The ASEAN Journal of Education ASEAN Journal of Education

Guidelines to Improve the Emotional Quotient (EQ) for student in Suan Dusit University


Ongorn Snguanyat, Wijhittra Srisorn, Orn-uma Charoensuk,


Abstract

The objective of this paper is to 1) investigate Suan Dusit university (SDU) student’s Emotional Quotient (EQ), and the relationship between the Emotional Quotient (EQ) and the achievement (GPA) of students, 2) to compare the personal status and the Emotional Quotient (EQ), and 3) to provide a recommendation for SDU student’s Emotional Quotient (EQ) development. The collection of data was obtained through qualitative and quantitative methods. The quantitative data were collected from 370 undergraduate students from 7 faculties by using the Emotional Quotient Evaluation Form from the Department of the Mental Health, the Ministry of Public Health and analyzed in terms of t-test, one way ANOVA and Correlation Analysis. In terms of the qualitative data, an in-depth interview method was employed. The results found that; a) SDU students have overall Emotional Quotient (EQ) in normal criterion level and when considered in three main aspects (the goodness, the proficiency, the happiness) shows a normal criterion level. b) The comparison between the personal status and the student’s Emotional Quotient (EQ) found that the students who have differences in personal status (Gender, Faculty, Curriculum, and GPA) shows a statistically significant differences at the level of .05. c) The analysis of the relationship between the EQ level and GPA of students using the Pearson's correlation, found an overall statistically significant positive correlation with the learning achievement of the SDU students which are in a moderate level with a statistical significance level of .05.Moreover, for the Emotional Quotient development of SDU students 2 methods should be implemented; 1) define the University’s policy in EQ development for all students and 2) the faculty should encourage and increase training and activity programs to develop the student in holistic manners, both inside and outside the classroom context.

Introduction
Education is considered an important and
necessary path in order to develop ta country, not only
in the fundamental level, but also in the higher education
level as well as to create a learning society and to improve
the academic knowledge, communication and
interpersonal skills, morals, responsibilities, and wellbeing
both physical and mental. (Office of the National
Education Commission, 2002)
In order to develop the people to be ready both
physically and mentally, it can be said that the person
not only needs to be healthy, but also able to adjust
themselves to be happy with society and the environment,
have good relationships with other people, live life
comfortably with balance, and be able to respond to the
needs of people in this changing world without any
conflicts in oneself.
However, it must be implanted and developed for
all ages, especially from a young age. It must also depend
on many aspects of providing elements, which are the
completeness of the physical, the Intelligence Quotient,
the Emotional Quotient, and a good environment.
The Intelligence Quotient (IQ) is one of the
desired elements for everyone, whether they are students,
university students, or working people, because
intelligence can lead to success in study, career, and life.
(Seangsre & Phuengtham, 2013).
Nevertheless, it is firmly believed that people with
high intelligence are smart, learn quickly, do well at
school, and have the brain potential since birth. However,
they might have relationship problems or are unable to
build relationships with friends or colleagues due to the
problem of understanding and accepting their own
emotions, which leads to problems to adapt.
The Intelligence Quotient and the Emotional
Quotient (EQ) are important elements, but the Intelligent
Quotient makes up only 20 percent of success in life. The
remaining is from the EQ (Gibbs, 1995). Hence, the
Emotional Quotient plays a role in preparing a person in
terms of study, and allowing learners to concentrate on
study, which can affect learning achievement. The
learners will love to seek knowledge, be able to adjust
their emotions properly, know their goals in life, always
improve themselves, realize self-need, be able to compare
the potential of oneself and choose to study and work
appropriately. (Detkong, 2004) They will also have good
emotional skills in associating with other people both at
home and in the workplace or while socializing.
Meanwhile, the EQ will help us to become optimistic,
have the power to fight any obstacles unfailingly, and be
able to build encouragement for oneself when having
troubles. (Department of Mental Health, 2003)
Moreover, university students often face many
problems in terms of learning, life at home and school,
adapting, time management, and spending within their
means as well as being prone to risky behaviors in
various matters that affects the health and quality of life.
Some of these problems arise from the present social
environment and also from the production of graduates
by the institution of higher education that emphasize
creating people to become specialists, and developing
the IQ more than a focus on EQ. Emotional Quotient is
the competence of a person that can lead people to have
good values and understand the route to long term
happiness (Detkong, 2004).
It can be said that a good condition of the mind
is a part of that power that can make people face problems
and find the appropriate solution. Therefore, an institution
of higher education is an important part in helping to
develop the EQ of university students in terms of the
learning atmosphere, activity arrangements, and
emotional learning, together with developments in other
aspects to create balance and completeness in being
human with self-realization, acceptation, and self-esteem,
including the ability to control and adjust oneself
appropriately (Goleman, 1998).
According to the above reasons and necessities,
the researcher is interested in studying the level of EQ
of the SDU students, which is a part of the characteristics
that must be developed in university students in each
curriculum. Because students with a high EQ are those
who are self-confident, able to learn fast, happy, optimistic,
able to adapt themselves to any situation properly, and
ability to manage the emotions of oneself and others
with less behavioral problems. Also, the guideline to
encourage the EQ of the SDU students will integrate and
apply in the learning process to improve the students
in order to develop the EQ to become “proficiencygoodness-
happiness” and to be used as a guideline in
developing the learning of the university students to
become successful in learning

Key words: Emotional Quotient, Academic Achievement,, Emotional Quotient Development, SDU Students
     
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