M01956
The Relationship Between Emotional Intelligence And Quality Of
University Life
Sumardjono Padmomartono & Yustinus Windrawanto
Guidance and Counseling Study Program
Faculty of Education and Teacher Training,
Satya Wacana Christian University, Salatiga - Indonesia
Email: [email protected]
Abstract
Emotional Intelligence (EI) has been defined by John Mayer and Peter Salovey as the
ability to perceive emotions, to access and generate emotions so as to assist thought, to
understand emotions and emotional knowledge, and to reflectively regulate emotions
so as to promote emotional and intellectual growth. Study of factors predicting one’s
success in business reveals the capabilities associated with star performers relative to
the average performers according to their technical skills, cognitive abilities and
emotional intelligence. Thus emotional intelligence separates “star” performers from the
rest denoting emotional intelligence contributes to success above and beyond cognitive
abilities and technical skills among businessmen. This correlation study was to
determine the relationship between emotional intelligence and the overall quality of
university life of Guidance and Counseling students at Faculty of Education and
Teacher Training, Satya Wacana Christian University. Subjects were 112 students
enrolled on Mental Health and Theory of Personality. The results revealed students’
emotional intelligence and students’ perception of the overall quality of university life
were very significantly correlated strongly and positively (r= 0,672 **, p < 0,001.
Further analysis indicated that 89 students (79, 5%) were at the high and very high
level of emotional intelligence, while there were 84 students (75%) at the low and high
level of their perception of the overall quality of university life. The results suggest the
faculty cultivating hardy skills and attitudes towards university learning through
developing students’ emotional intelligence.
Keywords: emotional intelligence, student’s perception of the overall quality of
university life
problems, including attention and learning
INTRODUCTION
problems. Students scoring higher on the
Rivers, Brackett & Salovey (2008)
argued
influence
emotional
other
performance
in
intelligence
aspects
school.
emotional intelligence scale also were less
might
of
student
High
school
likely to report negative attitudes toward
school and toward teachers. Furthermore,
students scoring higher on the emotional
intelligence scale were less likely to be
Karimi,
Daraei,
analyzed
the
Farajzadeh
impact
of
(2015)
emotional
intelligence on the employees' quality of
rated by teachers as having school
385
work life in Tehran, in which the research
emotional intelligence and the overall
finding revealed that there was no total
quality life of university students is not
impact from the emotional intelligence on
known. Therefore the research questions
the quality of work life among bank
were:
employees, but there was only a partial
1. What was the relationship between
emotional
emotional intelligence and each aspect
intelligence and one of the components of
as well as the overall quality of
the quality of work life named "Social
university life among guidance and
relevance of the work in the life".
counseling students at Faculty of
association
between
the
Education and Teacher Training, Satya
The university students’ mental
Wacana Christian University?
health promotion requires investigating the
role of emotional intelligence and its
2. How were the levels of students’
correlates to students’ perception of the
emotional intelligence and perceived
quality of university life. However, little is
quality
known about the aspects that relate to the
guidance and counseling students at
quality of university life among university
Faculty of Education and Teacher
students. Therefore, this study addressed
Training,
this issue and intended to investigate the
University in relation to levels of
relationship
learning
between
emotional
of
university
Satya
life
Wacana
motivation,
among
Christian
psychological
intelligence with aspects of the overall
hardiness in learning, perception of the
quality of university life, namely students’
functional
psychological
education and students’ perception
hardiness
in
learning,
value
of
university
with the faculty?
students’ learning motivation, students’
perception of the functional value of
university
education
and
perception
with
faculty
guidance
Faculty
the
Training,
Education
Satya
and
Wacana
Quality of university life refers
among
and counseling students
of
QUALITY OF UNIVERSITY LIFE
students’
students’ perception with the educational
at
experience during their study at the
Teacher
university (Sirgy, Grzeskowiak & Rahtz,
Christian
2007). Students are to develop their
University.
cognitive and creative abilities, knowledge
The problem addressed in this
study
that
the
relationship
and skills that will admit them to their
between
386
future professions. Maddi (2002) states
that students possessing psychological
(Blumenfeld, Kempler & Krajcik, 2006).
hardiness
Therefore, learning motivation is the
found
stressful
challenges
and
willingness to learn the material presented
as
in a university program. While ability to
exhibiting
learn defines what students can do,
psychological hardiness in learning will
motivation to learn guides the decision-
achieve academic success and will enjoy a
making process shaping the direction,
high quality of university life. The impact
focus, and level of effort students apply to
of psychological hardiness in learning may
their learning activities (Cole, Field &
be related to students’ inherent learning
Harris,
motivation and to their perceptions of the
enhances educational achievement because
payoff that guidance and counseling
students with high motivation to learn
education will provide in their professional
develop more effective strategies for
lives to come.
learning and exhibit greater commitment to
‘‘developmentally
responded
to
opportunities.
provocative’’
such
challenges
Students
learning
motivation,
Learning
motivation
knowledge and skill acquisition (Nguyen
Quality of university life consists
of
2004b).
and Nguyen, 2010). Therefore, the level of
psychological
perception with the university improves.
hardiness in learning, functional value of a
university education and perception with
Stress can generate psychological
the faculty. Motivation is what gets
problems and affect students’ effectiveness
students going, keeps them going, and
at studying. To overcome challenges
helps them finish tasks. Motivation refers
initiated by stress, students must be
to three components: expectancy, value,
psychologically
and affect. Expectancy refers to student’s
hardiness describes students’ commitment,
beliefs about one’s ability or skills to
control, and challenge in their lives
perform the task. Value expresses student’s
(Maddi, 2002). Commitment refers to a
beliefs about the importance, interest, and
tendency to involve oneself in whatever
utility of the task. The affective component
one is doing or encounters. Control is
describes student’s feelings about the self
defined as a tendency to feel and act as if
or emotional reactions to the task (Pintrich,
one is influential in the face of the varied
2003). Motivation helps to establish and
contingencies
increase
the
engagement,
hardy.
of
life.
Psychological
Challenge
is
quality
of
cognitive
described as a belief that change is normal
leading
to
success
in life and that the anticipation of changes
387
growth
students’ expectation that their education
(Kobasa, Maddi & Kahn, 1982). During
will enhance their future employment or
their study at university, students have to
career
focus on completing educational activities
Samouel,
such as readings, assignments, projects,
money, time, and entertainment for the
and examinations, as well as manage
contemporaneous pleasure of learning, and
personal matters such as finances and
also for higher expected future earnings
social activities. Students with high levels
and a more satisfying future professional
of psychological hardiness in learning will
life. Value reinforces student’s beliefs that
spend their time and effort in studying.
guide their behavior in their everyday lives
Students feel and act as if they are
so that students who perceive that studying
influential and welcome changes occurring
will give them higher value for their work
during their lives at university.
and lives in the future will be more
are
interesting
incentives
to
goals
(Ledden,
2007).
Kalafatis
Students
&
exchange
positive in their attitudes and behavior
Students with high psychological
toward university life.
hardiness in learning will be able to control
stress in the learning process. This
EMOTIONAL INTELLIGENCE
capability helps students transform the
Each student differs widely in “the
stress caused by learning into more
ability to monitor one’s own and others’
enjoyable, developing and maintaining
feelings and emotions, to discriminate
their motivation to do what they need to
among them and to use this information to
do. When students have capabilities to
guide one’s thinking and actions”. The
overcome the pressure of learning, they
Wong and Law Emotional Intelligence
will acknowledge the role of their lecturers
Scale (WLEIS; Law, Wong & Song, 2004)
and classmates in learning.
Value
exchanges
is
the
key
(Sandstrom,
to
uses the four-branch ability emotional
human
intelligence Mayer and Salovey model
Edvardsson,
(1997), namely self emotion appraisal,
Kristensson & Magnusson, 2008). People
others’ emotion appraisal, use of emotion,
exchange something of value in return for
and regulation of emotion to promote
something they value more. Values are
conceptualized
as
functional
performance which using for measuring
value
individuals’
perceived by students when studying at
self-perceptions
about
emotional intelligence. The WLEIS was
university. Functional value refers to
388
originally developed in Hong Kong and its
four-factor structure had been supported in
Program at Faculty of Education and
China (Huang, Chan, Lam & Nan, 2010).
Teacher Training, Satya Wacana Christian
Law,
Wong
&
Song
University who participated in this study
(2004)
(1)
when they attended courses on Theory of
Appraisal and expression of self emotion:
Personality and Mental Health conducted
referring to students’ ability to understand
by the writer.
their deep emotions and be able to express
Procedures
describe
the
WLEIS
measure:
them naturally; students having high
The participants were given the
ability in this area acknowledge their
instrument materials during the regular
emotions
and
class on the two courses conducted by the
recognition of others’ emotion: denoting to
writer. They completed them in a group
students’
setting, and returned immediately to the
well.
ability
(2)
to
Appraisal
understand
the
emotions of others; students high in this
writer when finished.
ability are more sensitive to the emotions
Instruments
of others. (3) Regulation of self emotion:
All the subjects completed the 16-
concerning students’ ability to regulate
items of The Wong and Law Emotional
their emotions, enabling a rapid recovery
Intelligence Scale/WLEIS (Wong & Law,
from emotional distress; students having
2004) and the 17 items of The Quality of
high ability in this aspect are able to keep
College Life/QCL (Nguyen, Shultz &
their behavior under control when they
Westbrook, 2011). The WLEIS exhibited
have extreme moods. (4) Use of emotion to
high internal consistency (Cronbach’s
facilitate performance: namely students’
Alpha value was 0,870, the lowest item
ability to make use of their emotions by
coefficient validity was 0,314 and the
directing
constructive
highest was 0,649). The QCL also shown
activities; students with great ability in this
high internal consistency (Cronbach’s
area maintains positive emotions; make the
Alpha value was 0,804, the lowest item
best use of emotions to facilitate high
coefficient validity was 0,350 and the
performance in their study.
highest was 0,563).
them
toward
METHODS
RESULTS
Subjects
The Overall Quality of the University
Subjects of this study were 112
students of Guidance and Counseling
389
Life
Level of Students’ Perception to the
2125=very
high
Total
Minimum
=9
Overall Quality of the University Life
(N = 112 students)
Level
Frequency Percent
4251=very
low
5261=low
6271=high
2125=very
high
Total
Minimum
= 42
9
8,0
Cumulative
Percent
8,0
40
35,7
43,8
22
19,6
100,0
112
100,0
Maximum Mean
= 25
17,35
= Std.
Deviation =
3.421
There were 79 students (70,5%)
mentioned that their learning motivation were
low up to high.
44
39,3
83,0
Level of Students’ Psychological
Hardiness (N = 112 students)
19
17,0
100,0
Level
Frequency Percent
1012=very
low
1316=low
1720=high
2125=very
high
Total
Minimum
= 10
13
11,6
Cumulative
Percent
11,6
23
20,5
32,1
51
45,5
77,7
25
22,3
100,0
112
100,0
Maximum Mean
= 82
63,16
= Std.
Deviation =
8,858
There were 84 students (75%)
mentioned that their perception with the
overall quality of the university life were low
up to high.
The
following
table
conveyed
112
100,0
Maximum Mean
= 25
17,63
= Std.
Deviation =
3.544
There were 76 students (67,9%) stated
that their psychological hardiness were high up
to very high.
levels of students’ learning motivation,
psychological hardiness, perception of the
functional value of the education, of the
four aspects of the quality of the university
life.
Level of Students’ Learning Motivation
(N = 112 students)
Level
9,8
Cumulative
Percent
9,8
30,4
40,2
40,2
80,4
Frequency Percent
9-12=very 11
low
1334
16=low
1745
20=high
Level of Students’ Perception of the
Functional Value of Education (N = 112
students)
390
Level
Frequency Percent
1011=very
low
1214=low
9
8,0
Cumulative
Percent
8,0
16
14,3
22,3
1517=high
2125=very
high
Total
Minimum
= 10
23
20,5
42,9
64
57,1
100,0
Level
= Std.
Deviation =
3.069
There were 87 students (77,7%)
perceived that the functional value of their
education were high up to very high.
Level of Students’ Perception with the
Faculty (N = 112 students)
Frequency Percent
6-7=very
low
8-9=low
1012=high
2125=very
high
Total
Minimum
=6
5
4,5
Cumulative
Percent
4,5
33
35
29,5
31,3
33,9
65,2
39
34,8
100,0
Emotional
Intelligence (N = 112 students)
112
100,0
Maximum Mean
= 20
17,05
Level
Students’
of
Level
Frequency Percent
3545=very
low
4656=low
5768=high
6980=very
high
Total
Minimum
= 35
6
5.4
Cumulative
Percent
5.4
17
15.2
20.5
59
52.7
73.2
30
26.8
100.0
112
100.0
Maximum Mean
= 80
62.29
= Std.
Deviation =
9.122
There were 89 students (79,5%) on the
high up to very high emotional intelligence
level.
Relationship
between
Emotional
Intelligence and Each Aspect of the
112
100,0
Maximum Mean
= 15
11,13
Quality of the University Life
= Std.
Deviation =
2,688
There were 74 students (66,1%) stated
that their perception with the faculty were
high up to very high.
Spearman
Rho
correlation
indicated there were significant strong
positive relationship between emotional
intelligence and students’ overall of the
Emotional Intelligence
quality of university life, and significant
There were 89 students (79,5%) at
moderate positive relationship between
high and very high level of emotional
emotional
intelligence, meaning students had high
learning motivation as well as students’
ability to understand their emotions,
psychological hardiness. But there were
appraise others’ emotion, recognize and
significant
understand other people’s
between
motivate
oneself
to
emotions,
enhance
intelligence
weak
and
positive
emotional
students’
relationship
intelligence
and
students’ functional value of the education
performance and to regulate emotions.
as well as students’ perception with the
391
faculty.
There was a
significant weak
positive relationship
between
Functional value 0,382**
emotional intelliof the education 0,000
gence
and
students’
functional value
of the education.
There was a
significant weak
positive relationship
between
Students’
0,262**
perception with
emotional
0,005
the faculty
intelligence and
students’
perception with
the faculty.
**. Correlation is significant at the 0.01 level
(2-tailed).
Spearman's rho Correlations among
Emotional Intelligence and Aspects of
the Quality of University Life (N = 112
students)
Spearman's rho (Correlation
Coefficient & Sig. (2-tailed)
Results
Aspects
of
Emotional
Quality
of
Intelligence
University Life
There was a
significant strong
positive relationbetween
Overall of the 0,672** ship
quality
of
emotional intelliuniversity life 0,000
gence
and
students’ overall
of the quality of
university life.
There was a
significant
moderate positive
relationship
**
0,541
Learning
between
motivation
0,000
emotional
intelligence and
students’ learning
motivation.
There was a
significant
moderate positive
relationship
0,578** between
Psychological
hardiness
emotional intelli0,000
gence
and
students’
psychological
hardiness.
Cross Tabulation of Level of Emotional
Intelligence and
Level of Students
Overall Perceptions of the Quality of the
University Life (N=112 students)
Level of Emotional
Intelligence
356945
80 Total
(ve 46- 57- (ver
ry 56 68 y
low (low (hig high
)
)
h)
)
Level
Cou
1 4
4
0
9
of the 42- nt
51
Quality
%
of the (ver of
3.6
.9%
3.6% .0% 8.0%
Univers y
Tota
%
low)
ity Life
l
Cou
4 9
40
24 3
52- nt
61 %
(low of 3.6 8.0 21.4
35.7
2.7%
)
Tota % % %
%
l
392
Cou
1 3
25 15 44
nt
%
of
2.7 22.3 13.4 39.3
.9%
Tota
% % % %
l
72- Cou 0 1
6
12 19
82 nt
(ver %
y
of
10.7 17.0
high Tota .0% .9% 5.4% % %
)
l
Cou
6 17 59 30 112
nt
% 5.4 15.2 52.7 26.8 100.0
Total
of % % %
%
%
Tota
l
Result: Out of 49 students at the high level of
emotional intelligence, there were 24
students viewed themselves at the low
and 25 students at the high level of the
quality of the university life.
(low %
)
of 2.7 7.1 17.0
30.4
3.6%
Tota % % %
%
l
17- Cou
1 5
28 11 45
20 nt
(hig %
h) of
4.5 25.0 9.8 40.2
.9%
Tota
% % % %
l
21- Cou
0 0
8
14 22
25 nt
(ver %
y
of
12.5 19.6
high Tota .0% .0% 7.1% % %
)
l
Total
Cou
6 17 59 30 112
nt
%
of 5.4 15.2 52.7 26.8 100.0
Tota % % %
%
%
l
Result: Out of 47 students who were at the
high level of emotional intelligence,
there were 19 students at the low and
28 students at the high level of
learning motivation.
6271
(hig
h)
Cross Tabulation of Level of Emotional
Intelligence and
Level of Learning Motivation (N=112
students)
Level of Emotional
Intelligence
356945 46- 57- 80 Total
(ve 56 68 (ver
ry (low (hig y
low )
h)
high
)
)
Level 9-12 Cou
2
of
(ver nt
learning y
%
motivat low) of 1.8
ion
Tota %
l
13- Cou
3
16 nt
4
4
1
Cross Tabulation of Level of Emotional
Intelligence and
Level
19
4
Psychological
Hardiness
(N=112 students)
Level of Emotional
Intelligence
356945 46- 57- 80 Total
(ve 56 68 (ver
ry (low (hig y
low )
h) high
)
)
Level of 10- Cou
13
1 5
7
0
Psycholo 12 nt
11
3.6
3.6% .9% 9.8%
%
8
of
34
393
(84 students) at the low up and high level
gical
(ver %
11.6
Hardiness y
of .9 4.5 6.3
%
.0%
low Tot % % %
)
al
Cou
23
2 6
13 2
13- nt
16 %
20.5
(lo of 1.8 5.4 11.6 1.8 %
w) Tot % % % %
al
Cou
51
3 5
33 10
nt
1720 %
45.5
(hig of 2.7 4.5 29.5 8.9 %
h) Tot % % % %
al
25
21- Cou 0 1
6
18
nt
25
(ver %
22.3
y
of .0
5.4 16.1 %
hig Tot % .9% % %
h) al
Total
Cou
112
6 17 59 30
nt
%
of 5.4 15.2 52.7 26.8 100.
Tot % % % % 0%
al
Result: Out of 46 students who were at the
high level of emotional intelligence,
there were 13 students at the low and
28 students at the high level of
psychological hardiness.
of their perception of the overall quality of
university
life.
Since
there
was
a
significant strong positive relationship
between
emotional
intelligence
and
students’ overall perceptions of the quality
of university life, further analysis through
cross tabulation indicated that, there were
89 students (79,5%) who are at the high
and
very
high
level
of
emotional
intelligence, there are 49 (43,8%) students
view themselves at the low and high, and
27 (24,1%) students at the high and very
high level of the overall quality of the
university life.
Furthermore, there was significant
moderate positive relationship between
emotional
intelligence
and
students’
learning motivation as well as students’
psychological
hardiness.
The
cross
tabulation indicated that, among students
at the high and the very high level of
emotional intelligence, there are 47 (42%)
Discussion
students view themselves at the low and
This study examined the direct
relationship
between
high, and 25 (22,3%) students at the high
emotional
and very high level of learning motivation.
intelligence of Guidance and Counseling
In addition, among students at the high and
students’ with their perceptions of each
the
aspect and overall quality of university
intelligence, there are 46 students (41,1%)
life. The statistical analysis indicated that
view themselves at the low and high and 28
79,5% (89 students) had high to very high
students (25%) view themselves at the high
level of emotional intelligence and 75%
level
394
very
and
high
the
level
very
of
high
emotional
level
of
psychological hardiness. This study also
towards
proved
student’s emotional intelligence. Lectures
that
students
who
had
high
learning
should
and understand their own emotions and
intelligence as a strategy to develop
emotions of others and could manage
academic
their emotional behavior, performed well in
students in educational institutions. When
their academic work and developed more
students were educated to be emotionally
positive attitude toward learning.
and socially intelligent, their general
research
result
was
on
developing
emotional intelligence, i.e. could perceive
This
focus
through
teaching
behaviors
and
emotional
attitudes
of
performance might be improved.
not
Based on the findings from this
support Karimi, Daraei, Farajzadeh (2015)
research finding which revealed there was
study,
no total impact from the emotional
appropriate behaviors and attitudes of
intelligence on the quality of work life
students, in short, setting and achieving
among bank employees, though there was
personal academic goals and developed
only a partial association between the
their potentials, to be realistically positive
emotional intelligence and one of the
and optimistic during their study. Research
components of the quality of work life
would be needed in this area to examine
named "Social relevance of the work in the
the best and most lasting effects for
life". In contrary, this research proved that
increasing student’s perception of the
there was a significant strong positive
functional value of the education and
relationship
students’ perception with the faculty.
intelligence
between
and
emotional
students’
and learning motivation played a role in
determining student’s perception to the
quality of the university learning. These
faculty
to
enhance
Blumenfeld, P. C., Kempler, T. M., &
Krajcik, J. S. 2006. Chapter 28:
Motivation
and
cognitive
engagement
in
learning
environment. In R. K. Sawyer
(Ed.). The Cambridge handbook of
the learning sciences. Cambridge:
Cambridge University Press.
Psychological hardiness in learning
the
feasible
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B.,
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9(1).
397
University Life
Sumardjono Padmomartono & Yustinus Windrawanto
Guidance and Counseling Study Program
Faculty of Education and Teacher Training,
Satya Wacana Christian University, Salatiga - Indonesia
Email: [email protected]
Abstract
Emotional Intelligence (EI) has been defined by John Mayer and Peter Salovey as the
ability to perceive emotions, to access and generate emotions so as to assist thought, to
understand emotions and emotional knowledge, and to reflectively regulate emotions
so as to promote emotional and intellectual growth. Study of factors predicting one’s
success in business reveals the capabilities associated with star performers relative to
the average performers according to their technical skills, cognitive abilities and
emotional intelligence. Thus emotional intelligence separates “star” performers from the
rest denoting emotional intelligence contributes to success above and beyond cognitive
abilities and technical skills among businessmen. This correlation study was to
determine the relationship between emotional intelligence and the overall quality of
university life of Guidance and Counseling students at Faculty of Education and
Teacher Training, Satya Wacana Christian University. Subjects were 112 students
enrolled on Mental Health and Theory of Personality. The results revealed students’
emotional intelligence and students’ perception of the overall quality of university life
were very significantly correlated strongly and positively (r= 0,672 **, p < 0,001.
Further analysis indicated that 89 students (79, 5%) were at the high and very high
level of emotional intelligence, while there were 84 students (75%) at the low and high
level of their perception of the overall quality of university life. The results suggest the
faculty cultivating hardy skills and attitudes towards university learning through
developing students’ emotional intelligence.
Keywords: emotional intelligence, student’s perception of the overall quality of
university life
problems, including attention and learning
INTRODUCTION
problems. Students scoring higher on the
Rivers, Brackett & Salovey (2008)
argued
influence
emotional
other
performance
in
intelligence
aspects
school.
emotional intelligence scale also were less
might
of
student
High
school
likely to report negative attitudes toward
school and toward teachers. Furthermore,
students scoring higher on the emotional
intelligence scale were less likely to be
Karimi,
Daraei,
analyzed
the
Farajzadeh
impact
of
(2015)
emotional
intelligence on the employees' quality of
rated by teachers as having school
385
work life in Tehran, in which the research
emotional intelligence and the overall
finding revealed that there was no total
quality life of university students is not
impact from the emotional intelligence on
known. Therefore the research questions
the quality of work life among bank
were:
employees, but there was only a partial
1. What was the relationship between
emotional
emotional intelligence and each aspect
intelligence and one of the components of
as well as the overall quality of
the quality of work life named "Social
university life among guidance and
relevance of the work in the life".
counseling students at Faculty of
association
between
the
Education and Teacher Training, Satya
The university students’ mental
Wacana Christian University?
health promotion requires investigating the
role of emotional intelligence and its
2. How were the levels of students’
correlates to students’ perception of the
emotional intelligence and perceived
quality of university life. However, little is
quality
known about the aspects that relate to the
guidance and counseling students at
quality of university life among university
Faculty of Education and Teacher
students. Therefore, this study addressed
Training,
this issue and intended to investigate the
University in relation to levels of
relationship
learning
between
emotional
of
university
Satya
life
Wacana
motivation,
among
Christian
psychological
intelligence with aspects of the overall
hardiness in learning, perception of the
quality of university life, namely students’
functional
psychological
education and students’ perception
hardiness
in
learning,
value
of
university
with the faculty?
students’ learning motivation, students’
perception of the functional value of
university
education
and
perception
with
faculty
guidance
Faculty
the
Training,
Education
Satya
and
Wacana
Quality of university life refers
among
and counseling students
of
QUALITY OF UNIVERSITY LIFE
students’
students’ perception with the educational
at
experience during their study at the
Teacher
university (Sirgy, Grzeskowiak & Rahtz,
Christian
2007). Students are to develop their
University.
cognitive and creative abilities, knowledge
The problem addressed in this
study
that
the
relationship
and skills that will admit them to their
between
386
future professions. Maddi (2002) states
that students possessing psychological
(Blumenfeld, Kempler & Krajcik, 2006).
hardiness
Therefore, learning motivation is the
found
stressful
challenges
and
willingness to learn the material presented
as
in a university program. While ability to
exhibiting
learn defines what students can do,
psychological hardiness in learning will
motivation to learn guides the decision-
achieve academic success and will enjoy a
making process shaping the direction,
high quality of university life. The impact
focus, and level of effort students apply to
of psychological hardiness in learning may
their learning activities (Cole, Field &
be related to students’ inherent learning
Harris,
motivation and to their perceptions of the
enhances educational achievement because
payoff that guidance and counseling
students with high motivation to learn
education will provide in their professional
develop more effective strategies for
lives to come.
learning and exhibit greater commitment to
‘‘developmentally
responded
to
opportunities.
provocative’’
such
challenges
Students
learning
motivation,
Learning
motivation
knowledge and skill acquisition (Nguyen
Quality of university life consists
of
2004b).
and Nguyen, 2010). Therefore, the level of
psychological
perception with the university improves.
hardiness in learning, functional value of a
university education and perception with
Stress can generate psychological
the faculty. Motivation is what gets
problems and affect students’ effectiveness
students going, keeps them going, and
at studying. To overcome challenges
helps them finish tasks. Motivation refers
initiated by stress, students must be
to three components: expectancy, value,
psychologically
and affect. Expectancy refers to student’s
hardiness describes students’ commitment,
beliefs about one’s ability or skills to
control, and challenge in their lives
perform the task. Value expresses student’s
(Maddi, 2002). Commitment refers to a
beliefs about the importance, interest, and
tendency to involve oneself in whatever
utility of the task. The affective component
one is doing or encounters. Control is
describes student’s feelings about the self
defined as a tendency to feel and act as if
or emotional reactions to the task (Pintrich,
one is influential in the face of the varied
2003). Motivation helps to establish and
contingencies
increase
the
engagement,
hardy.
of
life.
Psychological
Challenge
is
quality
of
cognitive
described as a belief that change is normal
leading
to
success
in life and that the anticipation of changes
387
growth
students’ expectation that their education
(Kobasa, Maddi & Kahn, 1982). During
will enhance their future employment or
their study at university, students have to
career
focus on completing educational activities
Samouel,
such as readings, assignments, projects,
money, time, and entertainment for the
and examinations, as well as manage
contemporaneous pleasure of learning, and
personal matters such as finances and
also for higher expected future earnings
social activities. Students with high levels
and a more satisfying future professional
of psychological hardiness in learning will
life. Value reinforces student’s beliefs that
spend their time and effort in studying.
guide their behavior in their everyday lives
Students feel and act as if they are
so that students who perceive that studying
influential and welcome changes occurring
will give them higher value for their work
during their lives at university.
and lives in the future will be more
are
interesting
incentives
to
goals
(Ledden,
2007).
Kalafatis
Students
&
exchange
positive in their attitudes and behavior
Students with high psychological
toward university life.
hardiness in learning will be able to control
stress in the learning process. This
EMOTIONAL INTELLIGENCE
capability helps students transform the
Each student differs widely in “the
stress caused by learning into more
ability to monitor one’s own and others’
enjoyable, developing and maintaining
feelings and emotions, to discriminate
their motivation to do what they need to
among them and to use this information to
do. When students have capabilities to
guide one’s thinking and actions”. The
overcome the pressure of learning, they
Wong and Law Emotional Intelligence
will acknowledge the role of their lecturers
Scale (WLEIS; Law, Wong & Song, 2004)
and classmates in learning.
Value
exchanges
is
the
key
(Sandstrom,
to
uses the four-branch ability emotional
human
intelligence Mayer and Salovey model
Edvardsson,
(1997), namely self emotion appraisal,
Kristensson & Magnusson, 2008). People
others’ emotion appraisal, use of emotion,
exchange something of value in return for
and regulation of emotion to promote
something they value more. Values are
conceptualized
as
functional
performance which using for measuring
value
individuals’
perceived by students when studying at
self-perceptions
about
emotional intelligence. The WLEIS was
university. Functional value refers to
388
originally developed in Hong Kong and its
four-factor structure had been supported in
Program at Faculty of Education and
China (Huang, Chan, Lam & Nan, 2010).
Teacher Training, Satya Wacana Christian
Law,
Wong
&
Song
University who participated in this study
(2004)
(1)
when they attended courses on Theory of
Appraisal and expression of self emotion:
Personality and Mental Health conducted
referring to students’ ability to understand
by the writer.
their deep emotions and be able to express
Procedures
describe
the
WLEIS
measure:
them naturally; students having high
The participants were given the
ability in this area acknowledge their
instrument materials during the regular
emotions
and
class on the two courses conducted by the
recognition of others’ emotion: denoting to
writer. They completed them in a group
students’
setting, and returned immediately to the
well.
ability
(2)
to
Appraisal
understand
the
emotions of others; students high in this
writer when finished.
ability are more sensitive to the emotions
Instruments
of others. (3) Regulation of self emotion:
All the subjects completed the 16-
concerning students’ ability to regulate
items of The Wong and Law Emotional
their emotions, enabling a rapid recovery
Intelligence Scale/WLEIS (Wong & Law,
from emotional distress; students having
2004) and the 17 items of The Quality of
high ability in this aspect are able to keep
College Life/QCL (Nguyen, Shultz &
their behavior under control when they
Westbrook, 2011). The WLEIS exhibited
have extreme moods. (4) Use of emotion to
high internal consistency (Cronbach’s
facilitate performance: namely students’
Alpha value was 0,870, the lowest item
ability to make use of their emotions by
coefficient validity was 0,314 and the
directing
constructive
highest was 0,649). The QCL also shown
activities; students with great ability in this
high internal consistency (Cronbach’s
area maintains positive emotions; make the
Alpha value was 0,804, the lowest item
best use of emotions to facilitate high
coefficient validity was 0,350 and the
performance in their study.
highest was 0,563).
them
toward
METHODS
RESULTS
Subjects
The Overall Quality of the University
Subjects of this study were 112
students of Guidance and Counseling
389
Life
Level of Students’ Perception to the
2125=very
high
Total
Minimum
=9
Overall Quality of the University Life
(N = 112 students)
Level
Frequency Percent
4251=very
low
5261=low
6271=high
2125=very
high
Total
Minimum
= 42
9
8,0
Cumulative
Percent
8,0
40
35,7
43,8
22
19,6
100,0
112
100,0
Maximum Mean
= 25
17,35
= Std.
Deviation =
3.421
There were 79 students (70,5%)
mentioned that their learning motivation were
low up to high.
44
39,3
83,0
Level of Students’ Psychological
Hardiness (N = 112 students)
19
17,0
100,0
Level
Frequency Percent
1012=very
low
1316=low
1720=high
2125=very
high
Total
Minimum
= 10
13
11,6
Cumulative
Percent
11,6
23
20,5
32,1
51
45,5
77,7
25
22,3
100,0
112
100,0
Maximum Mean
= 82
63,16
= Std.
Deviation =
8,858
There were 84 students (75%)
mentioned that their perception with the
overall quality of the university life were low
up to high.
The
following
table
conveyed
112
100,0
Maximum Mean
= 25
17,63
= Std.
Deviation =
3.544
There were 76 students (67,9%) stated
that their psychological hardiness were high up
to very high.
levels of students’ learning motivation,
psychological hardiness, perception of the
functional value of the education, of the
four aspects of the quality of the university
life.
Level of Students’ Learning Motivation
(N = 112 students)
Level
9,8
Cumulative
Percent
9,8
30,4
40,2
40,2
80,4
Frequency Percent
9-12=very 11
low
1334
16=low
1745
20=high
Level of Students’ Perception of the
Functional Value of Education (N = 112
students)
390
Level
Frequency Percent
1011=very
low
1214=low
9
8,0
Cumulative
Percent
8,0
16
14,3
22,3
1517=high
2125=very
high
Total
Minimum
= 10
23
20,5
42,9
64
57,1
100,0
Level
= Std.
Deviation =
3.069
There were 87 students (77,7%)
perceived that the functional value of their
education were high up to very high.
Level of Students’ Perception with the
Faculty (N = 112 students)
Frequency Percent
6-7=very
low
8-9=low
1012=high
2125=very
high
Total
Minimum
=6
5
4,5
Cumulative
Percent
4,5
33
35
29,5
31,3
33,9
65,2
39
34,8
100,0
Emotional
Intelligence (N = 112 students)
112
100,0
Maximum Mean
= 20
17,05
Level
Students’
of
Level
Frequency Percent
3545=very
low
4656=low
5768=high
6980=very
high
Total
Minimum
= 35
6
5.4
Cumulative
Percent
5.4
17
15.2
20.5
59
52.7
73.2
30
26.8
100.0
112
100.0
Maximum Mean
= 80
62.29
= Std.
Deviation =
9.122
There were 89 students (79,5%) on the
high up to very high emotional intelligence
level.
Relationship
between
Emotional
Intelligence and Each Aspect of the
112
100,0
Maximum Mean
= 15
11,13
Quality of the University Life
= Std.
Deviation =
2,688
There were 74 students (66,1%) stated
that their perception with the faculty were
high up to very high.
Spearman
Rho
correlation
indicated there were significant strong
positive relationship between emotional
intelligence and students’ overall of the
Emotional Intelligence
quality of university life, and significant
There were 89 students (79,5%) at
moderate positive relationship between
high and very high level of emotional
emotional
intelligence, meaning students had high
learning motivation as well as students’
ability to understand their emotions,
psychological hardiness. But there were
appraise others’ emotion, recognize and
significant
understand other people’s
between
motivate
oneself
to
emotions,
enhance
intelligence
weak
and
positive
emotional
students’
relationship
intelligence
and
students’ functional value of the education
performance and to regulate emotions.
as well as students’ perception with the
391
faculty.
There was a
significant weak
positive relationship
between
Functional value 0,382**
emotional intelliof the education 0,000
gence
and
students’
functional value
of the education.
There was a
significant weak
positive relationship
between
Students’
0,262**
perception with
emotional
0,005
the faculty
intelligence and
students’
perception with
the faculty.
**. Correlation is significant at the 0.01 level
(2-tailed).
Spearman's rho Correlations among
Emotional Intelligence and Aspects of
the Quality of University Life (N = 112
students)
Spearman's rho (Correlation
Coefficient & Sig. (2-tailed)
Results
Aspects
of
Emotional
Quality
of
Intelligence
University Life
There was a
significant strong
positive relationbetween
Overall of the 0,672** ship
quality
of
emotional intelliuniversity life 0,000
gence
and
students’ overall
of the quality of
university life.
There was a
significant
moderate positive
relationship
**
0,541
Learning
between
motivation
0,000
emotional
intelligence and
students’ learning
motivation.
There was a
significant
moderate positive
relationship
0,578** between
Psychological
hardiness
emotional intelli0,000
gence
and
students’
psychological
hardiness.
Cross Tabulation of Level of Emotional
Intelligence and
Level of Students
Overall Perceptions of the Quality of the
University Life (N=112 students)
Level of Emotional
Intelligence
356945
80 Total
(ve 46- 57- (ver
ry 56 68 y
low (low (hig high
)
)
h)
)
Level
Cou
1 4
4
0
9
of the 42- nt
51
Quality
%
of the (ver of
3.6
.9%
3.6% .0% 8.0%
Univers y
Tota
%
low)
ity Life
l
Cou
4 9
40
24 3
52- nt
61 %
(low of 3.6 8.0 21.4
35.7
2.7%
)
Tota % % %
%
l
392
Cou
1 3
25 15 44
nt
%
of
2.7 22.3 13.4 39.3
.9%
Tota
% % % %
l
72- Cou 0 1
6
12 19
82 nt
(ver %
y
of
10.7 17.0
high Tota .0% .9% 5.4% % %
)
l
Cou
6 17 59 30 112
nt
% 5.4 15.2 52.7 26.8 100.0
Total
of % % %
%
%
Tota
l
Result: Out of 49 students at the high level of
emotional intelligence, there were 24
students viewed themselves at the low
and 25 students at the high level of the
quality of the university life.
(low %
)
of 2.7 7.1 17.0
30.4
3.6%
Tota % % %
%
l
17- Cou
1 5
28 11 45
20 nt
(hig %
h) of
4.5 25.0 9.8 40.2
.9%
Tota
% % % %
l
21- Cou
0 0
8
14 22
25 nt
(ver %
y
of
12.5 19.6
high Tota .0% .0% 7.1% % %
)
l
Total
Cou
6 17 59 30 112
nt
%
of 5.4 15.2 52.7 26.8 100.0
Tota % % %
%
%
l
Result: Out of 47 students who were at the
high level of emotional intelligence,
there were 19 students at the low and
28 students at the high level of
learning motivation.
6271
(hig
h)
Cross Tabulation of Level of Emotional
Intelligence and
Level of Learning Motivation (N=112
students)
Level of Emotional
Intelligence
356945 46- 57- 80 Total
(ve 56 68 (ver
ry (low (hig y
low )
h)
high
)
)
Level 9-12 Cou
2
of
(ver nt
learning y
%
motivat low) of 1.8
ion
Tota %
l
13- Cou
3
16 nt
4
4
1
Cross Tabulation of Level of Emotional
Intelligence and
Level
19
4
Psychological
Hardiness
(N=112 students)
Level of Emotional
Intelligence
356945 46- 57- 80 Total
(ve 56 68 (ver
ry (low (hig y
low )
h) high
)
)
Level of 10- Cou
13
1 5
7
0
Psycholo 12 nt
11
3.6
3.6% .9% 9.8%
%
8
of
34
393
(84 students) at the low up and high level
gical
(ver %
11.6
Hardiness y
of .9 4.5 6.3
%
.0%
low Tot % % %
)
al
Cou
23
2 6
13 2
13- nt
16 %
20.5
(lo of 1.8 5.4 11.6 1.8 %
w) Tot % % % %
al
Cou
51
3 5
33 10
nt
1720 %
45.5
(hig of 2.7 4.5 29.5 8.9 %
h) Tot % % % %
al
25
21- Cou 0 1
6
18
nt
25
(ver %
22.3
y
of .0
5.4 16.1 %
hig Tot % .9% % %
h) al
Total
Cou
112
6 17 59 30
nt
%
of 5.4 15.2 52.7 26.8 100.
Tot % % % % 0%
al
Result: Out of 46 students who were at the
high level of emotional intelligence,
there were 13 students at the low and
28 students at the high level of
psychological hardiness.
of their perception of the overall quality of
university
life.
Since
there
was
a
significant strong positive relationship
between
emotional
intelligence
and
students’ overall perceptions of the quality
of university life, further analysis through
cross tabulation indicated that, there were
89 students (79,5%) who are at the high
and
very
high
level
of
emotional
intelligence, there are 49 (43,8%) students
view themselves at the low and high, and
27 (24,1%) students at the high and very
high level of the overall quality of the
university life.
Furthermore, there was significant
moderate positive relationship between
emotional
intelligence
and
students’
learning motivation as well as students’
psychological
hardiness.
The
cross
tabulation indicated that, among students
at the high and the very high level of
emotional intelligence, there are 47 (42%)
Discussion
students view themselves at the low and
This study examined the direct
relationship
between
high, and 25 (22,3%) students at the high
emotional
and very high level of learning motivation.
intelligence of Guidance and Counseling
In addition, among students at the high and
students’ with their perceptions of each
the
aspect and overall quality of university
intelligence, there are 46 students (41,1%)
life. The statistical analysis indicated that
view themselves at the low and high and 28
79,5% (89 students) had high to very high
students (25%) view themselves at the high
level of emotional intelligence and 75%
level
394
very
and
high
the
level
very
of
high
emotional
level
of
psychological hardiness. This study also
towards
proved
student’s emotional intelligence. Lectures
that
students
who
had
high
learning
should
and understand their own emotions and
intelligence as a strategy to develop
emotions of others and could manage
academic
their emotional behavior, performed well in
students in educational institutions. When
their academic work and developed more
students were educated to be emotionally
positive attitude toward learning.
and socially intelligent, their general
research
result
was
on
developing
emotional intelligence, i.e. could perceive
This
focus
through
teaching
behaviors
and
emotional
attitudes
of
performance might be improved.
not
Based on the findings from this
support Karimi, Daraei, Farajzadeh (2015)
research finding which revealed there was
study,
no total impact from the emotional
appropriate behaviors and attitudes of
intelligence on the quality of work life
students, in short, setting and achieving
among bank employees, though there was
personal academic goals and developed
only a partial association between the
their potentials, to be realistically positive
emotional intelligence and one of the
and optimistic during their study. Research
components of the quality of work life
would be needed in this area to examine
named "Social relevance of the work in the
the best and most lasting effects for
life". In contrary, this research proved that
increasing student’s perception of the
there was a significant strong positive
functional value of the education and
relationship
students’ perception with the faculty.
intelligence
between
and
emotional
students’
and learning motivation played a role in
determining student’s perception to the
quality of the university learning. These
faculty
to
enhance
Blumenfeld, P. C., Kempler, T. M., &
Krajcik, J. S. 2006. Chapter 28:
Motivation
and
cognitive
engagement
in
learning
environment. In R. K. Sawyer
(Ed.). The Cambridge handbook of
the learning sciences. Cambridge:
Cambridge University Press.
Psychological hardiness in learning
the
feasible
References
Implications of the findings
suggested
was
overall
perceptions of the quality of university life.
results
it
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