of young children in Ra As-Syafiiyah. Valid, practical and effective. The type of research used is research and development (R&D), namely the development of interactive educational media. This interactive educational media development model was developed based on the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) development model. The test subjects in this study were students of class A and class B at the Ra As-Syafiiyah School. The output of this interactive education media is in the form of apk files that can be installed easily, making it easier for students in the learning process. Based on the results of limited trials conducted, the data obtained from the expert validation results with an average of 3.5 are in the category of very valid, because 3 ≤ M ≤ 4 so that the material on the media is said to be very valid, while the results of media expert validation with an average an average of 3.3 is in the very valid category, because 3 ≤ M ≤ 4 so interactive education media is said to be very valid. While the validation results of linguists with an average of 3 are in the very valid category, because 3 ≤ M ≤ 4 so interactive education media are said to be very valid. Effective because interactive education media is rated by students with positive responses with an average percentage of positive responses of students at 89.25% and average responses of 4.42 and teacher responses with an average response of 4.1 said to be effective because the percentage of student responses and teacher more than 50%. Practical because the results obtained from the learning media implementation of 89.28% are said to be practical because the percentage of interactive educational media implementation is greater than 70%.

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