Abstract
Kajian ini bertujuan meneroka hubungan antara kecerdasan emosi dengan tahap kawalan kendiri dalam kalangan pelajar sekolah menengah di kawasan luar bandar Sabah. Dalam kajian ini, kecerdasan emosi diukur melalui Goleman Emotional Scale (GES), manakala kawalan kendiri diukur melalui Self-Control Scale (SCS). Seramai 381 orang pelajar telah dipilih melalui kaedah persampelan rawak mudah sebagai responden berdasarkan rekod sekolah masing-masing. Data dianalisis menggunakan Statistical Package for the Social Sciences (SPSS) untuk mendapatkan keputusan korelasi. Hasil analisis menunjukkan terdapat hubungan signifikan antara pelbagai dimensi kecerdasan emosi iaitu kecekapan peribadi, kecekapan sosial, kesedaran kendiri, regulasi kendiri, motivasi kendiri, empati dan kemahiran sosial dengan tahap kawalan kendiri pelajar. Dapatan ini memberikan gambaran bahawa kecerdasan emosi memainkan peranan penting dalam menyokong proses pengajaran dan pembelajaran yang efektif, serta membantu membentuk pelajar yang lebih seimbang dari segi perkembangan jasmani, emosi, rohani dan intelek (JERI) selaras dengan aspirasi Falsafah Pendidikan Negara.
(This study aims to examine the relationship between emotional intelligence and self-control among secondary school students in rural areas of Sabah. Emotional intelligence was measured using the Goleman Emotional Scale (GES), while self-control was assessed using the Self-Control Scale (SCS). A total of 381 students were selected through simple random sampling based on school records. Data were analyzed using the Statistical Package for the Social Sciences (SPSS) to obtain correlational findings. The analysis revealed significant positive relationships between all dimensions of emotional intelligence; personal competence (self-awareness, self-regulation, and self-motivation) and social competence (empathy and social skills) and students’ level of self-control. These findings suggest that emotional intelligence plays a pivotal role in supporting effective teaching and learning, as well as nurturing students’ holistic development in terms of their physical, emotional, spiritual and intellectual domains. The results further highlight the importance of cultivating emotional competencies in school settings to promote well-balanced student development in line with the aspirations of the Malaysian National Education Philosophy.)