EVALUATION OF EMOTIONAL INTELLIGENCE ACCORDING TO INDIVIDUAL DIFFERENCES
RAHYUIMRANI
UNIVERSITI UTARA MALAYSIA
2004EVALUATION OF EMOTIONAL INTELLIGENCE ACCORDING TO INDIVIDUAL DLFFERENCES
A Thesis Submitted to the Graduate School in Partial Fulfillment of the Requirements for the
Degree of Master of Science (Management) Universiti Utara Malaysia
October
20040
Rahyu Imrani, 2004, All Rights Reserved.
Fa kulti Pengurusan Pernicigaan (Faculty of Business Management)
U niversiti U tara Malaysia
PERAKUAN KERJA KERTAS I'ROJEK (Certification of Project Paper)
Saya, yang bertandatangan, memperakukan bahawa (I, the undersigned, certify that)
RAHYU BINTI IMRANI calon untuk ljazah
(candidate for the degree of)
MASTER OF SCIENCE (MANAGEMENT)
telah mengemukakan kertas projek yang bertajuk:
(has presented hislher project paper of the following title)
€VALUATION OF EMOTIONAL INTELLIGENCE ACCORDING TO INDIVIDUAL DIFFERENCES
Seperti yang tercatat di muka surat tajuk dan kulit kertas projek (us it appears on the title page and front cover of project paper)
bahawa kertas projek tersebut boleh diterima dari segi bentuk serta kandungan dun meliputi bidang ilmu dengan memuaskan.
(that the project paper acceptable in form and Icontent and that a satisfactory knowledge of the field is covered by the project paper).
Nama Penyelia (Name of Supervisor)
Tandatangan (Signature)
Tari kh (Date)
PUAN HANISSAH A. RAZAK
PERMISSION TO USE
In presenting this thesis to the Graduate School of University Utara Malaysia in partial fulfillment of requirements for the degree of Master of Science (Management), I consent that Sultanah Bahiyah Library of this university may make it fieely available for inspection.
I also grant permission for copying of this thesis in any manner, in whole or in parts, for scholarly purposes. In my absence, this may be granted by the lecturer who supervised my thesis or by the Dean of Graduate School. It is understood that any copying, publication or use of this thesis in any manner, in whole or in parts, for financial gain and any other non-scholarly purposes shall not be allowed without my written permission. It is also understood that due recognition will be given to me and to University Utara Malaysia for any scholarly use from any material in my thesis.
Any requests for permission to copy or to make other use of the material in this thesis, either in whole or in parts, should be addressed to
Dean of Graduate School Universiti Utara Malaysia
06010 Sintok Kedah Darul Aman
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Abstra k
Kajian ini bertujuan untuk mengenalpasti tahap kecerrdasan emosi dikalangan pelajar Ijazah Pertama Universiti Utara Malaysia. Ia juga bertujuan untuk melihat perhubungan di antara faktor-faktor demografi dan kecerdasan emosi dikalangan pelajar. Seramai 332 orang pelajar terlibat dalam kajian ini telah menjawab sod selidik kecerdasan emosi yang telah reka oleh Schutte, Malouff, Hall, Haggerty, Cocbper, Golden and Dornheim pada tahun 1998. Untuk menjalankan kajian ini, satu penyelidikkan kuantitatif telah digunakan. Data kajian telah dianalisis dengan menggutnakan program SPSS Versi 11.5.
Hasil kajian menunjukkan responden mempunyai tahap kecerdasan emosi yang tinggi.
Walau bagaimana pun keputusan menunjukkan tiada hubungan yang signifikan antara faktor demografi dengan kepintaran ernosi secara keselunrhannya.
111 ...
Abstract
The purpose of this study was to explore the emotional intelligence scores of undergraduate students in University Utara Malaysia. Another purpose of this study is to investigate the relationship between emotional intelligence and demographic factors. A total of 332 respondents participated in this study completed a questionnaire of emotional intelligence (33-item scale) developed by Schutte, Malouff, Hall, Haggerty, Cooper, Golden and Dornheim in 1998. In order to carry out this research, a descriptive quantitative study was carried out. Data were ana1yze:d using SPSS Verse 1 1.5. The results show that the respondents were score high in emotional intelligence. However, the results showed an absence of any significant relationship between demographic factors and emotional intelligence in general.
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ACKNOWLEDGE1SIENTS
First of all, I would like to thank ALLAH for giving me strength and opportunity to complete this research. I wish to express my sincere gratitude to my family. In particular, I would like to express my appreciation to Pn.Hanisr;ah A.Razak for her inspiration, encouragement, wisdom and understanding in getting this research complete. A special thanks for Mohd. Ridhzuwan Ahmad who saw me through to the end and provided extremely valuable insight and direction at crucial points along the road. Thanks to my friends for their encouragement and assistance to make this research possible. I have reached this place not by my effort alone but also through your support and love. Also not forgotten to all the respondents for answering the questionnaires. Finally a special thank to my goods friend Mohd Fadzwadi, Nik Fakhnil, Khadijah Nordin and Rohayu AM Majid. I am very grateful of what all of you have done for me.
Once again THANK
YOU VERY
MUCH.V
DEDICATION
I take a great deal of pride in dedicating this thesis;
To My Mother
“Saadia h Mo hamad”
And To My Father
“Imrani Hassan”
vi
TABLE OF CONTENTS
Page
Permission to use
Abstract (Bahasa Melayu) Abstract (English)
Acknowledgements Dedication
Table of Contents List of Figures List of Tables
CHAPTER ONE: INTRODUCTI[ON
1
.o
1.1 1.2
1.3 1.4 1.5 1.6 1.7
Introduction
Statement of Problem Objective of Research Research Hypotheses Significance of Study Limitation of Study Definition of Terms Organization of Study
11 ..
111 ...
iv
V
vi vii-x
xi xi-xii
1-2 3 4
5 6
7
8-9 9 10 vii
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 11
2.1 &story and Definition of Emotional Intelligence 11-19 2.2 The Benefits of Emotional Intelligence 20-29 2.3 Research on Emotional Intelligence within Primary and Higher Education 29-39 2.4 Emotional Intelligence Assessment Instrumentation 39-43
2.5 Summary 44-45
CHAPTERTHREE:
METHODOLOGY
3.0 Introduction
3.1 Research Framework 3.2 Population
3.3 Sampling 3.4 Instrumentation
3.4.1 Measurement of Emotional Intelligence
46 46-47 48 48
48-50
vlll ...
3.5 Methods of Scoring
3.5.1 Scoring of Emotional Intelligence 3.6 Pilot Test
3.7 Research Procedure 3.8 Data Analysis
CHAPTER FOUR
RESULTS
4.1 Introduction
4.2 Profile of Respondents 4.3
4.4 Level of Emotional Intelligence
Reliability and Validity of the Instrument of Measurement
4.4.1 Level of Emotional intelligence by gender 4.4.2 Level of Emotional intelligence by ethnicity 4.4.3 Level of Emotional intelligence by age groups 4.4.4 Level of Emotional intelligence by marital status 4.4.5 Level of Emotional intelligence by working experience
4.5 Testing of Hypotheses 4.5.1 First Hypothesis 4.5.2 Second Hypothesis
50-5 1 51 52
53
54
54-60 6 1-62 62-64
65 66 67 68 69
70-7 1 71-72 ix
4.5.3 Tbrd Hypothesis 4.5.4 Fourth Hypothesis 4.5.5 Fifth Hypothesis 4.6 Summary
CHAPTER FIVE: DISCUSSION AND CONCLUSION
5.0 Introduction
5.1 Discussion of the results 5.2 Suggestion for futher research 5.3 Conclusion
BIBLIOGRAPHY
72-73 73 74 75-76
77 77-8 1 81- 82
82
APPENDIXES
Appendix 1- Questionnaire Appendix 2- Correspondence
X
LIST OF FIGURES & TABLES
LIST OF FIGURES
Figure 3.1
independent variables and dependent variables.
Figure 4.2.1 Figure 4.2.2 Figure 4.2.3 Figure 4.2.4 Figure 4.2.5
Research frameworks to show the relationship between
Distribution of respondents according to gender Distribution of respondents according to ethmcity Distribution of respondents according to age groups Distribution of respondents according to marital status Distribution of respondents according to working experience
LIST OF TABLES
Table 3.4
Table 3.5.1 Table 3.8 Table 4.2.1 Table 4.2.2 Table 4.2.3
Four dimensions of self report questionnaire (33-item scale) with its related items
Scoring of emotional intelligence Data analysis tools
Distribution of respondents according to gender Distribution of respondents according to ethnicity Distribution of respondents according to age group
xi
47
55
57 58 59 60
50
51 53 55 56 58
Table 4.2.4 Distribution of respondents according to marital status 58 Table 4.2.5 Distribution of respondents according to working experience 59 Table 4.3.1 Reliability Values of Instrument by Dimension. 61
Table 4.3.2 Criterion for Acceptability 61
Table 4.4 (a) Score Range and Level of Emotional Intelligence 63 Table 4.4 (b) Results of the Mean Emotional Intelligence Score 63 64 Table 4.4.1 Crosstabulation of Gender and Level of Emotional Intelligence 65 Table 4.4.2 Crosstabulation of Ethnicity and Level of Emotional Intelligence 66 Table 4.4.3 Crosstabulation of Age and Level of Emotional Intelligence 67 Table 4.4.4 Crosstabulation of Marital Status and Level of 68 Table 4.4 (c) Results of Total Emotional Intelligence Sicore by Level
Emotional Intelligence
Table 4.4.5 Crosstabulation of Working Experience a d 69 Level of Emotional Intelligence
The Result of t-test between emotional intelligence and gender
Table 4.5.1 70
Table 4.5.2 Results of Oneway ANOVA for ethnicity 71
Table 4.5.3 Results of Oneway ANOVA for age groups 72
Table 4.5.4 The Result of t-test between emotional intelligence and marital status 73 Table 4.5.5 The Result of t-test between emotional intelligence 74
and worlung experience Level of Emotional Intelligence Result of Hypotheses Testing Table 4.6.1
Table 4.6.2
xii
75 76
CHAPTER ONE INTRODUCTION
1.0 Introduction
Nowadays, emotional intelligence has become an exciting topic with enormous implications for many areas. Emerging interdisciplinary research and studies fiom education, psychology, business and behavioral medicine are showing clear and significant contributions of emotional intelligence to human performance, personal health, resilience and success.
Academic development is the first and primary objective of colleges and universities.
However, a college or university education m y prove to be leadership and career restraining if healthy emotional development is not viewed as an important and necessary role of the entire college experience. Emotional knowledge, skills and intelligence hold a major key to improving education and helping students, teachers, faculty, and student development professionals attain higher degrees of achievement, career success, leadership and personal well being. To reach the educational aspiration of the 2lSt century, there is an increasing need to develop heailthy, accountable, and productive students, teachers, faculty staff and administratem in all academic disciplines.
Accountability needs to be embraced and in effect in academic, behavior and emotional development (Low, Lomax, Jackson & Nelson, 2004).
1
