Model kecerdasan emosi remaja Indonesia: Studi dengan penerapan Structural Equation Modeling
Emotional intelligence model of Indonesian adolescents: A study using Structural Equation Modeling
Abstract
Emotional intelligence is one of the predictors of adolescent success in the future, so the antecedents of emotional intelligence are very important to know. This study aims to examine the formation of adolescent emotional intelligence in terms of the influence of external factors, namely maternal authoritative parenting patterns, and internal factors, namely self-concept and emotional regulation. The research design used a quantitative approach on high school students (n = 377) of adolescent age who were selected by cluster random sampling. Adolescent emotional intelligence was measured using the TEI-Que Scale (α = 9.869), maternal authoritative parenting patterns were measured using the PSDQ Scale (α = 0.720), self-concept was measured using the PSC Scale (α = 0.928), and emotional regulation was calculated using the ERQ-Ca Scale (α = 0.892). The Structural Equation Model (SEM), which was processed through the AMOS version 26 program, was used to analyze the data. The research findings show that the mother's authoritative parenting pattern and self-concept mediated by emotional regulation have a positive and significant influence on the formation of adolescent emotional intelligence. The implications of this research are to provide support for Bandura's Social Cognitive Theory, which can be used as a reference in forming adolescent emotional intelligence.
Downloads
References
Alegre, A. (2019). Parenting styles and children’s emotional intelligence: What do We Know?. The Family Journal. 19(1). 56-62. https://doi.org/10.1177/1066480710387486.
Bucich, M., dan MacCann, C. (2019). Emotional intelligence and day-to-day emotion regulation processes: Examining motives for social sharing. Personality and Individual Differences, 137, 22–26. https://doi.org/10.1016/j.paid.2018.08.002
Calero, A. D., Barreyro, J. P., & Injoque-Ricle, I. (2018). Emotional intelligence and self-perception in adolescents. Europe's journal of psychology, 14(3), 632.
Cameron, M., Cramer, K. M., & Manning, D. (2020). Relating parenting styles to adult emotional intelligence: A retrospective study. Athens Journal of Social Sciences, 7(3), 185-196.
Davis, S. K., dan Humphrey, N. (2012). The influence of emotional intelligence (EI) on coping and mental health in adolescence: Divergent roles for trait and ability EI. Journal of adolescence, 35(5), 1369-1379.
Diaz, A., & Eisenberg, N. (2015). The process of emotion regulation is different from individual differences in emotion regulation: Conceptual arguments and a focus on individual differences. Psychological Inquiry, 26(1), 37-47.
Durlak, J. A., & Weissberg, R. P. (2011). Promoting social and emotional development is an essential part of students’ education. Human Development, 54(1), 1-3.
Extremera, N., Sánchez-Álvarez, N., & Rey, L. (2020). Pathways between ability emotional intelligence and subjective well-being: Bridging links through cognitive emotion regulation strategies. Sustainability, 12(5), 2111.
Farrell, G. (2015) "the relationship between parenting style and the level of emotional intelligence in preschool-aged children". PCOM Psychology Dissertations. 341. https://digitalcommons.pcom.edu/psychology_dissertations/341
Feist, J., Feist, G. J., & Roberts, T. A. (2018). Theories of Personality. New York, NY: McGraw-Hill Education.
Garg, R., Levin, E., & Tremblay, L. (2016). Emotional intelligence: impact on post-secondary academic achievement. Social Psychology of Education, 19, 627-642.
Goni, E. (2009). Personal self-concept: Internal structure, size and variability. Leioa: UPV/EHU.
Gottman, J dan Katz, L. (2002). Children's emotional reactions to stressful parent-child interactions. Marriage dan Family Review. 34. 265-283. 10.1300/J002v34n03_04
Gross, J. J. (2014). Emotion regulation: Conceptual and empirical foundations. Handbook of emotion regulation, 2, 3-20.
Hampson, S. E. (2012). Personality processes: Mechanisms by which personality traits “get outside the skin”. Annual review of psychology, 63(1), 315-339.
Joshi, D., & Dutta, I. (2015). A correlative study of mother parenting style and emotional intelligence of adolescent learner. International Journal of Innovation and Scientific Research, 13(1), 145-151.
Karibeeran, S., & Mohanty, S. (2019). Emotional Intelligence among Adolescents. Online Submission, 7(3), 121-124.
Kumar, N. (2015). Study of self-concept and emotional intelligence in relation to gender among secondary school students. The Indian Journal of Research, 9(1), 39.
Laborde, S., Lautenbach, F., Allen, M. S., Herbert, C., & Achtzehn, S. (2014). The role of trait emotional intelligence in emotion regulation and performance under pressure. Personality and Individual differences, 57, 43-47.
Martínez-Marín, M. D., Martínez, C., & Paterna, C. (2021). Gendered self-concept and gender as predictors of emotional intelligence: A comparison through of age. Current Psychology, 40(9), 4205-4218.
Martínez-Monteagudo, M. C., Inglés, C. J., Suriá, R., Lagos, N., Delgado, B., & García-Fernández, J. M. (2021). Emotional intelligence profiles and self-concept in Chilean adolescents. Current Psychology, 40, 3860-3867.
Matsumoto, D. (2006). Are cultural differences in emotion regulation mediated by personality traits?. Journal of cross-cultural psychology, 37(4), 421-437.
Mayer, J. D., Caruso, D. R., dan Salovey, P. (2016). The ability model of emotional intelligence: Principles and updates. Emotion Review, 8(4), 290–300. https://doi.org/10.1177/1754073916639667
Mikolajczak, M., Nelis, D., Hansenne, M., & Quoidbach, J. (2008). If you can regulate sadness, you can probably regulate shame: Associations between trait emotional intelligence, emotion regulation and coping efficiency across discrete emotions. Personality and individual differences, 44(6), 1356-1368.
Orvell, A., Vickers, B. D., Drake, B., Verduyn, P., Ayduk, O., Moser, J., ... & Kross, E. (2021). Does distanced self-talk facilitate emotion regulation across a range of emotionally intense experiences?. Clinical Psychological Science, 9(1), 68-78.
Ochsner, K. N., & Gross, J. J. (2005). The cognitive control of emotion. Trends in cognitive sciences, 9(5), 242-249.
Oyserman, D., dan Markus, H. R. (1998). Self as social representation. In U. Flick (Ed.), The psychology of the social (pp. 107–125). Cambridge University Press.
Papalia, D. E., Old., S. W., dan Feldman, R. D. (2008). Human Development: Psikologi Perkembangan. Edisi Kesembilan. Jakarta: Kencana.
Petrides, K. V., dan Mavroveli, S. (2012). Theory and applications of trait emotional intelligence. Psychology: The Journal of the Hellenic Psychological Society, 23(1), 24–36.
Petrides, K. V., Mikolajczak, M., Mavroveli, S., Sanchez-Ruiz, M. J., Furnham, A., & Pérez-González, J. C. (2016). Developments in trait emotional intelligence research. Emotion review, 8(4), 335-341.
Petrides, K.V. and Furnham, A. (2001), Trait emotional intelligence: psychometric investigation with reference to established trait taxonomies. Eur. J. Pers., 15: 425-448. https://doi.org/10.1002/per.416
Pérez-González, J. C., Saklofske, D. H., & Mavroveli, S. (2020). Trait emotional intelligence: Foundations, assessment, and education. Frontiers in Psychology, 11, 608
Rey, L., Extremera, N., & Pena, M. (2016). Emotional competence relating to perceived stress and burnout in Spanish teachers: a mediator model. PeerJ, 4,e2087.
Revelle, W., & Scherer, K. R. (2009). Personality and emotion. Oxford companion to emotion and the affective sciences, 1, 304-306.
Riediger, M., & Klipker, K. (2014). Emotion regulation in adolescence.
Rogers, L. O. (2018). Who am I, who are we? Erikson and a transactional approach to identity research. Identity, 18(4), 284-294.
Salovey, P., Mayer, J. D., & Caruso, D. (2002). The positive psychology of emotional intelligence. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 159–171). Oxford University Press.
Sánchez-Álvarez, N., Extremera, N., dan Fernández-Berrocal, P. (2016). The relation between emotional intelligence and subjective well-being: A meta-analytic investigation. The Journal of Positive Psychology, 11(3), 276–285. https://doi.org/10.1080/17439760.2015.1058968
Sanson, A. V., Letcher, P. L., & Havighurst, S. S. (2018). Child characteristics and their reciprocal effects on parenting. Handbook of parenting and child development across the lifespan, 337-370.
Segrin, C., & Flora, J. (2018). Family communication. Routledge.
Steinberg, L. (2001). We know some things: Parent–adolescent relationships in retrospect and prospect. Journal of research on adolescence, 11(1), 1-19. https://doi.org/10.1111/1532-7795.00001
Vartanian, L. R. (2000). Revisiting the imaginary audience and personal fable constructs of adolescent egocentrism: A conceptual review. Adolescence, 35(140), 639.
Zakeri, Hamidreza dan Karimpour, Maryam. (2011). Parenting Styles and Self-esteem. Procedia - Social and Behavioral Sciences. 29. 758-761. 10.1016/j.sbspro.2011.11.302.
Zysberg, L., & Raz, S. (2019). Emotional intelligence and emotion regulation in self-induced emotional states: Physiological evidence. Personality and individual differences, 139, 202-207.
Copyright (c) 2024 Ine Luna Dianti, Budi Eko Soetjipto, Tutut Chusniyah, Ika Andrini Farida
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The author who will publish the manuscript at Persona: Jurnal Psikologi Indonesia, agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution ShareAlike License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories, pre-prints sites or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater dissemination of published work
