Academic literature on the topic 'Emosionele intelligensie'

Abstrak: Tujuan penelitian ini adalah mendeskripsikan tingkat keberhasilan belajar fisika ditinjau dari kecerdasan emosional, kontribusi kecerdasan emosional terhadap hasil belajar, kesesuaian hasil belajar dengan tingkat kecerdasan emosional, pola dukungan subvariabel kecerdasan emosional yang terbentuk pada variasi kategori hasil belajar. Populasi pada penelitian ini adalah seluruh siswa SMA Negeri 2 Sekampung, sampel diambil 20% dari populasi atau sebanyak 35 siswa. Data diperoleh melalui metode tes dan angket kecerdasan emosional. Kesimpulan: (1) Siswa yang memiliki kecerdasan emosional tinggi maka tingkat keberhasilan belajar paling besar, (2) kontribusi kecerdasan emosional terhadap hasil belajar sangat besar, (3) hasil belajar sesuai dengan kecerdasan emosional, (4) pola dukungan subvariabel kecerdasan emosional pada hasil belajar tinggi, yaitu siswa memiliki kesadaran diri, pengaturan diri, turut merasakan (empati), dan keterampilan sosial tinggi, pola dukungan subvariabel kecerdasan emosional pada hasil belajar sedang, yaitu siswa memiliki kesadaran diri, pengaturan diri, turut merasakan (empati), dan keterampilan sosial sedang, pola dukungan subvariabel kecerdasan emosional pada hasil belajar rendah, yaitu siswa memiliki kesadaran diri, pengaturan diri, turut merasakan (empati), dan keterampilan sosial rendah. Subvariabel kecerdasan emosional yang dominan mendukung hasil belajar adalah turut merasakan (empati).Abstract: The purpose of this study was to describe the success rate to learn physics in terms of emotional intelligence, emotional intelligence contribute to learning outcomes, learning outcomes conformity with the level of emotional intelligence, emotional intelligence subvariabel support pattern formed on the variation of categories of learning outcomes. The population in this study were all students of SMA Negeri 2 Sekampung, samples taken 20% of the population, or as many as 35 students. Data obtained through the method of emotional intelligence tests and questionnaires. Conclusions: (1) Students who have high emotional intelligence the greatest learning success rate, (2) contribution of emotional intelligence to the learning outcomes is very large, (3) learning outcomes in accordance with emotional intelligence, (4) a pattern of emotional intelligence subvariabel support the results higher learning, the students' self-awareness, self-regulation, also feel (empathy), and high social skills, emotional intelligence subvariabel patterns support the learning outcomes were, the students have self-awareness, self-regulation, also feel (empathy), and skills social being, patterns support emotional intelligence subvariabel low learning outcomes, the students have self-awareness, self-regulation, also feel (empathy), and low social skills. Subvariabel emotional intelligence is the dominant support learning outcomes also feel (empathy).

Article pictures the emotional intelligent of college students. The emotional intelligent defines our potential to learn practical skills based on: self awareness, self controlling, motivation, empathy, social skill. From the five skills, it could be devided into two skills, i.e. individual and social competence. Individual competence is based on emotional intelligence about how we manage ourselves. Meanwhile, social competence is about how we handle our relationship with other people. From the research result, it can be concluded that emotional intelligence level of college students should be improved since there is none who has high score, especially about empathy as the lowest score.

The formation of a man who is faithful and devoted to God becomes the first and main goal of the implementation of education. The process of forming a faithful and pious human requires several components including input, process and product components. The input components are students' including intelligence, motivation, interests and the others. This present Islamic educational institutions and public education institutions, more dominant in intellectual intelligence than on emotional intelligence and spiritual intelligence. The process of human formation that believes and cautiously requires spiritual, intellectual and emotional intelligence simultaneously because these three bits of intelligence have interconnected functions and goals. The purpose of this research is to know the differences and similarities between spiritual, intellectual and emotional intelligence, and the relationship between spiritual, intellectual and emotional intelligence in the Islamic perspective. The research findings are the source of intellectual intelligence and emotional intelligence is the spiritual intelligence source of spiritual intelligence is Tauhid, The source of intellectual intelligence and emotional intelligence are logical and phenomenal data. The human structure at the level of the body and soul is called intellectual and emotional intelligence. The human structure at the level of the Spirit/Ruh is called spiritual intelligence Keywords:Relevance, Spiritual intelligence, Intellectual intelligenc, Emotional intelligence, Islamic perspective Abstrak Pembentukan manusia yang beriman dan bertakwa kepada Allah, menjadi tujuan utama dan pertama dalam penyelenggaraan pendidikan Islam. Proses untuk membentuk manusia yang beriman dan bertakwa memerlukan beberapa komponen antara lain komponen input, proses dan produk. Komponen input yakni keadaan diri siswa, meliputi kecerdasan, motivasi, minat dan laian-lain. Pada saat ini lembaga pendidikan Islam dan lembaga pendidikan umum, lebih dominan pada kecerdasan intelektual dibanding pada kecerdasan emosional dan kecerdasan spiritual. Proses pembentukan manusia yang beriman dan bertakwa membutuhkan kecerdasan spiritual, intelektual dan emosional secara simultan, karena ketiga kecerdasan itu memiliki fungsi dan tujuan yang saling berhubungan. Tujuan penelitian ini adalah mengetahui perbedaan dan persamaan antara kecerdasan spiritual, intelektual dan emosional serta hubungan antara kecerdasan spiritual, intelektual dan emosional dalam perspektif Islam. Hasil temuan penelitian adalah sumber dari kecerdasan intelektual dan kecerdasan emosional, adalah kecerdasan spiritual. Sumber kecerdasan spiritual adalah tauhid. Sumber kecerdasan intelektual dan kecerdasan emosional adalah data logis dan fenomenal. Struktur manusia pada level jasad disebut kecerdasan intelektual dan emosional. Struktur manusia pada level Ruh disebut kecerdasan spiritual Kata Kunci: Relevansi, Kecerdasan spiritual, Kecerdasan intelektual, Kecerdasan emosional, Perspektif islam

The purpose of this study was to gain empirical data about correlation between dzikir intensity after pray /shalat and emotional intelligence on students of SMU X and SMU Y in Bandung. This study used correlational method. The benefit of this study was to bring information to both school about the dzikir intensity and emotional intelligence of its pupil. Hypothesis of this study was the lower dzikir intensity after pray the lower emotional intelligence. To collecting data was used dzikir quesioner which consructed based on dzikir theory and emotional intelligence quesioner which constructed based on Goleman theory. Both of data was ordinal data, so the Rank Spearman correlation technique was used to analyze the data. The result was indicate that there is correlation between dzikir intensity and emotional intelligence. It means the lower dzikir intensity after pray the lower emotional intelligence.

This study aims to determine the relationship between emotional intelligence and learning interest in fourth grade students of SDN 173418 Pollung. The sample in the study consisted of 34 students. This type of research is quantitative. The data collection tool used to determine student learning motivation was a questionnaire that had been tested for validation and reliability. Both classes are normally distributed because Lhitung ≤ Ltabel. From the Linearity test, it is known that the significant value of deviation from linearity is 1.80 ≤ 3.32, it can be concluded that there is a linear relationship between emotional intelligence and student learning interest. The t test was conducted at the real level (α = 0.05) that tcount ≥ t_ (table), namely 5.925 ≥ 2.306, this proves that Ha is accepted, so the author concludes that there is a significant relationship between emotional intelligence and the learning interest of fourth grade students of SDN 173418 Pollung. Keywords: Relationship, Emotional Intelligence, Learning Interest.

This study aimed to determine whether there are any correlation between emotional intelligence and the quality of friendship relations in adolescence. The initial presumption put forward in this study is there is a positive correlation between emotional intelligence and the quality of friendship relations in adolescence. This study tooks 162 high school students aged 15-17 years. Two scales used in this study are Emotional Intelligence Scale and Friendship Relations Quality. Data analysis method used in this study is Pearson product moment correlation analysis using computer program SPSS. The result indicate r = 0,532 and p = 0.000 or p < 0.01. This result shows that the initial presumption of this study is accepted, which means there is a positive correlation between emotional intelligence and the quality of friendship relations in adolescence with social skills as the most influential aspect to the quality of friendship relations.

Penelitian ini bertujuan untuk mengetahui hubungan yang signifikan antara kecerdasan emosional dengan penyesuaian sosial mahasiswa Fakultas Ilmu Pendidikan Universitas Pendidikan Indonesia. Pendekatan yang digunakan adalah pendekatan kuantitatif dengan metode deskripsi korelasional. Sampel penelitian adalah 100 mahasiswa FIP UPI yang diambil dengan teknik Incidental Sampling. Alat ukur yang digunakan berupa kuesioner kecerdasan emosional yang disusun berdasarkan alat ukur Emotional Competence Inventory dari Boyatzis & Goleman (2005) dan kuesioner penyesuaian sosial berdasarkan teori Schneider (1964). Sedangkan teknik analisis yang digunakan adalah korelasi Pearson Product Moment. Hasil penelitian menunjukkan terdapat hubungan yang signifikan dan positif antara kecerdasan emosional dengan penyesuaian sosial mahasiswa FIP UPI dengan diperoleh koefisien korelasi sebesar +0,614 dengan probabilitas 0,000 yang bermakna H0 ditolak dan Ha diterima. Kata kunci: kecerdasan emosional, penyesuaian social, mahasiswa The purpose of this research was to find out correlation between emotional intelligence with social adjustment. Research sample was 100 students FIP UPI that taken by incidental sampling technique. The approach used is a quantitative approach with correlational method. the instrument used is emotional intelligence questionnaire based on the Emotional Competence Inventory from Boyatzis & Goleman (2005) and social adjustment questionnaire based on the theory of Schneider (1964). The analytical techniques used is the Pearson Product Moment correlation. Result of the research indicates that there were significant and positive correlation between emotional intelligence with social adjustment of students FIP UPI with the correlation coeficient of variables + 0,614. Keywords: emotional intelligence, social adjustment, students

The performance of high school teachers (SMA) is very important in education, several factors that influence emotional intelligence from the teacher itself. On this occasion the independent variable was emotional self-awareness, self-confidence, emotional self control, while the dependent variable was teacher performance. Research data retrieve using a questionnaire, to measure how much influence emotional intelligence has on teacher performance. Data is processed using the SPPS program. The results of the analysis show that two variables of emotional intelligence have a positive and significant effect on teacher performance while self-confidence has a positive and not significant effect on teacher performance. Furthermore, the adjusted R square is obtained at 65.0%, influenced by these three factors, 35% is the contribution of other variables not included in this study.

This study examines the relationship between emotional intelligence and personality competence. The subjects of this study were 60 teachers of SMAN 1 Sungguminasa using total sampling techniques. Data retrieval used by using The emotional intelligence scale and personality competency scale. The data was then processed using parametric statistics, namely Pearson product moment. The results of the analysis show that there is a relationship between emotional intelligence and personality competence. This shows that there is a positive relationship between emotional intelligence and personality competence. The higher the emotional intelligence, the higher the personality competence.

Every child is intelligent even with different levels of intelligence. Many types of intelligence have been known by the general public, especially emotional intelligence. A person who has emotional intelligence can be seen from how he mastered his emotions so as not too excessive exit. However, emotional intelligence has not been widely responded among the general public, especially parents. They still perceive emotional intelligence as less important than intelligence intelligence. Though emotional intelligence is needed for someone, especially children can learn to understand the feelings of himself and others and how to react. Therefore, the role of emotional intelligence is important for the child’s life so that the need for stimulus to develop optimally, one with the game. The game is a thing that is favored by both the child’s traditional and online games. The purpose of this study was to find out how to develop children’s emotional intelligence through DoTA games. Therefore, this research uses qualitative method of descriptive type. The results of this study indicate that intelligence is innate childbirth. However, intelligence must be developed by stimulating the child. One of the most important intelligence is emotional intelligence that can help children live their lives with a sense of security and happiness. Setiap anak sesungguhnya cerdas meskipun dengan tingkatankecerdasan yang berbeda. Banyak jenis kecerdasan yang telah dikenal oleh masyarakat umum, khususnya kecerdasan emosional. Seseorang yang memiliki kecerdasan emosional dapat dilihat dari bagaimana dia menguasai emosinya agar tidak terlalu keluar secara berlebihan. Akan tetapi, kecerdasan emosional belum banyak yang merespon di kalangan masyarakat umum, khususnya para orang tua. Mereka masih menganggap kecerdasan emosional tidak terlalu penting seperti halnya kecerdasan inteligensi. Padahal kecerdasan emosional sangat dibutuhkan agar seseorang, terutama anak dapat belajar memahami perasaan dirinya sendiri dan orang lain serta bagaimana cara menyikapinya. Oleh karena itu, peran kecerdasan emosional penting bagi kehidupan anak sehingga dibutuhkan adanya stimulus agar berkembang secara optimal, salah satunya dengan permainan. Permainan adalah suatu hal yang disukai oleh anak baik itu permainan tradisional maupun online. Tujuan penelitian ini adalah untuk mengetahui cara mengembangkan kecerdasan emosional anak melalui game DoTA. Oleh karena itu, penelitian ini menggunakan metode kualitatif jenis deskriptif. Hasil dari penelitian ini menunjukkan bahwa kecerdasan adalah bawaan anak sejak lahir. Namun kecerdasan harus dikembangkan dengan cara pemberian stimulasi pada anak. Salah satu kecerdasan yang penting adalah kecerdasan emosi yang dapat membantu anak menjalani kehidupannya dengan rasa aman dan bahagia.

Thesis (MA)--University of Stellenbosch, 2005.
ENGLISH ABSTRACT: This literature study presents a comprehensive overview of Emotional Intelligence, with an in depth discussion of the important role of emotions in Career Decisionmaking. The essentiality of such a study is identified from individuals' incapacity to make successful, gratifying and sustainable career decisions. Considering the novelty of the concept of Emotional Intelligence in the South African context, this literature study serves as an exploration of this unknown field of emotional functioning In career decision-making, before any further empirical research is undertaken. The first part of the literature study intends to define and explain the concepts of emotions, intelligence and Emotional Intelligence. In the second part of the literature study the focus shifts to the important role of Emotional Intelligence in Career Decision-making. In view of the absence of a theoretical basis for the role of emotions in Career Decision-making, Emotional Intelligence is recommended as a theory to fill this gap. Accordingly, a complete test battery is presented which could be utilised in an Emotional-intelligent Career Decision-making Process. This literature study concludes that the process of Career Decision-making could well present a new focus area. In a period of increasing career-instability and -change, which we are currently experiencing, emotions could be used optimally in the Career Decision-making process. Eventually Emotional Intelligence will become a critical skill in adapting to a rapidly changing career landscape.
AFRIKAANSE OPSOMMING: Hierdie literatuurstudie bevat 'n omvattende oorsig oor Emosionele Intelligensie, met 'n indiepte bespreking van die belangrike rol van emosies in Beroepsbesluitneming. Die noodsaaklikheid van so 'n studie is geïdentifiseer vanuit individue se onvermoë om suksesvolle, bevredigende en volhoubare beroepsbesluite te neem. Aangesien die konsep van Emosionele Intelligensie nog betreklik nuut is in die Suid-Afrikaanse konteks, dien hierdie literatuurstudie as verkenning van die onbekende veld van emosionele funksionering in beroepsbesluitneming, voordat verdere empiriese navorsing onderneem word. Die eerste deel van die literatuurstudie het ten doelom die konsepte van emosies, intelligensie en Emosionele Intelligensie te definieer en te verduidelik. Die fokus verskuif in die tweede gedeelte van die literatuurstudie na die belangrike rol van Emosionele Intelligensie in Beroepsbesluitneming. Aangesien 'n teoretiese grondslag vir die rol van emosies in Beroepsbesluitneming tot hede afwesig was, word Emosionele Intelligensie voorgestel as teorie om hierdie leemte te vul. Na aanleiding daarvan word 'n volledige toetsbattery voorgestel wat gebruik kan word in 'n Emosioneel-intelligente Beroepsbesluitnemingsproses. Die gevolgtrekking van hierdie literatuurstudie is dat daar met nuwe oë na die proses van Beroepsbesluitneming gekyk kan word. Tans heers 'n periode van toenemende beroepsontstabiliteit en -verandering, waar emosies optimaal aangewend kan word in die proses van Beroepsbesluitneming. Emosionele Intelligensie sal uiteindelik as 'n kritiese vaardigheid aangewend kan word om aan te pas by 'n vinnig-veranderende beroepslandskap .

Thesis (MA) -- Universiteit van Stellenbosch, 2002.
This assignment presents a comprehensive review of the different conceptualizations of emotional intelligence and the debate surrounding the construct. This review article is important since emotional intelligence is a relatively new field and to date no article has been published on the topic in South Africa. The article begins with a brief discussion of the biological bases of emotions. This is followed by a discussion of the development of the concept of emotional intelligence as a type of intelligence that is independent and separate from other related types of intelligence. Emotional intelligence is currently conceptualised within two different schools of thought, namely the Mayer and Salovey school (the aptitude approach) and the Goleman school (the mixed approach). These two schools are discussed in depth. This is followed by a critical discussion of the current instruments used to measure emotional intelligence. Furthermore a brief examination is made of the practical applications of emotional intelligence, particularly with reference to education and criminology. Lastly, recommendations for future research are made. This article concludes that there is much support in the literature for the conceptualization of emotional intelligence as a separate type of intelligence that, together with verbal and practical intelligence, exists as a third type of intelligence that may be a powerful predictor of important life outcomes.
AFRIKAANSE OPSOMMING: Hierdie werkstuk bied 'n omvattende oorsig oor die verskillende konseptualiserings van emosionele intelligensie en die debat daaromheen. Die belangrikheid van hierdie oorsigartikel is daarin geleë dat emosionele intelligensie 'n betreklike nuwe veld is en dat daar tot op datum nog nie 'n artikel van so 'n aard in Suid-Afrika verskyn het nie. In die artikel word daar eerstens kortliks verwys na die biologiese grondslae van emosie. Daarop volg 'n bespreking van die ontwikkeling van die konsep emosionele intelligensie en die daarstelling daarvan as 'n onafhanklike tipe intelligensie wat van ander verwante konstrukte onderskeibaar is. Die huidige konseptualiserings van emosionele intelligensie word verdeel in twee denkskole, naamlik die Mayer en Salovey denkskool (die vermoëbenadering) en die Goleman denkskool (die gemengde benadering). Die inhoude wat binne hierdie twee denkskole vervat word, word volledig uiteengesit. Vervolgens word bestaande meetinstrumente vir emosionele intelligensie krities bespreek. Voorts word daar kortliks aandag gegee aan die toepassingsvelde van emosionele intelligensie, met besondere verwysing na die onderwys en kriminologie. Laastens word aanbevelings vir verdere navorsing gemaak. Die finale gevolgtrekking in die artikel is dat daar sterk steun bestaan vir die konseptualisering van emosionele intelligensie as 'n onafhanklike tipe intelligensie wat as 'n derde tipe intelligensie, saam met verbale en nie-verbale intelligensie, "n kragtige voorspeller van belangrike lewensuitkomste mag wees.

The construct of self-regulation has been well researched, however, no comprehensive approach is available for promoting self-regulation as a strength operating in an integrated process, and, furthermore, current research gives limited consideration regarding the role of creativity in the self-regulation process. The objective of this study was to explore the relation between self-regulation and creativity, and to promote self-regulation as a psychological strength by means of a creativity programme in the field of painting in a group of individuals. Self-regulation is described in the literature as a skill that is acquired through an interaction of neurological and environmental factors that enables a person to intentionally accept agency of his or her actions. Creative self-regulation is conceptualised as the ability to generate original, novel and appropriate behaviour while constantly adjusting and adapting behaviour with a view to attain goals and promoting psychological well-being. A qualitative, interpretative design was used in the initial empirical inquiry to explore the subjective experience of 14 established painters in terms of their creativity as a self-regulatory process during the practice of their art. Data was obtained from a questionnaire specifically designed for this study. Thematic data analysis supported the findings of the literature regarding the crucial similarities between self-regulation and creativity, and particular themes concerning the self-regulatory aspects of creativity, such as intrinsic motivation, self-efficacy, self-control, and mindfulness were identified. Additionally, creativity appeared to strongly favour assimilation, which was ascribed to perseverance and a strong identification with goals. Based on the findings of the first two phases of the study, a painting programme was developed with a view to promote self- regulation as an adaptive life skill through the facilitation of creativity. Relevant guidelines for effective programme development have been incorporated into this programme. In the subsequent empirical study the painting programme was assessed, by means of a mixed experimental control group consisting of 18 patients in a private psychiatric clinic. Pre- and post-testing were conducted by means of the Basic Psychological Needs Scale (General) (BPNS-Gen); the 14 item Freiburg Mindfulness Inventory (FMI), as well as the Shortened Self Regulation Questionnaire (SSRQ) to determine whether any improvement in self-regulation occurred within the group. Quantitative data provided information on differences within and between the experimental and control groups, while an additional qualitative m South African children are exposed to an enormous amount of risk factors to their development and adjustment. Research reveals that, in all probability, they do not have sufficient protective factors at their disposal to cope with such stressors. The resilience (in other words the exposure to risk factors and the presence of protective factors) of a group of children, Grade R to Grade 2, in the Klerksdorp area, was analysed by means of focus groups and questionnaires. The focus groups were conducted with 14 teachers and the questionnaires were completed by 30 parents. The study reveals that the children in this group do not exhibit adequate resilience. The results identified themes such as self-esteem, creativity, assertiveness, emotional expression, emotional regulation, impulsivity, self-motivation, social responsibility and empathy. A programme (based on the Alvord-Baker model of social skills), focusing these themes, was developed in order to facilitate resilience. The Alvord-Baker model of social skills focuses on a pro-active orientation. The Resilience programme consists of eight sessions of one hour duration. During the sessions, music, dance and art activities are presented by way of groups. The themes of the sessions were intrapersonal factors (for example self-esteem and assertiveness), interpersonal factors (for example empathy and social responsibilty), stressmanagement (for example emotional expression and emotional regulation, as well as impulse control), general mood (for example self-motivation) and problem solving (for example creativity and emotional creativity). To determine the effectiveness of the compound programme, quantitative dominated, mixed methods were used. This means that, even though a quantitative research design was used (namely a two group, pre-test, post-test design), a qualitative procedure (namely a focusgroup and interviews), was used in addition. The selected group consisted of 22 children (Grade R=7, Grade 1=7, Grade 2=8), of whom 11 were male and 11 female. The participants were selected systematically from two schools (School1=12, School 2=10). The experimental (n=10) and control (n=12) groups underwent pre- and post-testing (30 days after completion of the intervention). The Resilience programme was only presented to the experimental group. The battery of tests that was compiled to evaluate the effectiveness of the Resilience programme consisted of the Torrance Tests of Creative Thinking (Torrance, 1974) and the Behavior and Emotional Rating Scale-BERS (Epstein & Sharma, 19980. In addition, focus groups with the teachers involved were used, as well as interviews with the parents of the children from the experimental group. The experimental group showed improvement in certain aspects of resilience, for example intrapersonal strengths, interpersonal strengths, affective trengths, school functioning, family involvement, verbal fluancy, flexibility and originality, as well as figurative fluancy, flexibility and originality. The differences between the experimental and control groups were smaller than expected. It can be stated, however, that the Resilience programme was effective in facilitating resilience in the group of children. A limitation of the study was that the practical significance was small and only statistically significant in a few cases. The parents and teachers could have been involved more actively in the process. Furthermore, it seems as if that future resilience programmes should be of longer duration in order for participants to have more opportunity to internalise and generalise the acquired skills. It is recommended that resilience programmes should form part of the school curriculum in learning areas such as Life orientation. ethod was used for examining the progress of the experimental group during the course of the programme. The results indicated that the programme brought about a significant positive change in self-regulation among the experimental group. Certain self-regulation factors, especially mindfulness, but also autonomy, decision-making, and self-evaluation appeared to have improved to a practically significant degree, whilst perseverance showed a lesser improvement of medium effect. This study therefore concluded that creativity appears to equip a person with specific skills that play a crucial role in the facilitation of self- regulation in all the phases of goal-directed behaviour. The limitations of this study were discussed and recommendations for further research and practical implementation were made.
Thesis (PhD (Psychology))--North-West University, Potchefstroom Campus, 2013.

Hierdie studie fokus op die moontlike verband tussen die emosionele intelligensie en akademiese prestasie van eerstejaarkoshuisstudente aan die Universiteit van Pretoria. Verder is bepaal of subgroepe van die eerstejaarkoshuispopulasie betekenisvolle verskille ten opsigte van die komponente van emosionele intelligensie toon. Hierdie studie kan van waarde wees ten opsigte van die mentorstelsel van die Studentevoorligtingsdepartement aan die Universiteit van Pretoria. Die inligting verkry in hierdie studie kan aangewend word om psigo-opleidingsprogramme en dienste van Studentevoorligting so te rig ten einde akademiese uitsakking te verminder en studente in die akademiese en sosiale aanpassingsproses op universiteitsvlak by te staan. Verskillende teoriee van emosionele intelligensie word bespreek, met die fokus op Reuven Bar-On se siening van emosionele intelligensie. Die komponente van emosionele intelligensie word in detail bespreek. Die uitsakking van eerstejaarstudente, faktore wat akademiese prestasie be"invloed, faktore uniek tot kultuurandersoortige studente en faktore bepalend vir akademiese sukses word bespreek. Die verband tussen akademiese sukses en die verskeie komponente van emosionele intelligensie word aangedui. Die literatuur toon dan ook dat die 15 komponente van emosionele intelligensie 'n bepalende invloed op akademiese prestasie het en akademiese sukses betekenisvol be"invloed. 'n Opname-ontwerp is in die studie gebruik. Die finale steekproef het uit eerstejaarkoshuisstudente bestaan wat die Emotional Quotient Inventory (Bar-On, 1996c), 'n vraelys wat emosionele intelligensie en die komponente van emosionele intelligensie meet, voltooi het. 'n Biografiese vraelys is ingesluit vir doeleindes van steekproefbeskrywing. Die statistiese verwerkings van die resultate is deur middel van variansie-analise en t-toetse gedoen. Verskeie statisties betekenisvolle intergroepverskille is tussen die geslagsgroepe en taalgroepe aangedui. Alhoewel daar nie 'n betekenisvolle verband tussen die saamgestelde emosionele intelligensie-skaal en akademiese prestasie verkry is nie, toon die resultate verkry deur variansie-analise en t-toetse vir die vergelyking van prestasiegroepe, dat die volgende subskale van die EQ-i tussen goeie en swak presteerders onderskei en as voorspellers van akademiese prestasie beskou kan word: selfaktualisering, realiteitstoetsing, strestoleransie, optimisme, probleemoplossing en kwaliteit van lewe. Hipotese 1, wat stel dat daar 'n verband tussen emosionele intelligensie en die akademiese prestasie van eerstejaarkoshuisstudente bestaan, word verwerp. Hipotese 2, 3 en 4 wat stel dat beduidende verskille tussen verskillende geslags-, taal- en prestasiegroepe verkry sal word ten opsigte van sommige van die emosionele intelligensie-komponente, word aanvaar. Die resultate verkry in die studie kan gebruik word ten einde dienste wat deur middel van die mentorstelsel van die Studentevoorligtingsdepartement van die Universiteit van Pretoria aan eerstejaarkoshuisstudente gebied word, te rig.
Dissertation (MA)--University of Pretoria, 1997.
gm2014
Psychology
unrestricted

Thesis (MBA)--Stellenbosch University, 2004.
ENGLISH ABSTRACT: For years academic institutions regarded IQ as the be-all and end-all, leaving many people with lower IQ scores in a state of serious self-doubt. People are slowly starting to admit that there is more to life than straight A's at school. Management gurus sensed that IQ on its own is no guarantee for personal or business success. According to research conducted by Daniel Goleman, author of Working with Emotional Intelligence, emotional intelligence is twice as important as any other factor in predicting outstanding employee performance, accounting for more than 85% of star performance in top leaders. Emotional intelligence has a major impact on organisational performance, doubling and even tripling productivity, and greatly improving bottom-line results. The power of emotional intelligence has been underestimated in the business world. At the root of day-to-day organisational problems such as low productivity, absenteeism, staff turnover, company politics, strikes and stay-aways, there is an inability to optimise our emotional energy and that of our employees. At the root of problems such as drug abuse, alcoholism, workaholism, yuppie flu, divorce and teenage pregnancies, we find exactly the same cause. Emotional intelligence involves the ability to monitor your own and others' emotions, to discriminate between them, and to then be able to use this information to guide your thinking and your actions. Success in life is a result of how well you manage yourself, handle your relationships, and work with others. The mastery of being in control of yourself, your emotions and your interactions with others influences your ability to lead and be seen as a leader. Emotional intelligence by any definition is really a combination of cognitive and emotional abilities. The essence of emotional intelligence is the integration of the emotional centres of the brain (the limbic system) and the cognitive centres (prefrontal cortex). Interactive situations at school, in the community, on the sports field, in work teams, in our social lives and in superior-subordinate relations, all provide opportunities for personal and interpersonal growth. Fortunately scientists now consider emotional intelligence a learnable intelligence, one that can be developed and improved at any time and any age through assessment, training and coaching. Emotions are an integral part of organisational life. We demand competence from leaders and expect them to demonstrate virtually every known attribute of leadership characteristics, including honesty, energy, trust, integrity, intuition, imagination, resilience, purpose, commitment, influence, motivation, sensitivity, empathy, humour, courage, conscience and humility. We expect them to impart these attributes to others. Leadership goes beyond effective management to innovation and change. It means developing a vision, turning the vision into workable programmes in a manner that generates excitement and commitment, creating an environment for problem-solving and learning and making sure that everyone persists until the programme accomplishes what it intended. Managers who are leaders continuously pursue incremental change. The time has come to concentrate on building emotional muscle and developing active emotional awareness, both in ourselves and in others. Companies who hope to survive and prosper in the future, need to invest now in the development of the emotional intelligence of their people.
AFRIKAANSE OPSOMMING: Ouers, akademici en bestuurders het jare lank die standpunt gehuldig dat 'n hoë IK outomaties hoë akademiese prestasie tot gevolg het en werksekuriteit waarborg. Verskeie akademici soos Daniel Goleman, Richard Boyatzis, Reuven Bar-On en John Mayer het relatief onlangs die standpunt ondersteun dat 'n hoë IK alleen nie voldoende is om 'n persoon te laat uitblink op akademiese gebied of in sy werkplek of gesinslewe nie. Volgens navorsing wat gedoen is deur Daniel Goleman, outeur van die baanbrekersboek "Working with Emotional Intelligence", is emosionele intelligensie twee keer belangriker as enige ander faktor wat uitstaande werkprestasie voorspel en verantwoordelik vir meer as 85% van uitmuntende werkprestasie van die korps van uitvoerende leiers van enige organisasie. Emosionele intelligensie speel 'n deurslaggewende rol om organisasiesukses te verseker en om produktiwiteit en winsmarges tweevoudig en selfs drievoudig te verhoog. Die invloed van emosionele intelligensie is onderskat in die besigheidsarena. Die oorsprong van dag-tot-dag organisasieprobleme soos verlaagde produktiwiteit, afwesigheid, personeelomset, maatskappypolitiek, stakings en uitsluitings, is ons onvermoë, om ons eie en ons werknemers se emosionele energie te optimaliseer. Negatiewe sosiale gedrag soos dwelm- en alkoholmisbruik, werkspanning, jappiegriep, egskeidings, ongewenste swangerskappe, geweld en misdaad is die gevolg van 'n gebrek aan langdurige opleidingsprogramme in sosiale en emosionele bevoegdhede wat as deel van 'n skoolkurrikulum aangebied word. Emosionele intelligensie bestaan uit die vermoë om jou eie en 'n ander persoon se emosies te herken, daartussen te onderskei, en die inligting te gebruik om jou handelinge en dade te rig. Sukses in die lewe word bepaal deur hoe goed jy jouself en jou verhoudings kan bestuur en hoe goed jy met medewerknemers oor die weg kom. Die kuns om in beheer van jouself en jou emosies te wees tesame met jou interaksie met medewerknemers beïnvloed jou vermoë om te lei en geïdentifiseer te word as 'n leier. Emosionele intelligensie is volgens baie akademici 'n kombinasie van kognitiewe en emosionele vermoëns. Die kern van emosionele intelligensie is die integrasie van die emosionele sentrums van die brein (die limbiese sisteem) en die kognitiewe sentrums (prefrontale korteks). Navorsing oor neurowetenskap en emosionele intelligensie is betreklik nuut. Min akademici, skoolhoofde, bestuur en beleidmakers is bewus van die rol wat die verwantskap tussen senuweenetwerke in die brein en emosionele bevoegdhede speel om uitstaande werkprestasie en organisasiesukses te verseker. Alle interaktiewe situasies by die skool, in die gemeenskap, op die sportveld, in spanverband in die werkplek, op sosiale gebied en in bestuurder-ondergeskikteverhoudings, verskaf geleenthede vir persoonlike en interpersoonlike groei. Emosionele intelligensie word beskou as 'n intelligensie wat aangeleer kan word en wat ontwikkel en verbeter kan word met verloop van tyd en ouderdom deur evaluering, opleiding en afrigting. Emosies is 'n integrale deel van enige organisasie. Ons vereis bevoegdheid van die leiers van 'n organisasie en verwag van hulle om feitlik alle leierseienskappe te openbaar soos eerlikheid, energie, geloofwaardigheid, integriteit, intuïsie, verbeelding, herstelvermoë, doelgerigtheid, pligsbesef, invloed, motivering, sensitiwiteit, empatie, humor, moed, nougesetheid en nederigheid. Verder word daar van leiers verwag om hierdie leierseienskappe aan werknemers oor te dra. Leierskap is veel meer as bloot effektiewe bestuur en sluit die vermoë in om innoverend te dink en aan te pas by verandering. Leierskap beteken om 'n visie te ontwikkel, om die visie op so 'n wyse in uitvoerbare programme weer te gee dat dit entoesiasme en pligsgetrouheid genereer, om 'n omgewing te skep vir probleemoplossing en opleiding en om te verseker dat alle werknemers volhou totdat die programme voldoen aan hul doelwitte. Uitmuntende leiers is voortdurend besig om stelselmatige verandering na te jaag. Die tyd het aangebreek om emosionele intelligensie doelbewus uit te bou en om 'n aktiewe emosionele bewustheid in onsself en ander persone te ontwikkel. Organisasies wat in die toekoms wil oorleef en winsgewend wil wees, is verplig om in die emosionele intelligensie van hul personeel te belê.

Thesis (MA.)--University of Stellenbosch, 2001.
ENGLISH ABSTRACT: Worldwide call centres are being used by organisations to provide services and products to their clients in an immediate, interactive and cost-effective way. Taking into consideration the characteristics of call centres, the important contribution they make to the economical success of present day organisations, as well as the demands that this environment makes on employees, the question arises whether emotional intelligence is related to performance in call centres. A literature study of the nature and extent of emotional intelligence, with specific reference to the workplace, was carried out. Focus was further placed on call centres and the influence emotional competencies have on success in this environment. Emotional intelligence is conceptualised, as competencies that may enable individuals to use emotions to their advantage to achieve desired outcomes. In the literature emotional intelligence is regarded as a factor that influences an individual's performance. The primary goal of this study was to determine whether there is a relationship between emotional intelligence and performance in the call centre environment. The sample in this study is compiled of 135 call centre agents, working respectively in client service, sales and administrative environments, in a life assurance company. A questionnaire consisting of biographical items, the "Emotional Competency Inventory" and a performance rating, was used to obtain the necessary data from the subjects. rThe results of this study revealed that a statistically significant and positive correlation exists between emotional intelligence and performance in call centres. No statistical significant difference was found between the correlation of emotional intelligence and performance in the respective call centre environments of client service, sales and administration. A positive and statistically significant correlation was found between performance and the four areas of emotional intelligence, namely self-awareness, self-management, social awareness and social skills. With regard to the mean scores of emotional intelligence and performance, the results of the study suggest no statistically significant difference between the respective call centre environments. It was also established which combination of emotional competencies serves as best predictors of performance in the call centre environment. The main objectives of this study were successfully achieved. General conclusions and possible explanations for the above-mentioned findings are presented. Finally the implementation value of the study is discussed and recommendations for future research are made.
AFRIKAANSE OPSOMMING: Oproepsentrums word wereldwyd deur organisasies aangewend om hul kliente op 'n onmiddellike, interaktiewe en koste-effektiewe wyse van dienste en produkte te voorsien. Teen die agtergrond van die kenmerke van oproepsentrums, die betekenisvolle bydrae wat dit tot die ekonomiese sukses van vandag se organisasies lewer, asook die eise wat hierdie omgewing aan werknemers stel, ontstaan die vraag of emosionele intelligensie met werksprestasie in oproepsentrums verb and hou. 'n Literatuurstudie oor die aard en omvang van emosionele intelligensie, met spesifieke verwysing na die werksplek, is uitgevoer. Verder is op oproepsentrums en die invloed van emosionele bevoegdheid op die werksukses in hierdie omgewing gefokus. Emosionele intelligensie word gekonseptualiseer as bevoegdhede wat individue in staat mag stel om emosie tot hul voordeel aan te wend ten einde die verlangde uitkomste te bereik. Emosionele intelligensie word in die literatuur as 'n faktor wat 'n invloed op 'n persoon se werksprestasie kan he geidentifiseer. Die primere doelstelling van hierdie studie was om te bepaal of daar 'n verband tussen emosionele intelligensie en werksprestasie in die oproepsentrum-omgewing bestaan. Die steekproef in hierdie studie bestaan uit 135 oproepsentrum-agente in 'n lewensversekeringsmaatskappy wat onderskeidelik in klientediens, verkoops- en administratiewe omgewings werksaam is. Daar is van 'n vraelys bestaande uit biografiese items, die "Emotional Competency Inventory" en 'n werksprestasietelling, gebruik gemaak om die nodige inligting van die proefpersone te bekom. Die resultate van hierdie ondersoek toon dat daar 'n statisties beduidende en positiewe verband tussen emosionele intelligensie en werksprestasie in oproepsentrums bestaan. Geen statisties beduidende verskil is aangetref tussen die korrelasies van emosionele intelligensie en werksprestasie in die onderskeie oproepsentrum-omgewings, naamIik klientediens, verkope en administrasie, nie. 'n Positiewe en statisties beduidende verb and is gevind tussen werksprestasie en die vier areas van emosionele intelligensie, naamlik selfbewussyn, selfbestuur, sosiale bewussyn en sosiale vaardigheid. Ten opsigte van die gemiddelde tellings van emosionele intelligensie en werksprestasie dui die resultate van die studie op geen statisties beduidende verskille in die onderskeie oproepsentrurn-omgewings rue. Verder is vasgestel watter kombinasie van emosionele bevoegdhede as die beste voorspellers van werksprestasie in die oproepsentrum-omgewing funksioneer. Die vemaamste doelstellings van hierdie studie IS suksesvol bereik. Algemene gevolgtrekkings en moontlike verklarings vir bogenoemde bevindings word aangebied. Laastens word die implementeringswaarde van die studie bespreek en aanbevelings vir verdere navorsing gedoen.