Pertanika Journal of Social Sciences Humanities Vol. 26 (3) Sept. 2018

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Journal of Social Sciences & Humanities

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Journal of Social Sciences & Humanities

About the Journal

Overview

Pertanika Journal of Social Sciences & Humanities (JSSH) is the official journal of Universiti Putra Malaysia published by UPM Press. It is an open-access online scientific journal which is free of charge. It publishes the scientific outputs. It neither accepts nor commissions third party content.

Recognized internationally as the leading peer-reviewed interdisciplinary journal devoted to the publication of original papers, it serves as a forum for practical approaches to improving quality in issues pertaining to social and behavioural sciences as well as the humanities.

JSSH is a _quarterly (_{March, June, September} and _December) periodical that considers for publication original articles as per its scope. The journal publishes in English and it is open to authors around the world regardless of the nationality.

The Journal is available world-wide. Aims and scope

Pertanika Journal of Social Sciences & Humanities aims to develop as a pioneer journal for the social sciences with a focus on emerging issues pertaining to the social and behavioural sciences as well as the humanities.

Areas relevant to the scope of the journal include Social Sciences—Accounting, anthropology, Archaeology and history, Architecture and habitat, Consumer and family economics, Economics, Education, Finance, Geography, Law, Management studies, Media and communication studies, Political sciences and public policy, Population studies, Psychology, Sociology, Technology management, Tourism; Humanities—Arts and culture, Dance, Historical and civilisation studies, Language and Linguistics, Literature, Music, Philosophy, Religious studies, Sports.

History

Pertanika was founded in 1978. A decision was made in 1992 to streamline Pertanika into three journals as Journal of Tropical Agricultural Science, Journal of Science & Technology, and Journal of Social Sciences & Humanities to meet the need for specialised journals in areas of study aligned with the interdisciplinary strengths of the university.

After almost 25 years, as an interdisciplinary Journal of Social Sciences & Humanities, the revamped journal focuses on research in social and behavioural sciences as well as the humanities, particularly in the Asia Pacific region.

Goal of Pertanika

Our goal is to bring the highest quality research to the widest possible audience. Quality

We aim for excellence, sustained by a responsible and professional approach to journal publishing. Submissions are guaranteed to receive a decision within 14 weeks. The elapsed time from submission to publication for the articles averages 5-6 months.

Abstracting and indexing of Pertanika

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Future vision

We are continuously improving access to our journal archives, content, and research services. We have the drive to realise exciting new horizons that will benefit not only the academic community, but society itself.

Citing journal articles

The abbreviation for Pertanika Journal of Social Sciences & Humanities is Pertanika J. Soc. Sci. Hum. Publication policy

Pertanika policy prohibits an author from submitting the same manuscript for concurrent consideration by two or more publications. It prohibits as well publication of any manuscript that has already been published either in whole or substantial part elsewhere. It also does not permit publication of manuscript that has been published in full in Proceedings.

Code of Ethics

The Pertanika Journals and Universiti Putra Malaysia takes seriously the responsibility of all of its journal publications to reflect the highest in publication ethics. Thus all journals and journal editors are expected to abide by the Journal’s codes of ethics. Refer to Pertanika’s Code of Ethics for full details, or visit the Journal’s web link at http://www.pertanika.upm.edu.my/code_of_ethics.php

International Standard Serial Number (ISSN)

An ISSN is an 8-digit code used to identify periodicals such as journals of all kinds and on all media–print and electronic. All Pertanika journals have ISSN as well as an e-ISSN.

Journal of Social Sciences & Humanities: ISSN 0128-7702 (Print); ISSN 2231-8534 (Online). Lag time

A decision on acceptance or rejection of a manuscript is reached in 3 to 4 months (average 14 weeks). The elapsed time from submission to publication for the articles averages 5-6 months.

Authorship

Authors are not permitted to add or remove any names from the authorship provided at the time of initial submission without the consent of the Journal’s Chief Executive Editor.

Manuscript preparation

Refer to Pertanika’s Instructions to Authors at the back of this journal.

Most scientific papers are prepared according to a format called IMRAD. The term represents the first letters of the words Introduction, Materials and Methods, Results, And, Discussion. IMRAD is simply a more ‘defined’ version of the “IBC” [Introduction, Body, Conclusion] format used for all academic writing. IMRAD indicates a pattern or format rather than a complete list of headings or components of research papers; the missing parts of a paper are: Title, Authors, Keywords, Abstract, Conclusions, and References. Additionally, some papers include Acknowledgments and Appendices.

The Introduction explains the scope and objective of the study in the light of current knowledge on the subject; the Materials and Methods describes how the study was conducted; the Results section reports what was found in the study; and the Discussion section explains meaning and significance of the results and provides suggestions for future directions of research. The manuscript must be prepared according to the Journal’s Instructions to Authors.

Editorial process

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Pertanika follows a double-blind peer-review process. Manuscripts deemed suitable for publication are usually sent to reviewers. Authors are encouraged to suggest names of at least three potential reviewers at the time of submission of their manuscript to Pertanika, but the editors will make the final choice. The editors are not, however, bound by these suggestions.

Notification of the editorial decision is usually provided within ten to fourteen weeks from the receipt of manuscript. Publication of solicited manuscripts is not guaranteed. In most cases, manuscripts are accepted conditionally, pending an author’s revision of the material.

As articles are double-blind reviewed, material that might identify authorship of the paper should be placed only on page 2 as described in the first-4 page format in Pertanika’s Instructions to Authors given at the back of this journal.

The Journal’s peer-review

In the peer-review process, three referees independently evaluate the scientific quality of the submitted manuscripts.

Peer reviewers are experts chosen by journal editors to provide written assessment of the strengths and weaknesses of written research, with the aim of improving the reporting of research and identifying the most appropriate and highest quality material for the journal.

Operating and review process

What happens to a manuscript once it is submitted to Pertanika? Typically, there are seven steps to the editorial review process:

1. The Journal’s chief executive editor and the editorial board examine the paper to determine whether it is appropriate for the journal and should be reviewed. If not appropriate, the manuscript is rejected outright and the author is informed.

2. The chief executive editor sends the article-identifying information having been removed, to three reviewers. Typically, one of these is from the Journal’s editorial board. Others are specialists in the subject matter represented by the article. The chief executive editor asks them to complete the review in three weeks.

Comments to authors are about the appropriateness and adequacy of the theoretical or conceptual framework, literature review, method, results and discussion, and conclusions. Reviewers often include suggestions for strengthening of the manuscript. Comments to the editor are in the nature of the significance of the work and its potential contribution to the literature.

3. The chief executive editor, in consultation with the editor-in-chief, examines the reviews and decides whether to reject the manuscript, invite the author(s) to revise and resubmit the manuscript, or seek additional reviews. Final acceptance or rejection rests with the Edito-in-Chief, who reserves the right to refuse any material for publication. In rare instances, the manuscript is accepted with almost no revision. Almost without exception, reviewers’ comments (to the author) are forwarded to the author. If a revision is indicated, the editor provides guidelines for attending to the reviewers’ suggestions and perhaps additional advice about revising the manuscript.

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5. The chief executive editor sends the revised paper out for re-review. Typically, at least one of the original reviewers will be asked to examine the article.

6. When the reviewers have completed their work, the chief executive editor in consultation with the editorial board and the editor-in-chief examine their comments and decide whether the paper is ready to be published, needs another round of revisions, or should be rejected. 7. If the decision is to accept, an acceptance letter is sent to all the author(s), the paper is sent to

the Press. The article should appear in print in approximately three months.

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Vol. 26 (3) Sept. 2018

A scientific journal published by Universiti Putra Malaysia Press

SOCIAL SCIENCES

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JSSH

Journal of Social Sciences & Humanities AN INTERNATIONAL PEER-REVIEWED JOURNAL EDITOR-IN-CHIEF

Jayakaran Mukundan English Language Studies, Teaching English as a Second Language (TESL) CHIEF EXECUTIVE EDITOR Abu Bakar Salleh Biotechnology and Biomolecular Science

Kanagamalar Silvarajoo, ScholarOne Tee Syin-Ying, ScholarOne Ummi Fairuz Hanapi, ScholarOne Editorial Assistants: Nur Farrah Dila Ismail Wong Lih Jiun WEBMASTER Mohd Nazri Othman

PUBLICITY & PRESS RELEASE Florence Jiyom

Magdalene Pokar (ResearchSEA)

EDITORIAL OFFICE JOURNAL DIVISION

Office of the Deputy Vice Chancellor (R&I) 1st_{Floor, IDEA Tower II}

UPM-MTDC Technology Centre Universiti Putra Malaysia 43400 Serdang, Selangor Malaysia. Gen Enq.: +603 8947 1622 | 1616 E-mail: executive_editor.pertanika@upm.my URL: www.journals-jd.upm.edu.my

PUBLISHER UPM Press Universiti Putra Malaysia

43400 UPM, Serdang, Selangor, Malaysia. Tel: +603 8946 8855, 8946 8854 Fax: +603 8941 6172 E-mail: penerbit@upm.edu.my URL: http://penerbit.upm.edu.my

EDITORIAL BOARD 2018-2020

Abdul Mansur M. Masih Economics, Econometrics, Finance King Fahd University of Petroleum and Minerals, Saudi Arabia. Alan Maley

English Language Studies, Teaching of English Language and Literature Leeds Metropolitan University, UK. Ali Reza Kaldi Medical Sociology, Sociology of Development Ageing, Gerontology University of Social Welfare and Rehabilitation, Tehran, Iran. Brian Tomlinson English Language Studies, The Evaluation, Adaptation and Development Leeds Metropolitan University, UK. Deanna L. Sharpe Economics, Consumer and Family Economics, Personal Finance University of Missouri, Columbia, USA. Dessy Irawati

Economist and Business Development Strategist

BNI Bank Representative in the Netherlands, EduPRIME Consulting, the Netherlands

Dileep K. Mohanachandran Psychology, Sociology, Technology Berjaya University College, Malaysia Jacqueline Pugh-Kitingan Music, Ethnomusicology, Borneo and Papua New Guinea Studies Universiti Malaysia Sabah, Malaysia.

Barbara Wejnert Political Sociologist: Gender Studies, Macro Political and Social Changes University at Buffalo, SUNY, USA. Carolyn Graham Music, Jazz Chants Harvard University, USA. Faith Trent AM FACE Education: Curriculum development Flinders University, Adelaide, Australia. Gary N. Mclean

Community and Social Development, International Human Resource Development, Organizational Development

Executive Director, International Human Resource Development Programs, EAHR, Teas A&M University, USA. Graham Thurgood English Language Studies, General Linguistics, Discourse and Syntax California State University, Chico., USA. Handoyo Puji Widodo English Language Teaching, ESP, Language Curriculum-Materials Design and Development, and Language Methodology

English Language Center Shantou University, China.

James R. Stock Management Studies, Marketing, Logistics and Supply Chain Management, Quantitative Method

University of South Florida, USA. Jayum A. Jawan Sociology, Politics and Government, Civilization Studies

Tun Abd Razak Chair & Visiting Professor of Political Science

Ohio University, Athens Ohio, USA (2015-2017).

Universiti Putra Malaysia, Malaysia Jonathan Newton Classroom-based Second Language Acquisition, Language Teaching Methodology, the Interface of Culture and Language in Language Teaching and Learning, and Language/Communication Training and Material Design for the Multicultural Workplace Victoria University of Wellington, New Zealand.

Marcus Bion GRIFFIN Human Ecology, Anthropology, Tropical Agriculture, Fisheries

Cultural Learning Solutions, USA. Mary Susan Philip English Language Theatre in Malaysia and Singapore; Postcolonial Theatre University of Malaya, Malaysia. Muzafar Shah Habibullah Economics, Monetary Economics, Banking, Macroeconomics Universiti Putra Malaysia, Malaysia.

Patricia Matusky Music, Ethnomusicology, Malay and Indonesian language, Literature and Culture

Grand Valley State University, USA. Rama Mathew Teacher Education, English Language Education including Young Learners and Language Assessment

Delhi University, India. Rohany Nasir Psychology-Career counseling, Counseling for Adolescents and Adults, Marriage and Family counseling, Counseling industry and Organization Universiti Kebangsaan Malaysia, Malaysia.

Shameem Rafik-Galea English Language Studies, Linguistics, Applied Linguistics, Language and Communication

University College Sedaya International, Malaysia

Stephen J. HALL English Language Studies, Linguist, Teacher Educator, TESOL Sunway University, Malaysia. Stephen J. THOMA Phsycology, Educational Psychology, The University of Alabama, USA. Victor T. King

Anthropology / Southeast Asian Studies White Rose East Asia Centre, University of Leeds, UK.

INTERNATIONAL ADVISORY BOARD 2018-2021

John R. Schermerhorn Jr. Management Studies, Management and Organizational Behaviour, International Business

Ohio University, USA. Kent Matthews Economics, Banking and Finance, Modelling and Forecasting the Macro Economy

Cardiff Business School, UK. Lehman B. Fletcher Economics, Agricultural Development, Policy Analysis and Planning Iowa State University, USA. Mohamed Ariff Economics, Finance, Capital Market, Islamic Finance, FIscal Policy Sunway University, Malaysia. Pal Ahluwalia African Studies, Social and Cultural Theory, Post-colonial Theory Pro Vice-Chancellor (Research and Innovation), University of Portsmouth, UK.

Phillip Jones

Architectural Science, Sustainability in the Built Environment Welsh School of Architecture, Cardiff University, UK. Rance P. L. Lee Sociology

The Chinese University of Hong Kong,

China

Royal D. Colle Communication Cornell University, USA. Shonda Buchanan American Literature Interim Chair Hampton University, USA. Vijay K. Bhatia Education: Genre Analysis and Professional Communication City University of Hong Kong, China

ABSTRACTING AND INDEXING OF PERTANIKA JOURNALS

Pertanika is almost 40 years old; this accumulated knowledge has resulted in the journals being abstracted and indexed in SCOPUS (Elsevier), Clarivate Analytics [formerly known as Thomson (ISI)] Web of Science™ Core Collection- Emerging Sources Citation Index (ESCI). Web of Knowledge [BIOSIS & CAB Abstracts], EBSCO and EBSCOhost, DOAJ, ERA, Google Scholar, TIB, MyCite, Islamic World Science Citation Center (ISC), ASEAN Citation Index (ACI), Cabell’s Directories & Journal Guide.

The publisher of Pertanika will not be responsible for the statements made by the authors in any articles published in the journal. Under no circumstances will the publisher of this publication be liable for any loss or damage caused by your reliance on the advice, opinion or information obtained either explicitly or implied through the contents of this publication.

All rights of reproduction are reserved in respect of all papers, articles, illustrations, etc., published in Pertanika. Pertanika provides free access to the full text of research articles for anyone, web-wide. It does not charge either its authors or author-institution for refereeing/publishing outgoing articles or user-institution for accessing incoming articles.

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Pertanika Journal of Social Sciences & Humanities

Vol. 26 (3) Sept. 2018

Foreword

Welcome to the Third Issue 2018 of the Journal of Social Sciences and Humanities (JSSH)!

JSSH is an open-access journal for studies in Social Sciences and Humanities published by Universiti Putra Malaysia Press. It is independently owned and managed by the university and run on a non-profit basis for the benefit of the world-wide science community.

This issue contains 54 articles, out of which one is a review paper and the rest (53) are regular articles. The authors of these articles come from different countries, namely Malaysia, Indonesia, Thailand, Iran, Nigeria, India, Korea, Vietnam, United Kingdom, Philippines, Oman and Jordan. Malaysia alone contributed 20 articles, the highest number of articles.

Articles submitted in this issue cover wide range of Social Sciences and Humanity scope including accounting, anthropology, architecture and habitat, arts and culture, economics, education, language and linguistics, law, literature, management, media and communication, political sciences and public policy, psychology, religion, sociology, sports, technology management and tourism. An article is outlined from each of four favoured scope in this issue: economics, education, language and linguistics, and psychology.

Selected from economics scope is an article entitled “Is the Economics Learnt in the Family? Revaluing Parental Influence on Financial Education in India”, written by Jehangir Bharucha from University of Mumbai, India. The paper studied the influence of family and financial behaviour of the youth in India. The researcher assessed family perception and practice to improve the level of financial literacy of children growing up in India. They concluded in their study that family involvement in financial education programs is not well-developed in India. Hence, several recommendations were given by the researches for future improvement of children’s financial literacy. Insight of the paper is available on page 1673.

Selected from education scope is a paper entitled “Building Students’ Character in Elementary School through the Scientific Method: A Case Study of the Lampung Province”, written by fellow researchers from Universitas Lampung, Indonesia (Herpratiwi,

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Ag. Bambang Setiyadi, Riswandi, Chandra Ertikanto and Sugiyanto). The study was conducted with the objective of analysing the implementation of the scientific method of teaching social science subjects and educational character in the affective domain. The research used quasi-experimental methods and data were analysed using paired T-test. They found out that after being taught using the scientific method, the character value of social studies learners was significantly higher compared to before learning the scientific method. The detail of the study is available on page 1547.

Selected from language and linguistics scope is an article entitled “The Promotion of Engineering Students’ English Presentation Ability Using the Genre-Based Approach” by Piyatida Changpueng and Karnchanoke Wattanasin, fellow researchers from King Mongkut’s University of Technology North Bangkok, Thailand. They examined the presentation ability achievement of fourth-year undergraduate engineering students at their institute after being taught how to give oral presentation using genre-based approach (GBA). The study showed positive result of GBA implementation for students’ presentation. The details of the article is available on page 2063.

Selected from psychology scope is an article entitled “Physiological and Psychological Health Benefits of Urban Green Space in Kuala Lumpur: A comparison between Taman Botani Perdana and Jalan Bukit Bintang” by fellow researchers from Universiti Putra Malaysia (UPM), Malaysia (Daniel Mokhtar, Nor Akmar Abdul Aziz and Manohar Mariapan). The researchers explored physiological and psychological effects of urban green space by using measurements and self-reported psychological responses to an urban park compared to a city environment. Physiological responses measured in the study include salivary cortisol concentration and diastolic blood pressure while psychological responses measured include Total Mood Disturbance and Positive and Negative Affect Schedule (PANAS). They found positive results indicating that urban green space has positive benefits physiologically and psychologically compared to urban environment. The detail of the article is available on page 2101.

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All the papers published in this edition underwent Pertanika’s stringent peer-review process involving a minimum of two reviewers comprising internal as well as external referees. This was to ensure that the quality of the papers justified the high ranking of the journal, which is renowned as a heavily-cited journal not only by authors and researchers in Malaysia but by those in other countries around the world as well.

We would also like to express our gratitude to all the contributors, namely the authors, reviewers and editors, who have made this issue possible.

JSSH is currently accepting manuscripts for upcoming issues based on original qualitative or quantitative research that opens new areas of inquiry and investigation.

Chief Executive Editor

Prof. Dato’ Dr. Abu Bakar Salleh executive_editor.pertanika@upm.my

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Pertanika J. Soc. Sci. & Hum. 26 (3): 1227 - 1239 (2018)

ISSN: 0128-7702 e-ISSN 2231-8534

SOCIAL SCIENCES & HUMANITIES

Journal homepage: http://www.pertanika.upm.edu.my/

Article history:

Received: 24 January 2017 Accepted: 19 January 2018 Published: 28 September 2018 ARTICLE INFO

E-mail addresses:

raginigupta09@gmail.com (Ragini Gupta) badri.bajaj@jiit.ac.in (Badri Bajaj) * Corresponding author

Emotional Intelligence: Exploring the Road beyond Personality

and Cognitive Intelligence

Ragini Gupta and Badri Bajaj*

Jaypee Institute of Information Technology, Noida, India

ABSTRACT

Emotional intelligence research holds a popular status in current academic and business community. However, emotional intelligence as an independent construct has been debatable with regard to its theoretical and empirical significance ever since it was introduced. Furthermore, conceptual and operational definitions, measuring instruments and questionable validity and subsequent results are highly diverse and even contradictory. In an attempt to bring coherence to the diffuse body of literature on emotional intelligence, we argue how emotional intelligence is different from personality and cognitive intelligence. In light of this, the current paper has discussed previous research findings to gain more insights about emotional intelligence accounting for variance in outcomes not explained by personality and cognitive intelligence. The extant literature review has guided us to conclude that emotional intelligence is a unique construct, distinct from personality and cognitive intelligence. Scope for future research in the emotional intelligence field is also suggested.

Keywords: Cognitive intelligence, controversies, emotional intelligence, personality INTRODUCTION

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Ragini Gupta and Badri Bajaj

ability to understand men, women, boys and girls to act wisely in human relations” (p. 228). Another early researcher who contributed to the progression of emotional intelligence was Wechsler (1940) who defined intelligence as the “the aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment” (p. 7). Wechsler (1940) poised that personality traits, intellective and other non-intellective components influenced intelligence. This non-intellective intelligence also carries the notion similar to emotional intelligence which is essential to achieve success in life. Gardner (1983) propounded a theory of multiple intelligences, wherein Gardner proposed the concept of interpersonal and intrapersonal intelligence that became the basis of the initial EI constructs. Salovey and Mayer (1990) formally coined the term Emotional Intelligence and defined it as “the subset of social intelligence that involves the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions” (p.189). But the term became popular after the publication of Goleman’s book “Emotional Intelligence-Why it matters more than IQ” in 1995. Since then literature in the field has come a long way. However, the field has also drawn criticism with regard to its conceptual overlap with personality and cognitive intelligence (Landy, 2005). Much criticism surrounds EI on whether it makes a unique contribution in explaining

outcomes beyond personality and cognitive intelligence (Antonakis, Ashkanasy, & Dasborough, 2009). Therefore, the quest of the researchers is to find out how EI is different from earlier similar constructs.

Problem Statement

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Emotional Intelligence: Beyond Personality and Cognitive Intelligence

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the incremental validity of EI in predicting outcomes above and beyond cognitive

intelligence and personality is represented by a dark solid line.

Figure 1. Conceptual framework linking emotional intelligence, cognitive intelligence and personality to individual/organizational outcomes

LITERATURE REVIEW

The construct of EI has been found to predict outcomes such as job performance, leadership effectiveness, well-being, engagement and job satisfaction (Akhtar, Boustani, Tsivrikos, & Chamorro-Premuzic, 2015; Higgs & Dulewicz, 2014; O’Boyle et al., 2011; Rosete & Ciarrochi, 2005; Singh & Woods, 2008). The substantial research in the field of EI has progressed through different approaches and models which are described here in this paper.

Different Approaches of EI

The Ability Approach. This approach includes ability model of EI. The ability model describes EI as a person’s ability in recognizing and understanding emotional information (Mayer & Salovey, 1997). As an ability, it has maximum overlapping with cognitive intelligence (Mayer & Salovey, 1997).

The mixed approach. The Mixed approach incorporates both non-cognitive models (Bar-On, 2006) and competency-based models (Goleman, 1995). Non-cognitive models center around non-cognitive abilities while competency based models focus on competencies. These mixed models coincide with established models of personality in some way or another (Cherniss, 2010).

The Trait Approach. This perspective includes trait model of EI. This model assumes trait EI facets as personality traits, rather competencies or mental abilities or facilitators. Petrides and Furnham (2001) found a significant relationship between EI & the Big Five personality factors.

Theoretical Models and Measurements of EI

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that are being used to operationalize the construct of EI (Neubauer & Freudenthaler, 2005). There exist four distinct models of EI (Chernis, 2010): (1) Four-Branch model (Mayer & Salovey, 1997); (2) Emotional Social Intelligence (ESI) model (Bar-On, 2006); (3) The competency model (Boyatzis & Sala, 2004); and (4) Trait EI model (Petrides & Furnham, 2003).

Four-branch Model

The ability model of emotional intelligence is based on the fact that EI is a person’s ability to recognize& use information about emotions to carry out abstract reasoning (Mayer & Salovey, 1997). Mayer and Salovey (1997) divided EI abilities into four branches, and these four branches formed the model known as four branch model. The four branches are:

1. Perceiving emotions: This branch involves the ability to recognize emotions of self and those of others accurately. This includes identifying emotions in faces, pictures, and voices.

2. Facilitating thought: The second branch of the model describes assimilation of emotions to facilitate thought. This branch involves one’s ability to harness recognized emotions to guide thinking and problem solving which helps to make judgments.

3. Understanding emotions: This branch reflects the ability to comprehend and analyze emotions

such that one can understand the cause and consequence of emotions and relations among emotions

4. Managing emotions: This involves the ability of a person to regulate emotions of self and others. This branch enables the individual to monitor and regulate emotions to workout strategy that will be used to enhance or suppress the emotion. Perception and facilitation branches (the first two branches) of the model are called as ‘experiential EI,’ because these correspond to feelings. The third and fourth branches together are called as ‘strategic EI’ because these are responsible for planning and executing emotional information.

This model is most often operationalized by The Mayer, Salovey and Caruso Emotional Intelligence Test (MSCEIT) consisting of 141 items. The MSCEIT result comes out with 15 scores that consist of total emotional intelligence, area scores for strategic and experiential, four scores in each of the branches, and eight task scores (two for each branch) (MSCEIT: Mayer, Salovey, & Caruso, 2002).

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competencies included three dimensions: self-awareness, self -regulation, and motivation. Later, Boyatzis and Goleman revised their model with four clusters (self-awareness, self-management, social awareness, and relationship management) and 18 competencies (Boyatzis & Sala, 2004). Further, Boyatzis (2007) refined the model, and now model includes 12 competencies contained within four clusters.

1. Self-Awareness: It is concerned with recognizing and understanding emotions of self. This cluster has only one competency: Emotional self-awareness

2. Self-Management: This is all about regulating our own emotions. It includes four competencies: E m o t i o n a l s e l f - c o n t r o l , Achievement orientation, Positive outlook and Adaptability

3. Social Awareness: It deals with recognizing and understanding the emotions of others. It includes two competencies: Empathy and Organizational awareness

4. Relationship Management: This refers to harnessing our emotional understanding to build rapport and promote relationship with others. This cluster has five competencies: Influence, Coach and mentor, Conflict management, Inspirational leadership and Teamwork

This model is examined through the instrument known as Emotional Social Competence Inventory (ESCI) instrument

which is a 360˚ method of assessment comprising 68 items. It provides ratings on a series of behavioral indicators of EI (ESCI: Hay Group, 2011).

Emotional Social Intelligence Model. Bar-On’s model which is commonly known as ESI model is divided into five primary scales and fifteen subscales. The primary scales are Intrapersonal skills, Interpersonal skills, Stress management, Adaptability and General mood (Bar-On, 2006). Recently Multi-Health Systems Inc. (MHS) team has revised the model with sixteen subscales (Stein & Deonarine, 2015). The five scales and their subscales are:

1. Self-perception refers to person’s awareness of self and the ability to recognize and manage oneself. It encompasses emotional awareness, regard, and self-actualization.

2. Self-expression is concerned with the ability to express oneself to the outside world verbally and non -verbally. It includes Emotional expression, Independence and assertiveness

3. Interpersonal pertains to human skills which involve the ability of an individual to deal with other people and building relationships. It has three subscales: empathy, social responsibility, and interpersonal relationships.

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best possible manner so that best decisions can be made to solve problems. Its three subscales are impulse control, reality testing, and problem-solving.

5. Stress management is the person’s ability to remain calm, focused and being able to survive with a positive attitude in adverse conditions. Its three subscales are flexibility, stress tolerance and optimism.

The most common instrument used to examine this model is Emotional Quotient Inventory (EQ-i2.0_{: MHS, 2011). EQ-i}2.0

is a self -report measure having 133 short statements, which works on updated model and measures the individual construct.

Trait Model. The Trait EI model proposed by Petrides and Furnham is the result of content analysis of the previous major EI models (Petrides & Furnham, 2001, 2003). This model consists of all personality facets that are particularly associated with emotion. Petrides’s model encompasses four factors with 15 facets of the personality domain (Petrides, 2009): The four factors are:

1. Emotionality: It corresponds to the individuals who are aware of emotions of self and others. The facets consists of empathy, emotion perception, emotion expression, and relationships

2. S e l f - c o n t r o l : I t p e r t a i n s t o individuals who have control over their needs and fantasies. T h e f a c e t s i n c l u d e e m o t i o n

regulation, impulsiveness, and stress management.

3. Sociability: This trait makes individual socially active. The facets are emotion management, assertiveness, and social awareness. 4. We l l - b e i n g : T h i s r e l a t e s t o

individuals who are hopeful, cheerful, and fulfilled on the basis of their actions and expectations. The facets involve trait optimism, trait happiness, and self-esteem, and auxiliary facets (self-motivation and adaptability)

The construct of trait EI is measured with Trait Emotional Intelligence Questionnaire (TEIQue) (Petrides, 2009). The TEIQue comprises 153 items, producing scores on 15 subscales, four factors, and global trait EI.

Distinguishing Emotional Intelligence from Similar Constructs

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A c c o r d i n g t o S t e r n b e rg ( 1 9 9 7 ) , “Intelligence comprises the mental abilities necessary for adaptation to, as well as shaping and selection of, any environmental context” (p. 1030). In a theory of multiple intelligences, Gardner (1983, 1993, 2006) proposed eight different types of intelligences. These intelligences are “linguistic, logical-mathematical, spatial, musical, bodily- kinesthetic, interpersonal, intrapersonal, and naturalist.” Simply put, intelligence is abstract reasoning and ability to learn (Sternberg, 1997). However, abstract reasoning works with an input function. Different intelligences are often conceptualized on the basis of what is being processed, i.e., the input. The input may be verbal, spatial, cognitive or emotional. Irrespective of the type of intelligence, each functions through a set of processes which remains universal (Sternberg, 1999, 2004). Gardner’s interpersonal and intrapersonal intelligence subsequently became the basis of the initial EI constructs. Sternberg (1997) suggested that EI also represents mental ability, a kind of intelligence, such that how

an individual use this ability in different environment determines his emotional intelligence. However, intelligences such as musical and bodily- kinesthetic do not meet the criteria to be considered as intelligence as these abilities are not required universally to adapt to the environment (Sternberg, 1997). The basic distinction between emotional and cognitive intelligence is that EI pertains to how human beings interact with their immediate environment and interpret and compare feelings (Mayer & Salovey, 1997). These emotional abilities are essential to adapt to the environment. While cognitive intelligence is the ability to perceive relationships among objects and problem-solving in novel situations on the basis of learning, memory (Mayer & Salovey, 1997). Moreover, cognitive ability measures evaluate the problem-solving ability in different cognitive domains (Brody, 2004). Table 1 shows review of previous studies arranged chronologically beginning with 2002 that guide to understand whether EI predicts outcomes above and beyond personality and cognitive intelligence.

Table 1

Summary of EI, personality and cognitive intelligence research findings

Author (s) Purpose Sample Key Findings

Van der Zee, Thijs, & Schakel (2002)

To evaluate the incremental validity of EI in predicting academic and social success beyond academic intelligence and personality.

116 students Results showed that EI predicted both academic and social success above academic intelligence and personality.

Lopes, Salovey, & Straus (2003)

To investigate whether EI predicted the quality of one’s social relationships when controlling for the Big Five and verbal intelligence.

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Table 1 (continue)

Vakola, Tsaousis, & Nikolaou (2004)

To examine the role of EI and personality variables on attitudes toward organizational change.

137

professionals

Results showed that EI explained variance beyond personality dimensions, in predicting employees’ attitudes toward change.

Rosete & Ciarrochi (2005)

To investigate the relationship between EI, personality, cognitive intelligence and leadership effectiveness

41 executives The results showed that higher EI was associated with higher leadership effectiveness, and EI also explained variance not explained by either personality or IQ.

Coˆte´ & Miners (2006)

To determine how EI and cognitive intelligence is associated with task performance

175 employees The results revealed that EI accounted for job performance over and above personality and cognitive ability even when personality and intelligence were controlled.

Furnham& Christoforou (2007)

To examine the effects of personality traits and trait EI on happiness.

120 participants

Trait EI predicted happiness even after controlling for personality. Singh &

Woods (2008)

To examine the joint predictive effects of trait EI, extraversion, conscientiousness, and neuroticism on well- being and job satisfaction.

123 individuals

Trait EI was found to be strongly correlated with job satisfaction. Results also confirmed that trait EI accounted for additional variance in well- being above personality. Guillén,

Saris, & Boyatzis (2009)

To determine the predictive and incremental validity of EI in predicting performance effectiveness over personality traits.

223 executives The results of the analysis found that competencies were more powerful predictors of performance than global personality traits. Joseph &

Newman (2010)

To investigate whether EI

accounted for incremental variance in job performance over and above the Big Five personality and cognitive ability.

Meta-analysis Results revealed that all three types of EI measures (performance based, self-report ability measures, and self-report mixed models) demonstrated incremental validity over and above the Big Five personality traits and cognitive ability.

O’Boyle et al. (2011)

To compare how different conceptualizations of EI predicts job performance and to investigate whether EI incrementally predict job performance over and above the Big Five personality and cognitive ability.

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CONCLUSION

Despite the fact that the research in the field of emotional intelligence has garnered immense interest among scholars and practitioners, confusion has developed with regard to its actual conceptualization and operationalization (Mayer, 2006). EI was originally understood as a blend of abilities which are related to one another (Salovey & Mayer, 1990) whereas it had been conceptualized as “eclectic mix of traits” by different investigators (Bar-On, 2004; Petrides & Furnham, 2001). Moreover, the construct has been associated with controversy due to lack of conclusive findings regarding discriminant and incremental validity of EI above and beyond personality and cognitive intelligence.

Knowing the fact that EI is surrounded by criticism, it was of paramount importance to substantiate the literature by scrutinizing the scope for discriminant and incremental predictive utility of the construct. The current paper sought to review EI with personality and cognitive intelligence in their associations with different individual outcomes.

In view of the criticisms associated with the discriminant validity of EI, there has been a constant flux of studies trying to establish EI as a unique construct. In line of this, majority of the studies reviewed, have been found to conclude EI as a unique construct and demonstrating its incremental validity over personality traits or IQ in predicting various outcomes. On the other Table 1 (continue)

Boyatzis, Good, & Massa (2012)

To investigate how emotional & social competencies, cognitive intelligence (g), and personality affect leader performance.

60 executives The results revealed that leader performance was significantly predicted by emotional and social competencies and not by intelligence and personality. Føllesdal&

Hagtvet (2013)

To assess whether ability measure of EI can predict transformational leadership when controlling for the Five Factor Model (FFM) and General Mental Ability (GMA).

104 executives The results found that EI was not related to transformational leadership after controlling for the FFM and GMA.

Higgs & Dulewicz (2014)

To examine the relationship between EI, personality, and well-being, and evaluate whether EI explains variance in well- being beyond personality.

156 managers Results showed that EI explained variance in well- being beyond personality dimensions.

To examine the effects of the Big Five personality traits, work-specific personality, and trait EI, on work engagement.

1050 professionals

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hand, only a few studies claimed that EI did not account for unique variance beyond personality and cognitive intelligence. In addition, review of different studies incorporating EI, personality and cognitive intelligence also found different correlates of EI above and beyond personality and cognitive intelligence. This also establishes the construct of EI as a robust predictor of important outcomes. Moreover, the weight of the major evidence supports the claim that EI is conceptually distinct from personality and cognitive intelligence. In order to expand a more inclusive perspective on the uniqueness of EI, an opportunity for further research exists for the future researchers to make efforts on validation and consolidation of the construct and its measurement. It is expected that more exhaustive criteria will yield additional interesting predictions. It would be interesting to further investigate studies that incorporate EI, personality and cognitive intelligence all together so that independent contribution of each could be assessed with other outcomes. Considering the controversies associated with incremental validity of EI, that it does not measure anything new that could not be assessed by personality or IQ measures, it was found that there is a wide scope to integrate empirical evidence to highlight the role of EI at workplace which is beyond what is explained by personality or IQ. In light of this, current paper reviewed different conceptualizations of EI and summarized existing research evidence to demonstrate the usefulness of EI as an independent

construct. Overall, this review concludes that EI not only demonstrates just predictive validity but also shows discriminant and incremental validity when compared with traditional constructs such as personality or IQ. Thus, current paper contributes to bring clarity to EI literature by shading light on what actually EI is and how EI explains additional variance in range of outcomes not explained by personality and cognitive intelligence which further enhances comprehensive understanding of EI. This also helps to distinguish and strengthen the utility of EI as an independent construct. Thus, current paper contributes in highlighting bigger picture of EI-outcome relationships. Additionally, review of previous findings helps in understanding relevance of EI, personality and cognitive intelligence at workplace.

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Pertanika J. Soc. Sci. & Hum. 26 (3): 1241 - 1252 (2018)

ISSN: 0128-7702 e-ISSN 2231-8534

SOCIAL SCIENCES & HUMANITIES

Journal homepage: http://www.pertanika.upm.edu.my/

Article history:

Received: 05 October 2016 Accepted: 26 June 2018 Published: 28 September 2018 ARTICLE INFO

E-mail addresses: yi_ying@binus.edu (Yi Ying)

tmursitama@binus.edu (Tirta Nugraha Mursitama) naltin@binus.ac.id (Nalti Novianti)

* Corresponding author

Suitability of Textbook for the Improvement of Linguistic

Competence in Chinese by International Relations Students in

Indonesia

Yi Ying1_{*, Tirta Nugraha Mursitama}2_{and Nalti Novianti}3

1_{Chinese Department, Faculty of Humanities, Bina Nusantara University, Jl. Kemanggisan Ilir III No. 45,} Palmerah, Jakarta 11480, Indonesia

2_{International Relations Department, Faculty of Humanities, Bina Nusantara University, Jl. Kemanggisan Ilir} III No. 45, Palmerah, Jakarta 11480, Indonesia

3_{Japanese Department, Faculty of Humanities, Bina Nusantara University, Jl. Kemanggisan Ilir III No. 45,} Palmerah, Jakarta 11480, Indonesia

ABSTRACT

The necessity of mastering the Chinese language, Indonesia’s second foreign language, has made it a priority subject among foreign languages in the Department of International Relations (IR) in many universities in Indonesia. The ideal textbook for the subject can boost learning and student competence and achievement in mastering the language. The selection of textbooks has not taken into consideration the background and motivation of students, learning objectives, frequency and length of study and student expectations. This paper discusses the need for a textbook to be used by IR majors in Indonesia. The data collection is populated through the distribution of questionnaires to eight universities that hold Chinese language classes for IR majors. The study concludes that the students expected a textbook to contain appropriate and applicable formal and informal language acquisition materials related to IR. The study looks at the cultural knowledge of the destination, lessons on the writing of Chinese characters and grammar exercises. Regarding the order of topics for learning Chinese by IR students, the students perceived that the right order would be: greetings, self-introduction, letters and numbers, time, names of days and months, daily activities, transportation, public facilities, directions and instructions, professions, international relations, politics and economy.

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Yi Ying, Tirta Nugraha Mursitama and Nalti Novianti

INTRODUCTION

At present, International Relations (IR) students studying the Chinese language are not equipped with a proper textbook. To acquire the language, students must depend on habitual utterance expressions including

self-introduction, providing their profile,

the alphabet, numbers, telling the time, the days of the week and stating daily activities. Students enrolled in such classes have opined that the Chinese textbook in use was

superficial and contained little discussion

of issues related to society, the economy, the law, politics, culture, local values and other pertinent matters. This suggests that to the students at least, a textbook plays a prominent role in foreign language learning. Chen (2013) contended that Teaching Chinese as a Foreign Language (TCFL) had become a common phenomenon throughout the world in recent years. This was confirmed by Chisoni (2015), who stated that learning Chinese had become a global trend. According to Chisoni (2015), the demand for learning Chinese in the world is driven by political, social and economic needs. In addition, the rapid growth of China’s economy and political power has nudged Chinese onto the world stage as a prominent language.

Pearson (2014) and Chisoni (2015) contended that the more extensive the diplomatic and trade ties between China and the West, the more the desire of Western countries to learn Chinese for practical purposes. Chisoni (2015) underlined that not only was there a need for the Chinese language to now be learnt, an

understanding of the Chinese culture is also necessary because language and culture are interdependent and interrelated. Previous research into Chinese as a second language only emphasized on the challenges and

difficulties of the Chinese characters and

the tonal system and the importance of understanding Chinese grammar. Trivial emphasis incorporates how cultural differences in learning a second language can affect the way a foreign or second language is taught or learnt, whereas Pearson (2014) asserted that the textbook was the most important teaching tool and was useful for learning the Chinese language.

Textbooks play an important role in the classroom and to some extent prepare learners for future learning as well. The development of learner autonomy is sometimes undertaken through a ‘training

school’ or ‘instructions of specific strategy’

but most likely, the context in which learners encounter the idea of autonomy regularly is the language course and the textbooks used. According to Reinders and Balçikanli (2011), textbooks might include a deliberate focus on the learning process

and might encourage students to reflect on

their progress, and thus, textbooks were likely to play a potentially important role in the development of students’ independent learning skills.

Ying et al. (2017) reiterated the importance of studying IR, pointing out that it was not only acquiring the ability to analyze interaction among different state