The Relationship Between Emotional Intelligence and Students' Self-Adjustment At SMK Negeri 2 Malang
Main Article Content
Abstract
This study examines the relationship between emotional intelligence and self-adjustment among tenth-grade students at once SMK Negeri in East Java. Using a quantitative approach, data were collected through questionnaires and analyzed using Pearson's Product Moment correlation. The findings indicate that most students possess a good level of emotional intelligence, with 80% categorized as having good emotional intelligence and 10% classified as very good. Similarly, self-adjustment levels were also predominantly good, with 70% of students demonstrating good self-adjustment skills. The statistical analysis revealed a significant positive correlation (r = 0.990) between emotional intelligence and self-adjustment, indicating that students with higher emotional intelligence tend to adjust better to their environment. This study aligns with previous research, reinforcing the importance of fostering emotional intelligence in educational settings. Schools and educators should integrate emotional intelligence development programs to enhance students’ adaptability, social relationships, and overall well-being.
Article Details
References
AL-Qadri, A. H., & Zhao, W. (2021). Emotional intelligence and students’ academic achievement. Problems of Education in the 21st Century, 79(3), 360.
Alzoubi, H. M., & Aziz, R. (2021). Does emotional intelligence contribute to quality of strategic decisions? The mediating role of open innovation. Journal of Open Innovation: Technology, Market, and Complexity, 7(2), 130.
Arias, J., Soto-Carballo, J. G., & Pino-Juste, M. R. (2022). Emotional intelligence and academic motivation in primary school students. Psicologia: Reflexão e Crítica, 35, 14.
Arieska, P. K., & Herdiani, N. (2018). Pemilihan teknik sampling berdasarkan perhitungan efisiensi relatif. Jurnal Statistika Universitas Muhammadiyah Semarang, 6(2).
Conefrey, T. (2021). Supporting first-generation students’ adjustment to college with high-impact practices. Journal of College Student Retention: Research, Theory & Practice, 23(1), 139–160.
Deng, X., Chen, S., Li, X., Tan, C., Li, W., Zhong, C., Mei, R., & Ye, M. (2023). Gender differences in empathy, emotional intelligence and problem-solving ability among nursing students: A cross-sectional study. Nurse Education Today, 120, 105649.
Dewi, N., & Wirama, D. G. (2016). Kepercayaan Diri Sebagai Pemoderasi Pengaruh Kecerdasan Emosional Dan Perilaku Belajar Pada Tingkat Pemahaman Akuntansi. E-Jurnal Akuntansi Universitas Udayana, 16(1), 615–644.
Gómez-Leal, R., Holzer, A. A., Bradley, C., Fernández-Berrocal, P., & Patti, J. (2022). The relationship between emotional intelligence and leadership in school leaders: A systematic review. Cambridge Journal of Education, 52(1), 1–21.
Grant, S. G., Swan, K., & Lee, J. (2022). Inquiry-based practice in social studies education: Understanding the inquiry design model. Routledge.
Hadian, V. A., Maulida, D. A., & Faiz, A. (2022). Peran Lingkungan Keluarga Dalam Pembentukan Karakter. Jurnal Education and Development Institut Pendidikan Tapanuli Selatan, 10(1), 240–246. https://journal.ipts.ac.id/index.php/ED/article/view/3365/2189
Haktanir, A., Watson, J. C., Ermis-Demirtas, H., Karaman, M. A., Freeman, P. D., Kumaran, A., & Streeter, A. (2021). Resilience, academic self-concept, and college adjustment among first-year students. Journal of College Student Retention: Research, Theory & Practice, 23(1), 161–178.
Heckhausen, J. (2020). Integrating and instigating research on person and situation, motivation and volition, and their development. Motivation Science, 6(3), 185.
Heo, M., Toomey, N., & Song, J.-S. (2022). What comprises social intelligence and can it predict knowledge sharing among diverse information professionals? Library & Information Science Research, 44(1), 101137.
Parinussa, J. D., Taryana, T., Ningtyas, A. A., Rachman, R. S., & Tannady, H. (2023). Developing student emotional intelligence by involving the active role of teacher. Journal on Education, 5(3), 8528–8533.
Pitoyo, A., & Sitawati, R. (2017). Pengaruh Sarana Prasarana Pendidikan Dan Kecerdasan Emosional (Eq) Terhadap Tingkat Pemahaman Akuntansi Mahasiswa Dengan Minat Belajar Sebagai Variabel Intervening (Studi Kasus Mahasiswa AMIK JTC Semarang Angkatan 2012-2014). Jurnal Ilmiah Infokam, 13(1).
Raza, S. A., Qazi, W., & Yousufi, S. Q. (2021). The influence of psychological, motivational, and behavioral factors on university students’ achievements: the mediating effect of academic adjustment. Journal of Applied Research in Higher Education, 13(3), 849–870.
Schuyler, S. W., Childs, J. R., & Poynton, T. A. (2021). Promoting Success for First-Generation Students of Color: The Importance of Academic, Transitional Adjustment, and Mental Health Supports. Journal of College Access, 6(1), 12–25.
Syakur, A., Sudrajad, W., Winurati, S., & Tilwani, S. A. (2023). The Motivation of Students and Their Exposure to Learning Loss After the Pandemic. Studies in Learning and Teaching, 4(3), 622–633.
Tarmidi, R., & Ade, R. (2010). Korelasi Antara Dukungan Sosial Orang Tua dan Self-Directed Learning Pada Siswa SMA. Jurnal Psikologi UGM, 37(2). https://doi.org/10.22146/jpsi.7733
Wang, X., Li, X., Yin, Z., Wu, Y., & Liu, J. (2023). Emotional intelligence of large language models. Journal of Pacific Rim Psychology, 17, 18344909231213960.
Weyant, E. (2022). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches: by John W. Creswell and J. David Creswell, Los Angeles, CA: SAGE, 2018, $38.34, 304pp., ISBN: 978-1506386706. Taylor & Francis.
Yulia, A., Joshi, R. M., Husin, N. A., & Rahim, S. A. (2023). Enhancing English Proficiency through Social Circle and Vocabulary among Malaysian Adult Learners. Studies in English Language and Education, 10(1), 322–336. https://doi.org/10.24815/siele.v10i1.25740
Zhi, R., Wang, Y., & Wang, Y. (2024). The role of emotional intelligence and self-efficacy in EFL teachers’ technology adoption. The Asia-Pacific Education Researcher, 33(4), 845–856.
Zimmerman, B. J., Greenberg, D., & Weinstein, C. E. (2023). Self-regulating academic study time: A strategy approach. In Self-regulation of learning and performance (pp. 181–199). Routledge.