The Emotional Intelligence and Academic Achievement of Primary School Students in Malaysia
Abstract
Many researchers believe that high emotional intelligence (EQ) is a driving force for excellence in academic achievement. Thus, this study is conducted to identify the extent of contribution of eight EQ domains to academic achievement of primary school students. A total of 918 students in Grades 3 and 4 were involved. The results showed that the level of EQ among primary school students was 73.74%. The ranking of EQ domain according to the highest performance was spirituality (88.60%), and followed by self-awareness and empathy (77.69%), self-motivation (77.22%), maturity (72.58%), social skills (69.50%), self-confidence (67.68%) and self-regulation (63.42%). Thus, six from the eight domains (self-motivation, self-regulation, spirituality, self-awareness, empathy and self-confidence) were found to significantly contribute to student's academic achievement. The findings can be used by teachers, counselors, psychologists, academics and those involved in child development to develop EQ-related programs to ensure students' excellence in academic field.
References
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Retrieved from http://ejournals.ukm.my/gmjss/article/view/18007
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20. Zakri, A. (2014). Meta-behavioral skills and decision-making skills among student with and without disciplinary behavior. Thesis Dr. of Philosophy, Faculty of Education, National University of Malaysia.
2. Billings, C. E. W., Downey, L. A., Lomas, J. E., Lloyd, J., & Stough, C. (2014). Emotional intelligence and scholastic achievement in pre-adolescent children. Personality and Individual Differences, 65, 14–18. Retrieved from http://dx.doi.org/10.1016/j.paid.2014.01.017
3. Bouffard, T., Marcoux, M., Vezeau, C., & Bordeleau, L. (2003). Changes in self-perceptions of competence and intrinsic motivation among elementary school children. British Journal of Education Psychology, 73, 171–186.
4. Chong, O. S., Zamri, M, & Hamidah, Y. (2013). The factors of gender, race, streaming class and their relationship with student's emotional intelligence in learning Malay Language. Jurnal Pendidikan Bahasa Melayu, 3(1), 12–23. Retrieved from http://spaj.ukm.my/jpbm/index.php/jpbm/article/view/55
5. Elhaj, N.H.M. (2015). The relationship between emotional intelligence and english language achievements among private secondary schools’ students at Khartoum locality. The Ahfad Journal, 32(1), 15–29.
6. Garg, R., Levin, E., & Tremblay, L. (2016). Emotional intelligence: impact on post-secondary academic achievement. Social Psychology of Education, 19, 627–642.
7. Goleman, D. (1996). Emotional Intelligence: Why it can matter more than IQ. New York. Bantam Books.
8. Kranzler, A., Young, J. F., Hankin, B. L., Abela, J. R. Z., Elias, M. J., & Selby, E. A. (2016).
Emotional awareness : A transdiagnostic predictor of depression and anxiety for children and adolescents. Journal of Clinical Child & Adolescent Psychology, 45(3), 262–269. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/15374416.2014.987379
9. Mayer, D., Salovey, P., & Caruso, R. (2004). Models Emotional Intelligence. In Sternberg J. (Ed.). The Handbook of Intelligence. 396–420. New York: Cambridge University press.
10. Mega, C., Ronconi, L., & Beni, R. De. (2014).
What makes a good student ? How emotions, self-regulated learning and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121–131. Retrieved from http://www.researchgate.net/publication/263916847
11. Minaabad, M. S., & Rad, M. Z. (2016). The study impact of emotional intelligence on monolingual and bilingual students’ academic achievement. Jurnal Pendidikan Malaysia, 41(2), 157–163. Retrieved from http://journalarticle.ukm.my/10652/
12. Moreno, L.A.S R. (2017). Emotional intelligence and academic achievement. Liceo Journal of Higher Education Research, 13(2), 48–64. Retrieved from http://www.asianscientificjournals.com/publication/index.php/ljher/article/view/1056
13. Noriah, M.I. & Siti Rahayah, A. (2005). Understanding emotional intelligence of Malaysian teachers. Proceeding for 12th International Conference (ISATT) 2005. 454-461.
14. Noriah, M.I., Zuria, M., Siti Rahayah, A., Ramlee, M., Ruhizan, M.Y., Norzaini, A., & Ruslin, A. (2004). IRPA Executive Report. MOSTI.
15. Norsaleha, M.S., Ab Halim, T., Noor Hafizah, M.H., Salleh, A., & Amriah, B. (2016). Vitality of the tauhidic emotional intelligence of Malaysia’s muslim adolescents. Malaysian Journal of Society and Space, 12(5), 179–190.
Retrieved from http://ejournals.ukm.my/gmjss/article/view/18007
16. Ramirez, G., Chang, H., Maloney, E. A., Levine, S. C., & Beilock, S. L. (2016). On the relationship between maths anxiety and maths achievement in early elementary school: The role of problem solving strategies. Journal of Experimental Child Psychology, 141, 83–100. Retrieved from http://dx.doi.org/10.1016/j.jecp.2015.07.014
17. Sherri L.J. (2003). Research Methods and Statistics: A Critical Thinking Approach. Thomson Learning, Belmont, CE.
18. Siti Aishah, H. (2006). Maternal quality time, children's emotional intelligence and their academic performance: A structural equation modelling analysis. Thesis Dr. of Philosophy, Faculty of Education, International Islamic University of Malaysia.
19. Supardi, S., Mohamed Nor Azhari, A., Ramlee, M., Ridzwan, C.R., & Che Ghani, C.K. (2016). The emotional intelligence level of technical and vocational trainers in Kejuruan High School. Sainshumanika, 8(1), 41–50. http://doi.org/e-ISSN ISSN: 2289-6996
20. Zakri, A. (2014). Meta-behavioral skills and decision-making skills among student with and without disciplinary behavior. Thesis Dr. of Philosophy, Faculty of Education, National University of Malaysia.
Authors
[1]
“The Emotional Intelligence and Academic Achievement of Primary School Students in Malaysia”, Soc. sci. humanities j., vol. 2, no. 09, pp. 594–601, Sep. 2018, Accessed: Apr. 25, 2024. [Online]. Available: https://sshjournal.com/index.php/sshj/article/view/228
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