Emotional Intelligence appears to be a significant influencing factor in academic achievements. This study aims to identify the relationship between trait emotional intelligence and mathematics achievements (a relatively sparse research areas of academic achievements) among undergraduates in higher learning institution of Sarawak. 100 respondents from a higher-level institution of Sarawak participated in this study. Trait Emotional Intelligence Questionnaire (TEIQue) is used to measure the trait emotional intelligence of the undergraduates. The result was analysed using descriptive analysis and inferential analysis, namely two-way ANOVA and Pearson’s correlation. Two-way ANOVA was used to test if there is significant difference in demographic attributes (gender and place of residence) towards maths achievements and trait emotional intelligence of the undergraduates. Pearson Correlation was used to test the relationship between trait emotional intelligence and mathematics achievements of the undergraduates. Generally, this study found that there is no significant difference for factors related to demographic attributes (gender and place of residence) against maths achievements and trait emotional intelligence of the undergraduates. Meanwhile, a relationship was found between trait emotional intelligence and mathematics achievements among undergraduates in higher learning institution in Sarawak. The outcome of the study appears to suggest that trait emotional intelligence can help undergraduates to understand themselves more and to control and manage their emotions and feelings and have better relationship with their surroundings. And this could positively impact on their maths achievements.
Academic self-efficacy is important for students which will help them to perform better in studies. This study aims to explore the level of academic self-efficacy among UNIMAS undergraduates based on gender, CGPA and trait emotional intelligence. The samples of study involved are 50 male and 50 female participants which consists of final year students from Faculty of Cognitive Sciences and Human Development. The academic self-efficacy of the students is measured using the questionnaire adopted from a study by Sachitra and Bandara (2017) and The Short Form (TEIQue-SF) Trait Emotional Intelligence Questionnaire is used to measure the trait emotional intelligence of the undergraduates. The result was analyzed using descriptive analysis and inferential analysis; independent samples t-test, One-Way ANOVA and Pearson’s correlation. The results of the study have shown that female students have higher academic self-efficacy compared to male students. In addition, students who obtain a higher CGPA also have higher self-efficacy. There was also a small positive correlation between trait emotional intelligence and academic self-efficacy.
This study aims to explore gender, race, stress and sleep quality as factors which influence the academic performance of undergraduate students. The samples of study involved 80 students from the Faculty of Cognitive Science and Human Development, Universiti Malaysia Sarawak. Questionnaire used in the data collection comprising demographic information, stress questionnaire (Student Stress Inventory (SSI)) and sleep quality questionnaire (Pittsburgh Sleep Quality Index (PSQI)). The academic performance of the undergraduate students in this study was measured by their cumulative grade point average (CGPA). The result of the study showed that female students performed better than male students; whilst non-Bumiputera students performed better than Bumiputera students. The study also found that the higher the stress level of a student (SSI score), the lower his or her CGPA results. Moreover, the findings showed that there is a significant difference in FCSHD undergraduates’ academic performance based on their sleep quality, in which the mean of CGPA for students with good sleep quality is higher than that of students with bad sleep quality. Ultimately, the study reveals that gender and race do play a part in the academic performance of students and having good sleep quality and a little bit of stress is equally important in learning and helpful in attaining good grades and hence, should be leveraged by students.
This study aims to determine the mediating effects of coping strategies on the relationships between organizational support (supervisor and coworker support) and work-family conflict. A questionnaire survey approach was conducted with the purposive sampling. This study was contributed to 342 married employees from different organizations in the Luangprabang province, Laos. The gathered data was analyzed by employing the Structural Equation Modeling using SPSS Amos 21.0 software. The findings showed that organizational support (supervisor support and coworker support) was not significantly related to work-family conflict. Problemfocused coping was not significantly related to work-family conflict, whereas emotion-focused coping was significantly related to work-family conflict. This is one of the first studies to provide empirical evidence in terms of the mediating effects regarding coping strategies among married employees in Laos. The organizations should consider the coping strategies and the support from supervisors and colleagues in formulating strategies to minimize work-family conflict. Additionally, problem-focused coping is a more meaningful predictor of work-family conflict than emotion-focused coping. Providing the training of the comprehensive coping program to the employees could help them to be sensitive in coping work-family conflict. This study could serve as an important guideline to develop planning strategies in managing work and family role and promoting work-life balance among the employees.
The purpose of this study was to study the association between selected demographic characters
and stress among primary school teachers. The respondents constituted of 60 male
and female school teachers who were chosen using stratified sampling technique. Study was
conducted in Jilin Province. Study design was cross sectional. SPSS was used to analyze
both descriptive and inferential statistics. The main results were as follows. Female teachers
experienced more stress compared to male teachers. Teachers below the age of 40 had more
stress probably, due to teaching experience, as this study revealed that teachers who had
more teaching experience had less stress. Marriage plays and important role in stress, unmarried
teachers experienced comparatively higher levels of stress compared to those married.
Furthermore, those living alone experienced more stress. Occupational stress is known
to cause burnout. It may be a good strategy to provide training in stress management techniques