Group Leader: Law Kai Sing 1930314-BBA Group Members: Lee Gong Jeff 1930306-BBA Gee Siew Leong 1930304-BBA

Group 6
Group Leader: Law Kai Sing 1930314-BBA

Group Members: Lee Gong Jeff 1930306-BBA
Gee Siew Leong 1930304-BBA
1. A study was conducted by Behjat and Chowdhury (2012) to analyze the interrelationship of
emotional intelligence and self-efficacy, and diversity receptiveness of abroad undergrads. The
independant variables of this study are emotional intelligence and self-efficacy. According to
Schutte et al (2009), the emotional intelligence can be measured from four dimensions which
were perception for emotion, managing own emotion, managing others and utilization of
emotion. Next, self-efficacy can be measured from four sources which were mastery experience,
emotional and physiological state, vicarious experience and social persuasion (Usher and
Pajares, 2008). Meanwhile, the dependent variable of this study is diversity receptiveness.
Diversity receptiveness is defined as the ability to accept others of different genders or races
(Gaze, 2003). In addition, the supporting theory used in this study was Social Cognitive Theory
developed by Bandura (1977). Apart from this, the population of this study was 389 respondents.
Based on Krejcie & Morgan (1970) table, the researcher had chosen 120 post graduate students
enrolled in post graduate business programs at University Utara Malaysia by using simple
random sampling. However, only 89 understudies who topped off the survey effectively were
utilized for this investigation. Furthermore, the measuring tools used for this study were also
been used in past research. The Diversity Receptivity Scale (DRS) created by Gaze (2003) was
chose as the measuring tool for diversity receptiveness due to its succinctness and extremely
oversaw and approved by different analysts (Soni 2000 and Gaze 2003). After that, emotional
intelligence was measured based on 33 items adopted from Emotional Intelligence Scale (EIS)
by Schutte et al. (2009). Besides, General Perseived DSelf-efficacy Scale (GPSS) created by
Usher & Pajares (2008) which include of 24 items was used to gauge the diversity receptiveness.
Based on the study, the findings had shown that there is a noteworthy connection between
emotional intelligence, the capabilities of self-efficacy, and diversity receptiveness of
understudies.
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2. A research was conducted by Festus (2012) to decide if there is a huge connection between
emotional intelligence and academic achivement of understudies in arithmetic. Emotional
intelligence is the independent variable of this research. According to Farn-Shing, Ying- Ming,
Ching-Yua and Chia-An (2007), emotional intelligence can be measured by six factors which
were Facilitating Thought (FT), Emotional Management (EM), Emotional Perception (EP),
Emotional Awareness (EA), Emotional Concern of Others (ECO) and Emotional Control (EC).
Meantime, dependent variable of this research is academic achievement. According to Fetus
(2012), academic achivement is defined by the Mathematics Achievement Test (MAT). In
addition, the supporting theory used in this research was Emotional Intelligence Theory by
Gardner (1983). The population of this research was 11600 Senior Auxiliary two understudies
from Open Senior Optional Schools in FCT, Abuja. The researcher had chosen 10% of the
population (1160 respondetns) by using proportional stratified random sampling. This is on the
grounds that the respondents was picked dependent on school areas (gatherings territories, urban
and country), sexual orientation (young men and young ladies), and capacities (high, center, and
low achievers). Furthermore, the instrutments used for this study were also been used in past
research. Moreover, the emotional intelligence was measured based on 35 questions adapted
from Emotional Intelligence Inventory (EII) for teenagers created by Farn-Shing, Ying- Ming,
Ching-Yua and Chia-An (2007). To gauge the academic achievement of respondents, a
Mathematics Achievement Test (MAT) which was created by the researcher of this research was
used. This test contained 50 questions and canvassed all the Topics in the Public Science
Educational plan for Senior Optional two understudies in Nigeria published by the Nigerian
Research and Development Council (NERDC). Based on the study, the outcome indicated that
there was a huge low sure connection between the emotional intelligence of SS2 understudies
and their academic achivement in math.
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3. A study was conducted by Khan, Masrek and Nadzar (2014) to investigate the relationship
between dimensions of emotional intelligence (self-assessment, teamwork and collaboration,
optimism and service-orientation) and organizational commitment among Pakistani university
librarians. The independant variable of this study is emotional intelligence. Based on Bipath
(2007), emotional intelligence can be measured from three dimesions which were self-
assessment, teamwork and collaboration, and optimism while Goleman (1998) was defined
emotional intelligence can measure based on one dimension which was service orientation.
Besides, the dependent variable of this study is organizational commitment. According to Allen
and Meyer (1990), organizational commitment can be measured from three components which
were affective commitment, continuance commitment and normative commitment. In addition,
the supporting theories used in this research were Emotional Intelligence Model by Goleman
(1995) and FLICC (2011) Competencies Model. The population of this study was 670 Pakistani
university librarians. After that, a sample of 225 respondents was chosen by the researchers
through simple random sampling. Furthermore, the instrutments used for this study were also
been used in past research. The organizational commitment was gauged by adapting Allen and
Meyer's (1990) organizational commitment scale and which consisted of 5 items. Besides, the
emotional intelligence scale by Bipath (2007) included 15 items, were adapted to measure three
dimensions of emotional intelligence which were self-assessment (5 items), teamwork and
collaboration (5 items), and optimism (5 items). On the other hand, the emotional intelligence
scale by Goleman (1998) was adapted to measure one dimension of emotional intelligence,
namely service orientation, and this scale included 4 items. Based on the study, the results show
that three dimensions of emotional intelligence, namely self-assessment, optimism and service
orientation significantly predict organizational commitment. However, teamwork and
collaboration being related altogether with organizational commitment, however it was anything
but an indicator of organizational commitment among Pakistani college bookkeepers.
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4. A study was conducted by Ying and Ting (2010) to investigate the relationship between
emotional intelligence score of academic heads and transformational leadership style as
perceived by lecturers. The independent variable of this study is emotional intelligence. Sala
(2002) was defined emotional intelligence can be gauged from four components which were self-
awareness, self-management, social awareness and social skills. Meanwhile, the dependent
variable of this study is transformational leadership. According to Bass and Avolio (1996),
transformational leadership can be measured from four dimensions which were idealized
attributes and behaviours, inspirational motivation, intellectual stimulation, and individual
consideration. In addition, the supporting theory used in this research was Emotional Intelligence
Theory by Goleman (1998). The population of this research was 120 teachers from 6 higher
learning instructive establishments in Malacca.Based on Krejcie & Morgan (1970) table, the
researcher had chosen a sample of 93 instructors from 6 higher learning instructive
establishments in Malacca by using convenience sampling. Furthermore, the insrutments used
for this study were also been used in past research. The transformational leadership was
measured by adapting the Multi-factor Leadership Questionnaire developed by Bass and Avolio
(1996). Besides, an Emotional Competence Inventory 2.0 developed by (Sala, 2002) which
comprises of 73 items were adapted to measure the emotional intelligence. Based on the study,
there was a positive significant correlation between overall emotional intelligence score of
academic heads and transformational leadership style as perceived by lecturers.
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5. A study was conducted by Nordin, (2012) to decide the connection between emotional
intelligence and leadership behavior on organizational commitment among the scholarly staff of
UiTM. The independant variable in this study is emotional intelligence and leadership behaviour.
Based on Boyatzis, Goleman and Rhee (2000), emotional intelligence can be measured by four
clusters which were self-awarenes, self-management, social skills and relationship management.
Next, according to Bass and Avolio (1995), leadership behavior can be measured by two
leadership styles which were transformational leadership and transactional leadership.
Meanwhile, the dependent variable in this study is organizational commitment. Meyer and Allen
(1991) indicated that the organizational commitment can be gauged from three components
which are affective, continuance and normative commitment. apart from this, the supporting
theory used in this research was Transformational Leadership Theory developed by Bass (1985).
Estimated by using Krejcie & Morgan's (1970) table, 5000 scholastics of UiTM from principle
and branch grounds of the Malaysian Peninsula considered as the population of this research.
Based on Krejcie & Morgan (1970) table, the researcher had chosen 357 respondents by using
cluster random sampling, but only 169 respondents took part in this study. Furthermore, the
insrutments used for this study were also been used in past research. To gauge the organizational
commitment, researchers had adapted 24 items from the Organizational Commitment create by
Meyer and Allen (1991, 1997). Furthermore, the leadership behaviour was measured by the
Multifactor leadership style questionnaire (MLQ-5x form) developed by Bass and Avolio (1995).
Moreover, the emotional intelligence was measured by the Emotional Competencies Inventory
which consists 110 items, created by Boyatzis, Goleman and Rhee (2000). Based on the study,
the outcome shows that there is a huge connection between emotional intelligence and leadership
behavior on organizational commitment
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6. A study was conducted by Mortan, Ripoll, Carvalho and Bernal (2014) to examines the
correlation between the EI dimensions (appraisal and expression of emotions, utilization of
emotions and regulation of emotions) and entrepreneurial intention mediated by entrepreneurial
self-efficacy. The dependant variable of this study is Entrepreneurial Intention. Next, the
independant variable of this study is Emotional Intelligence. Salovey and Mayer (1990) defined
EI as a type of social and personal intelligence that involves "the ability to monitor the emotions
and feelings of themself and others, distinguish them and use this information to guide one's own
thoughts and actions". This study also has a mediator variable (MV) which are Entrepreneurial
self-efficacy (ESE). The supporting theory found in the research are Emotional Intelligence
model developed by Salovey and Mayer (1990). The population is no stated in this study and
cannot found in Krejcie and Morgan (1970) sample size table. The sample size are 394 volunteer
university students from University of Valencia in Spain which include 51.7% and the University
of Coimbra in Portugal which contribute 48.3%. From by using probability sampling, which is
known as simple random sampling. The instruments were used in this study was based on past
research. Emotional intention is following the procedure adopted by (Krueger, Reilly and
Carsrud, 2000; Sánchez, 2009). Entrepreneurial Self-Efficacy (ESE) scale by De Noble, Jung,
and Ehrlich (1999) adapted and validated in Spain (Moriano, Palaci and Morales, 2006) and
using double translation to translate into Portuguese and consist 23 items. Next, the scale of
Emotional Intelligence has been developed based on the original model of Salovey and Mayer
(1990) in its revised format (Mayer and Salovey, 1997; Mayer, Salovey, & Caruso, 2002),
included three dimensions which are appraisal and expression of emotions (13 items), regulation
of emotions (10 items) and utilization of emotions (10 items). This is a quantitative research with
the purpose to find the assotiation between entrepreneurial intention and emotional intelligence.
Based on the study, the findings explain that appraisal and expression of emotions have no
significant relationship with (ESE), regulation of emotions have a positive and significant
relationship with (ESE), utilization of emotions have a positive and significant relationship with
(ESE) and a positive relationship between (ESE) and the intention to become entrepreneur
impacted by the role of EI was shown.
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7. A study was conducted by Shahid, Jani, Thomas and Francis. (2015) to determine the
association between emotional intelligence and teaching effectiveness of knowledge workers
who are lecturers in private and public universities in Malaysia. The dependant variable of this
study is Teaching Effectiveness. According to Aregbeyen (2010), teaching effectiveness is based
on involves five components which are clarity of teaching, analytical approach, enthusiasm of
lecturer, lecturer-individual student interaction and lecturer-group interaction. Next, the
independant variable of this study is Emotional Intelligence. According to Nelson and Low
(1998), emotional intelligence can be divided to four components which were personal
leadership, interpersonal, intrapersonal and self-management. The supporting theory found in the
research are Model of Emotional Intelligence developed by Nelson and Low (1998). The
population 316 lectures from both private and public universities in Perak, Malaysia. The sample
size are 275 lectures from both public and private in Perak, Malaysia. From by using probability
sampling, which is known as simple random sampling. The instruments were used in this study
was based on past research. There are 6 items of demographic and 48 items of information of the
lecturers’ perceptions on their teaching effectiveness and emotional intelligence. Teaching
effectiveness scale is measured by Self-evaluation of teaching effectiveness (SETE) adapted
from Aregbeyen (2010). Emotional intelligence scale is measured by Emotional Skills
Assessment Process (ESAP) developed by (Nelson & Low, 1998). This is a quantitative research
with the purpose to find the correlation between teaching effectiveness and emotional
intelligence. Based on the study, the findings explain the association between teaching
effectiveness and self-management for both private and public universities was significant,
strong and positive, the relationship between teaching effectiveness and interpersonal skills for
both private and public universities were significant, positive and the weakest in the four
components of EI, the relationship between teaching effectiveness and personal leadership was
significant, positive and strong for private university and was significant, positive and moderate
for public university and the relationship between teaching effectiveness and intrapersonal skills
for private universities was significant, positive, and moderate and was significant, positive and
weak for public universities.
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8. A study was conducted by Shamsuddin and Rahman (2014) to examines the correlation
between emotional intelligence and job performance of call centre agents. The dependent
variable of this study is job performance. According to Sawyerr, Srinivas and Sijun (2009), job
performance can be divided to three components which were employee’s speed, employee’s
accuracy and employee’s ability to resolved problem. Next, the independent variable of this
study is emotional intelligence. According to Wong and Law (2002), emotional intelligence can
be divided to four dimensions which were self-emotion appraisal (SEA), others’ emotion
appraisal (OEA), regulation of emotion (ROE) and use of emotion (UOE). This study also has a
moderating variable (MV) which are gender. The supporting theory found in the research is
Wong and Law (2002) Emotional Intelligence Model was developed based by Mayer and
Salovey (1997). The population are 170 call centre agents from two selected call centre located
in Kuala Lumpur. The sample size are 118 respondents. (Guided by Krejcie & Morgan, 1970).
From by using probability sampling, which is known as disproportionate stratified random
sampling. The instruments were used in this study was based on past research. Measurement for
job performance was adapted based on the service performance indicators that used by Sawyerr,
Srinivas and Sijun (2009). There are three components which are employee’s speed employee’s
accuracy and employee’s ability to resolved problem. Next, measurement for emotional
intelligence was adapted from Wong and Law Emotional Intelligence Scale (WLEIS) that
develop based on the model developed by Mayer and Salovey (1997). There are four dimensions
which are self-emotion appraisal (SEA), others’ emotion appraisal (OEA), regulation of emotion
(ROE) and use of emotion (UOE). This is a quantitative research with the purpose to find the
relationship between job performance and emotional intelligence. Based on the study, the
findings explain that there was a significant correlation between emotional intelligence and job
performance.
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9. A study was conducted by Lee and Panatik (2015) to investigate the relationship between
emotional intelligence (self-emotional appraisal, others' emotional appraisal, regulation of
emotion and use of emotion) and job performance among school teachers. The dependent
variable of this study is job performance. Job performance is defined as the ability of an
employee to fulfil the responsibilities, consistently meet the performance standard, and perform
above expectation (Williams and Anderson, 1991). Next, the independent variable of this study
is emotional intelligence. Based on Wong and Law (2002), emotional intelligence can be
measured from four dimensions which were self-emotional appraisal (SEA), others' emotional
appraisal (OEA), regulation of emotion (ROE) and use of emotion (UOE). The supporting theory
found in the research are Davies, Stankov and Roberts (1998) Emotional Intelligence Model
developed based on the Mayer and Salovey's (1997) ability model and comprehensive study of
emotional intelligence literature by Law et al. (2008). The population are 384 academic primary
and secondary school teachers. The sample size are 192 academic primary and secondary school
teachers. From by using probability sampling, which is known as simple random sampling. The
instruments were used in this study was based on past research. In-role job performance seven
items self-rating scale by Williams and Anderson (1991) was used. Next, the instrument used in
emotional intelligence is Wong and Law Emotional Intelligence Scale (WLEIS) devised by
Wong and Law (2002) was employed. It consists 16 items and four dimensions which are self-
emotional appraisal (SEA), others' emotional appraisal (OEA), regulation of emotion (ROE) and
use of emotion (UOE). This is a quantitative research with the purpose to find the correlation
between emotional intelligence and job performance. Based on the study, the findings explain
that all the four dimensions of emotional intelligence (self-emotional appraisal, other's emotional
appraisal, regulation of emotion and use of emotion) were positively significant associated with
job performance.
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10. A study was conducted by Ismail (2015) to determine the effect of emotional intelligence,
ethical climates and corporate ethical values on the ethical judgment of auditors in Malaysia. The
dependent variable of this study is ethical judgment. Next, the first independent variable of this
study is emotional Intelligence. According to Law et al. (2004), emotional intelligence can be
measured from four components which were Self-Emotional Appraisal (SEA), others’ Emotional
Appraisal (OEA), Regulations of Emotion (ROE) and Use of Emotion (UOE). In addition, the
second independent variable is ethical climates. Organizational ethical climate is defined as the
organization’s common view of what is ethically correct and how to deal with ethical issues
(Victor and Cullen, 1987). Furthermore, the third independent variable is corporate ethical
values. Hunt et al. (1989) define corporate ethical values as a "composite of the individual ethical
values of managers and both formal and informal policies of ethics in the organization". The
supporting theory found in the research is Ethical Theory developed by Victor and Cullen (1987,
1988). The population are 350 auditors attached to audit firms registered with the MIA. The
sample size are 263 respondents. From by using probability sampling, which is known as simple
random sampling. The instruments were used in this study was based on past research.
Demographic information section is about gender, age, working experience in accounting field,
current position and professional affiliation. The instrument used for ethical judgment is series of
ethical vignettes that were developed by Loeb (1971) and later were adopted by studies such as
Armstrong (1984) and Douglas et al. (2001). There are typical ethical dilemmas included
confidential relationship, conflict of interest and client kickback or referral fee. Next, Law et al.
(2004) emotional intelligence scale was adopted for emotional intelligence. There are consists
four components and four items for each component. These components are Self-Emotional
Appraisal (SEA), Others’ Emotional Appraisal (OEA), Regulations of Emotion (ROE) and Use
of Emotion (UOE). Besides that, the instrument for ethical climate is a 26-items scale of five
types of ethical climate outlined by Victor and Cullen (1987, 1988). There are five type of ethical
climate which are professionalism (law and code), rules, caring, independence and
instrumentalism. In addition, corporate ethical values are used 5-item scale of corporate ethical
values developed by Hunt et al. (1989) as instrument. This is a quantitative research with the
purpose to find the correlation between ethical judgment and emotional intelligence, ethical
climates and corporate ethical values. Based on the study, the findings explain that emotional
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intelligence and corporate ethical values significantly influenced the ethical judgment of
auditors.
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11. In this study, Shuib (2018) had intended to determine the extent of emotional intelligence
(EQ) domains (self-awareness, self-confidence, self-regulation, self-motivation, empathy, social
skills, spirituality and maturity) that contribute to the academic achievement of primary school
students. The independent variable of this study is emotional intelligence (EQ). According to
Noriah et al. (2004), emotional intelligence can be measured by eight dimensions which were
self-awareness, self-confidence, self-regulation, self-motivation, empathy, social skills,
spirituality and maturity. Meanwhile, the dependent variable of this study is academic
achievement and the researcher considered academic achievement can be measured through
conducting final exam. This study was supported by the Goleman Model (1996) adapted from
Noriah et al. (2004). There were 918 of data responses from primary school students of Grade 3
and 4 in Malacca, Malaysia. In addition, simple random sampling was used as the sampling
technique in this study. The instruments used for this study were also been used in past research.
To measure the level of students’ academic achievement, final exam conducted by respective
school was used. Meantime, the Malaysian Emotional Quotient Inventory-Children (MEQI-C)
was used to gauge the emotional intelligence of respondets. It is a measuring tool for children
version which was adapted from Siti Aishah (2006) from the adult version of the Malaysian
Emotional Quotient Inventory-Adult (MEQI-A) developed by Noriah et al. (2004). Besides,
(MEQI-C) had divided into two sections which were section (i) and section (ii). Section (i) was
related with demographic data of respondents while section (ii) was included 30 items about
eight domains of emotional intelligence and some subdomains of emotional intelligence. Based
on the study, the findinds indicates that six from the eight domains (self-motivation, self-
regulation, spirituality, self-awareness, empathy and self-confidence) were found to significantly
contribute to student's academic achievement. However, the result also shown that domains of
social skills and maturity were not the factors that can influence academic achievement of
students.
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12. A study was conducted by Zainal, Zawawi, Aziz and Ali (2017) to identify the relationship
between emotional intelligence and employees’ job performance in Malaysia service sector.
Emotional intelligence is the independent variable of this study while job performance is the
dependent variable. According to Wong and Law (2002), emotional intelligence can be
compartmentalized into four components which were Self-Emotional Appraisal (SEA), Others’
Emotional Appraisal (OEA), Regulations Of Emotion (ROE) and Use Of Emotion (UOE).
Furthermore, job performance had included the five components proposed by Welbourne,
Johnson and Erez (1998), which were job role (JR), career role (CR), innovator role, (IR), team
role (TR) and organization role (OR). In addition, the supporting theory used in the research was
Wong and Law’s (2002) Emotional Intelligence model (WLEIS) was developed based on
Salovey and Mayer’s (1990) original conceptualization of emotional intelligence. The population
of this study was 400 respondents. Based on Krejcie & Morgan (1970) table, the sample consists
of 330 service sector employees in Malaysia selected by simple random sampling. Moreover, the
instrusments used are namely: Wong and Law’s (2002) Emotional Intelligence Scale (WLEIS)
and Role Based Performance Scale (RBPS). The emotional intelligence was measured based on
16 items adapted from Wong and Law’s (2002) Emotional Intelligence Scale (WLEIS). After
that, job performance was measured by 20 items adopted from Role Based Performance Scale
(RBPS) developed by Welbourne, Johnson and Erez (1998). Overall, the findinds explain that
there is a strong significant relationship between emotional intelligence and employees’ job
performance among employees in Malaysia service sector. Meanwhile, this study also found that
regulation of emotion (ROE) was considered as the major contributor in construing employees’
job performance.
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13. Nor and Yusop (2017) had conducted research aimed to investigate the relationship between
emotional intelligence and counselor trainees’ self-development in Malaysia. The independent
variable of this research is emotional intelligence. Emotional intelligence is the ability to identify
emotions, understand emotions, control emotions and use emotions (Davis, 2004). After that, the
dependent variable of this research is counselor trainees’ self-development. Counselor trainees’
self-development can be measured three subscales suggested by McNeil, Stoltenberg, and
Romans (1992), which were motivation, having self and others awareness, and autonomy
reliance. Furthermore, the research is supported by the Four Branch Emotional Intelligence
Model developed by Mayer and Salovey (1997), and Integration Developmental Model (IDM)
introduced by Stoltenberg (1998). Apart from this, this study employed stratified random
sampling because the respondents were chosen based on different groups. Estimated by using
Krejcie & Morgan table (1970), the population of this study was about 210 respondents. The
sample were drawn from the final year students of counseling programs from five universities in
Malaysia. Hence, using Krejcie & Morgan table (1970), a sample size of 128 was determined.
Moreover, the measuring tools used for this study were also been used in past research. The
emotional intelligence was measured based on 40 items adopted from Test Your EQ inventory
by (Davis, 2004). After that, the Supervisee Levels Questionnaire-Revised (SLQ-R) which has
30 items to measure the counselor trainees’ self-development derived from McNeil, Stoltenberg,
and Romans (1992). Both of the measuring tools were translated into the Malay language version
by different persons. The Test Your EQ inventory was translated by Norshafarina (2008) while
the Supervisee Levels Questionnaire-Revised (SLQ-R) was translated by Wan Marzuki (2007).
Based on the study, the result shows that there was a positive significant relationship between
emotional intelligence and counselor trainee’s self-development.
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14. A study was conducted by Maulod, Piaw, Alias and Wei (2017) to identify the relationship
between principal emotional intelligence and instructional leadership practices in Malaysian
secondary schools. In this study, the dependent variable and independent variable is instructional
leadership practices and emotional intelligence, respectively. According to Hallinger (2011),
principals as instructional leaders in schools should work together to define the school’s mission,
manage instructional program and promote positive school learning climate. After that,
emotional intelligence can be broken down into four dimensions which were self-awareness,
self-management, social-awareness, and relationship management. Moreover, Emotional
Intelligence Model by Goleman (2001) was used in this study. The population of this study is
500 respondents. A correlation study was conducted on 396 public secondary school teachers in
Negeri Sembilan, Malaysia through stratified random sampling using closed ended
questionnaires (Emotional Competencies Inventory (ECI-V2) and Principals Instructional
Management Rating Scale (PIMRS)). Furthermore, the questionnaires have divided into three
parts which were Part A, Part B and Part C. Part A is the questions related with respondents’
demographics. Part B is a questionnaire on principal emotional intelligence from Emotional
Competencies Inventory (ECI-V2) by Boyatzis, Goleman and Hay Group (2001). This part has
consisted of 72 items used to measure the four dimensions of emotional intelligence, which were
self-awareness, self-management, social-awareness, and relationship management. Besides, part
C is a survey of instructional leadership practices based on Principals Instructional Management
Rating Scale (PIMRS) by Hallinger (2011). It comprises 50 items and used to gauge the
instructional leadership practices. The results suggest that, three emotional intelligence
competencies, namely relationship management, social awareness, and self-awareness have a
statistically significant predictors of principal instructional leadership practices. The results
suggest that, three emotional intelligence competencies, namely relationship management, social
awareness, and self-awareness have a statistically significant predictors of principal instructional
leadership practices. Overall, the findinds explain that there was a statistically significant
positive correlation between principal emotional intelligence and instructional leadership
practices.
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15. A study was conducted by Dev, Kamalden, Geok, Abdullah, Ayub and Ismail (2018) to
investigate the relationship between emotional intelligence, spiritual intelligence and self-
efficacy on health behaviours among university students in Universiti Putra Malaysia. Spiritual
intelligence (SI) is the independent variable of this study. According to King and DeCicco
(2009), spiritual intelligence can be break down into four components which were critical
existential thinking, personal meaning production, transcendental awareness and conscious state
expansion. Secondly, the dependent variable of this research is health behaviours (HB). Based on
Department of Health and Human Services in U.S. Public Service, health behaviors can be
divided into six constructs which were smoking, nutrition/eating habits, physical activity, alcohol
and drugs, and stress management and safety. Additionally, emotional intelligence and self-
efficacy are the mediator variables of this study. According to Schutte, Malouff and Bhullar
(2009), emotional intelligence defined can be measured from four facets which were perception
of emotion, managing own emotion, managing others’ emotion, and utilization of emotion.
Meanwhile, self-efficacy which refers to a large and steady sense of personal competence to
cope effectively with a variety of stressful circumstances (Schwarzer and Jerusalem, 1995;
Sherer et al., 1982). Furthermore, Theory of Triadic Influence by Flay and Petraitis, 2010; Flay
and Petraitis (1994) was utilized in this study. The population and sample of this study were 400
university students from 16 dormitories of Universiti Putra Malaysia. Besides, proportionate
stratified random sampling was used since the respondents were chosen based on different
dormitories and portions of the gender. The instruments used in this study were also been used in
past research. Firstly, Health Behaviour Questionnaire (HBQ) was used to gauge the extent of
health behaviours. This questionnaire was included 32 items adapted from Lifestyle Self-Test of
Department of Health and Human Services in U.S. Public Service. After that, a Spiritual Self-
Report Inventory (SISRI) developed by King and DeCicco (2009) consists of 24 items, was
adopted to measure the four components of spiritual intelligence (SI) which were critical
existential thinking (7 items), personal meaning production (5 items), transcendental awareness
(7 items), and conscious state expansion (5 items). Thirdly, the emotional intelligence was
measured by the Assessing Emotions Scale (TAES) which consists of 33 items, developed by
Schutte, Malouff and Bhullar (2009). Finally, self-efficacy was measured by a measuring tool
with 10 items, namely Generalized Self-Efficacy Scale (GSES), which was developed by
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Schwarzer and Jerusalem (1995). In this study, both of the English and Bahasa Malaysia (BM)
language version questionnaires were prepared by the researchers and the BM version was
translated to English by the language experts from the Faculty of Educational Studies of
Universiti Putra Malaysia. Based on the study, the findings indicate that spiritual intelligence,
emotional intelligence, and self-efficacy have an association with the dependent variable, namely
health behaviour.
17

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