Kecerdasan Emosi dan Hubungannya dengan Perilaku dan Prestasi Akademik Pelajar Sekolah Menengah di Bachok, Kelantan (Emotional Intelligence and Its Relationship with Behaviour and Academic Performance of Secondary School Students in Bachok, Kelantan)

Abstract

A survey was carried out to ascertain the relationship between Emotional Intelligence and the behaviour and academic performance of secondary school students in Malaysia. A total of 100 Form 4 students of SMK Jelawat, Bachok, Kelantan were administered a questionnaire measuring the five types of emotional intelligence, namely, Self-awareness, Selfregulation, Motivation, Empathy and Social skills. In addition to the types of emotional intelligence measured, the students’ behaviour and academic performance were gauged using the same questionnaires. Cronbach Alpha values for all the items measuring behaviour and all the five emotional intelligences were found to be above 0.8 and deemed reliable. The mean values obtained for each emotional intelligence measured were as follows: Social skills (74.03), Self-awareness (73.58), Motivation (72.66), Empathy (72.53) and Self-regulation (68.10). All the emotional intelligences under study correlated moderately with their academic performance: Self-regulation (r = 0.533), Empathy (r = 0.529), Motivation (r = 0.463), Social Skills (r = 0.448) and Self-awareness (r = 0.406).When the five emotional intelligence factors were correlated with the students’ behaviour, three were found to be highly correlated while the other two only moderately. Social Skills (r = 0.724), While Empathy (r = 0.721) and Motivation (r = 0.718) were highly correlated with the students’ behaviour self-regulation (r = 0.697) and Self-awareness (r = 0.658) were only moderately so.

Keywords: Academic performance, Emotional Intelligence, emotional intelligence factors, students’ behavior, types of
emotional intelligence

Abstrak

Satu kajian telah dijalankan dengan kaedah survey untuk mengenal pasti pertalian antara kecerdasan emosi dengan tingkah laku dan pencapaian akademik pelajar sekolah menengah. Sejumlah 100 orang pelajar Tingkatan 4 daripada SMK Jelawat, Bachok, Kelantan telah ditadbirkan soal selidik yang mengukur lima jenis kecerdasan emosi iaitu Kesedaran Diri, Kawalan Diri, Motivasi, Empati dan Kemahiran Sosial. Selain daripada kecerdasan emosi, tingkah laku dan pencapaian akademik pelajar turut diukur oleh soal selidik yang sama. Nilai Cronbach Alfa bagi semua item yang mengukur tingkah laku dan lima jenis kecerdasan emosi melebihi 0.8 maka boleh dipercayai. Keputusan menunjukkan nilai min bagi setiap kecerdasan emosi adalah seperti berikut: Kemahiran Sosial (74.03), Kesedaran Diri (73.58), Motivasi (72.66), Empati (72.53) dan Kawalan Diri (68.10). Semua kecerdasan emosi yang dikaji menunjukkan pertalian yang sederhana dengan pencapaian akademik pelajar: Kawalan Diri (r = 0.533), Empati (r = 0.529), Motivasi (r = 0.463), Kemahiran Sosial (r = 0.448) dan Kesedaran Diri (r = 0.406). Apabila lima kecerdasan emosi ini dikorelasikan dengan tingkah laku pelajar, tiga mempunyai korelasi yang tinggi manakala dua lagi mempunyai korelasi yang sederhana. Kemahiran Sosial (r = 0.724), Empati (r = 0.721) dan Motivasi (r = 0.718) mempunyai pertalian yang tinggi manakala Kawalan Diri (r = 0.697) dan Kesedaran Diri (r = 0.658) mempunyai pertalian yang sederhana dengan tingkah laku pelajar.

Kata kunci: Pencapaian akademik, kecerdasan emosi, faktor kecerdasan emosi, tingkah laku pelajar, jenis-jenis
kecerdasan emosi