Preschool children's emotional intelligence: using module in Malaysian context

A preliminary study conducted by the researchers found that preschool teachers in Malaysia are having problems teaching the socio-emotional components due to the lack of specific teaching tools, guidance and structure. In this study, a teaching module was developed to help preschool teachers in pedagogy of emotional intelligence (EI) to enhance the preschool children’s EI in Malaysia. This module was developed based on Gagne informat?on Processing Theory, Bandura’? Social Learning Theory and The Zone of Proximal Development (ZPD) Theory by Vygotsky. The module includes ten topics which cover all elements of EI: indentifying emotion, understanding emotion, controlling emotion and using emotion. Activities were designed for each of these elements and in-service teachers were the ones who taught the children using the module. The effectiveness of this module was examined through an interview among the preschools teachers (experimental group) who using the module. Results show both preschools teacher in experimental group satisfy with the effectiveness’s teaching and learning module to enhance preschool children’s emotional intelligence. It is significant increase of children’s emotional intelligence in the experimental group. These findings suggest that the module can be a useful tool for preschool teachers to help develop preschool children’s emotional intelligence

Reliability of module emotional intelligence for children: building positive emotions of Malaysian children

Children who have a good level of emotional intelligence will be able to manage their lives in a more orderly and harmonious. Good emotional control is a very important aspect in the well-being of individuals. This study aims to identify the reliability of emotional intelligence module (EQ) in building positive emotion in preschool children. The samples involved a total of 100 preschool children aged four to six years in Terengganu, Malaysia. The analysis used was Rasch Model analysis to see the reliability level of Emotional Intelligence Module (KE) in building positive emotions of children. The findings show that the module is used to record a good level of reliability which is the reliability of the (person) is 0.74 and reliability of the item is 0.89. This shows the selection of the sample is appropriate and in keeping with the characteristics of the research objectives. While the items that have been built are valid and appropriate to the level of ability and understanding of the study sample

Structural- and optical-properties analysis of single crystalline hematite (α-Fe2O3) nanocubes prepared by one-pot hydrothermal approach

High quality single crystal hematite (α-Fe2O3) nanocubes with average dimensions of 40 nm were successfully synthesized by a facile one-pot hydrothermal method. Systematic analyses were performed to investigate the morphological-, structural- and optical-properties of the as-synthesized α-Fe2O3 nanocubes. Continuous formation and hourly monitoring towards proper arrangement of single crystal α-Fe2O3 nanocubes was observed throughout the hydrothermal heating process of 180 °C from 4 h to 12 h. The probable growth mechanism on the formation of cubic nanostructures is also proposed. Electron micrographs show the cubic α-Fe2O3 synthesized at the most optimum 8 h hydrothermal heating duration are indeed produced in high-yield with a well-defined cubical shape. The typical rhombohedral structure of cubic α-Fe2O3 was evident from the XRD pattern. The SAED pattern indicates that the α-Fe2O3 nanocubes are single-crystalline in nature, with lattice-fringes and a d-spacing value of 3.6 Å. The optical characterization reveals that α-Fe2O3 nanocubes show strong visible-light absorption with a band gap energy of ∼2.1 eV while the photoluminescence emission spectra depicts a mono-peak centered at ∼590 nm. Both the SAED pattern and UV-vis spectra show a strong correlation with the standard α-Fe2O3. The as-synthesized α-Fe2O3 single crystal is of high quality that potentially could be used as a visible-light active nanomaterial in renewable energy device applications

Reliability of sullivan emotional intelligence scale for children in Malaysian context using rasch measurement model

Emphasizing only on intellectual intelligence without stressing on feelings and emotions could negatively affect an individual’s emotional development. Development of stable emotion regulation strategies is important for an individual to function appropriately in different contexts. Although there are many scales developed to measure emotional intelligence (EI), there is a dearth of instruments to measure EI in preschool children. One instrument that taps EI in preschool children is The Sullivan Emotional Intelligent Scale for Children (EISC). EISC was developed for use in the United States and there is no such instrument available in Malaysian context (to the best of our knowledge).The aim of the current study was to adapt EISC to measure Malaysian preschool children’s emotional intelligence. EISC was translated into Malay Language and the reliability value of the instrument was then tested using the Rasch Model. There are 50 respondents (preschool children) was random selected from the research area (Johor Bahru) which had same features with the real respondent for this purpose. The results show a high ‘item reliability’ of 0.94 and also a high ‘person reliability’ of 0.93 after distillations (37 out of 59 items retained). The results suggest that The Sullivan Emotional Intelligent Scale for Children (EISC), adapted for Malaysian children, can be used to determine the level of Malaysian preschool children’s EI with psychometric soundness

An emotional intelligence relationship with academic achievement: An Islamic secondary school student context

This study is about the investigation of Form One Islamic High School students emotional intelligence at Hulu Terengganu district in Malaysia. 364 Form One students was selected from 4 Islamic high school in the district to answer the questionaires. The data of frequency, percentage, mean and standard deviation was run and analyzed using Statistical Package for Social Science (SPSS version 20.0). Research outcome showed that the students’ emotional intelligence level is in the medium range, which interpersonal skill is the most dominant domain among the students. Its shows have a relationship between the emotional intelligence and the students’ academic achievement through the Pearson correlation analysis. But the relationship is not significant.&nbsp