Self-Reported Inventory Model

Emotional Intelligence

Salovey (2004) defined emotional intelligence (EQ) as organized responses, crossing the boundaries of many psychological subsystems, including the physiological, cognitive, motivation and experiential system. Emotions typically arise in response to an event, either internal or external that has a positively or negatively valence meaning for an individual. Emotions also about biological responses physiological reactions that can prepare the body for adaptive action (Reeve, 1992).

On the other hand, emotional intelligence is the subset of social intelligence that involves the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and use this information to guide one’s thinking and actions

• Utilizing emotion is the ability to know when someone share emotions, acknowledging the emotion, having positive thinking on things, expecting good things to happen, ensuring that good emotions last, acknowledging mood changes and motivating oneself to encourage positive thinking that will lead to positive outcomes.

Schutte’s Self – Reported Inventory Model

The Schutte’s self –reported model of emotional intelligence of 33 items by using the four sub-scales of emotional intelligence. Elements are emotional perception, managing self-relevant emotion, managing others’ emotion and utilizing emotion.

Table 2

Schutte’s Self – Reported Inventory Model (Adapted from Schutte et al., 1998)

Components Descriptions

Emotional Perception - A person who able to identify the emotion in one’s physical states, feelings, thought and other people.

- A person who able to understand the nonverbal messages of other people.

Managing Self-Relevant Emotion - A person has the ability to let their feeling guide them to know what is important or not and think wisely and use their feeling to make a decision for themselves and

The results of the researches were varied, however, as far as the effects on emotional intelligence and academic achievement is concerned.

Farooq (2003) found that students with high emotional intelligence showed better academic achievement. This is because effective learning can take place when students can develop understanding, skills, confidence and ability to communicate with each other (Nasir & Masur, 2010). According to Low and Nelson (2004) emotional intelligence skills are the key factors in academic achievement of high school and college students.

Besides that, a significant positive correlation between emotional intelligence and academic achievement was also found in a correlation survey research by Festus (2012). Festus (2012) suggested for improvement of emotional intelligence of students can be done with appropriate training in order to increase students’ academic performance because emotional intelligence could be nurtured and developed. In an earlier investigation by Rozell et al. (2002), a significant relationship was found between emotional intelligence and the academic achievement among undergraduate students at Mid-Western University in the USA. It shows that emotional intelligence is related to the academic