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Procedia - Social and Behavioral Sciences 56 (2012) 523 – 529

International Conference on Teaching and Learning in Higher Education (ICTLHE 2012) in

conjunction with RCEE & RHED 2012

The Influence of Type of Race among Engineering Students

towards the Level of Emotional Intelligence (EQ) Scores
N. Saibani*, B. M. Deros, N. Muhamad, D. A. Wahab, J. Sahari
Dept of Mechanical & Materials Engineering, Faculty of Engineering & Built Environment, Universiti Kebangsaan Malaysia, Bangi, 43600,
Selangor, Malaysia

Abstract

This study concentrates on the comparison of Emotional intelligence (EQ) levels between major races in Malaysia (Malay,
Chinese, Indian and others) among students. The EQ levels were determined using the Malaysian EQ Inventory (MEQI) test
developed by a grouped of UKM researchers. All race groups scored between 74% and 83.6% for average of total EQ for all
batches. Between the recorded four major groups, the student groups labeled as Malay recorded the highest EQ scores in all
domains throughout all five batches. However, the difference between the scores of each type of race is not major and this
result generally shows the type of race do not have any significant influence on EQ levels of the students. Interestingly, all
races score highest and lowest on the similar domains.

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and/or peer-review
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Keywords: Emotional intelligence; entry level; exit level; engineering students; race comparison

1. Introduction

High level of intelligence quotient (IQ) is much related to produce high performance in work as it measures
the level of mental abilities. IQ is generally defined as the scores from the result of a test that rates cognitive
ability of the subject as compared to the general population. A person with high IQ level is considered to have
the ability to solve problems and understand concepts in great manner. However, life is more than being
excellent at work. Many other elements constitute a healthy, fulfilling life beside high mental capability. One
element which has received increasing amount of attention is emotional intelligence (EQ). When IQ is normally
associated with scientists and prodigies, EQ is more discussed as the results for outstanding corporate leaders,

* Corresponding author. Tel.: +603-892-56523

E-mail address: [email protected]

1877-0428 © 2012 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Centre of Engineering Education, Universiti
Teknologi Malaysia Open access under CC BY-NC-ND license.
doi:10.1016/j.sbspro.2012.09.684
524 N. Saibani et al. / Procedia - Social and Behavioral Sciences 56 (2012) 523 – 529

successful entrepreneurs and great politicians. EQ depicts the ability, capacity, skill, or self-perceived ability to
identify, assess, and manage the emotions of one’s self, of others, and of groups (Goleman, 1995).

High skills of communication, conflict management and dealing with emotions are part of high EQ qualities
and undoubtedly contribute towards developing a great personality of an individual. Unlike IQ, EQ continues to
develop with life experiences and relates to leadership potential which some quoted to be the barometer of
excellence on virtually any job. The outcomes of EQ development also contain many elements such as reduced
stress - for individuals and therefore organizations - by moderating conflict; promoting understanding and
relationships; and fostering stability, continuity, and harmony. Therefore, EQ becomes an interesting element to
be linked with the academic performance of students at tertiary education where their upbringing and their
experience from spending a substantial number of years at their previous academic institutions may gradually
affect their EQ development. Some may argue that academic performance just rely on IQ level which measure
intelligence, however, when EQ provides the foundation of appraisal and expression in the self and appraisal of
emotion in others, the ability to use the intelligence is affected as well. In the education system where outcome
based- learning is widely practiced, assessment method of courses which emulates the combination of cognitive,
affective and psychomotor domains are commonly used in measuring the students’ overall performance.

EQ models and concepts development and frameworks are discussed widely in the literature. The term
“emotional intelligence” was first used by Salovey and Mayer (1990) where they concluded that emotional
intelligence consists of three categories of adaptive abilities: appraisal and expression of emotion, regulation of
emotion and utilization of emotion in solving problems. The first category is further divided into verbal and non-
verbal components and as applied to others is broken into non-verbal perception and empathy. The second
category is explained as regulation of emotions in the self and regulation of emotions in others. The third
category, which can be seen to be related to students’ course assessment, includes the components of flexible
planning, creative thinking, redirected attention and motivation. This model not only concentrates on the
emotions agenda, but also the impact of the utilization of emotion.

Some specific-ability models address the ways in which emotions facilitate thinking. For example, emotions
may prioritize thinking (Mandler 1975) or allow people to be better decision makers (Lyubomirsky et al. 2005).
The concepts behind these models support the idea that EQ is able to develop an individual into a successful
leader and manager which is very desirable in working environment. Therefore, the focus to increase students’
EQ during tertiary education can help to prepare the students into being marketable graduates.

To look beyond the education base, EQ can prepare the students into experiencing successful, happy life.
There are other models in EQ stresses the varying degrees mix in other scales of happiness, stress tolerance, and
self-regard (Bar-On 1997); adaptability, (low) impulsiveness and social competence (Boyatzis & Sala 2004,
Petrides & Furnham 2001); and creative thinking, flexibility, and intuition versus reason (Tett et al. 2005). This
is a crucial issue as the pressure of fulfilling and achieving the highest requirement in academic can be
overwhelming, the students must equip themselves with the adequate level of skills in managing and controlling
the pressure appropriately.

This particular study focuses on how culture can affect EQ level on students. As Malaysia is composed of
many races, the multi-cultural differences issue is always being linked to certain habits of successful individuals
or even outstanding organizations. Culture is usually described as the shared patterns of behaviors and
interactions, cognitive constructs, and affective understanding that are learned through a process of socialization.
Damen, L. (1987) gives a deeper insight of definition:
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“Culture: learned and shared human patterns or models for living; day-to-day living patterns. these patterns
and models pervade all aspects of human social interaction. Culture is mankind’s primary adaptive
mechanism” (p. 367).

For comparing culture, the race of the students is monitored. This study believes that a race hold an exclusive
culture which practices unique way of imposing behaviors and interactions which may have significant
contribution into EQ development. The purpose of this study is to examine the EQ level of three main races in
Malaysia among students and seeks to address which domain experiences the highest score for each type of race.

2. Methodology

This study concentrates on the use of Malaysian EQ Inventory (MEQI) test to look at the relationship
(effectiveness) of the domains encapsulated in the EQ model in measuring EQ level of undergraduate students in
Engineering & Architecture Faculty, UKM. To start the study, this paper reports the level of EQ scores where the
results were obtained at the entry level; when they first enrolled into their course and also exit level, at the course
completion or graduation stage. A comparison is conducted between five batches of UKM engineering and
architecture students which bring to the total of 860 students. The tests are conducted among 1st year students
which are from four academic sessions: 2007/2008, 2008/2009, 2009/2010 and 2010/2011. In addition, one batch
is included representing the exit level which were first enrolled to their course during academic year of
2006/2007. This batch had graduated in September 2011 and took the test by answering questionnaires on-line
soon before convocation. From the total of 359 students graduating, 99 students took the test which brings to the
27.58% response rate. The number of respondents according to each batch is as follows: [Entry level - Batch 1,
n= 319 : (2007/2008) ; Batch 2, n= 146 :(2008/2009); Batch 3, n= 166 : (2009/2010) and Batch 4, n= 130 :
(2010/2011)]. For Exit level – Batch 5, n= 99: (2006/2007).

MEQI is a product from a group of UKM researchers (Noriah et al., 2003) which develop the model to
incorporate Malaysian values and characteristics. Their findings validated the existence of the five domains
suggested by Goleman (1995) which includes self-awareness, self-regulation, self-motivation, empathy and
social skills. However, the UKM researchers suggest that the five domains are not adequate to describe
emotional intelligence among the Malaysian individuals. Therefore, they propose two additional domains,
spirituality and maturity into development of a new model, named as MEQI. It addresses the traditional culture of
Malaysians that values the respect to the elderly and embraces spirituality in many aspects of their life.

This study is carried out to use MEQI as the tool to assess the EQ of the engineering students. This is as an
effort to examine what domain is lacking amongst the students and what can be done to elevate the low domains.
So far, the academic performance of the students is not linked to any EQ study, therefore there is no record of EQ
levels of the related students. This study is at the early stage, therefore its sole objective is assess all EQ domains
during course enrollment and course completion. Each student took the test online and the results were obtained
in terms of scores relative to the seven domains. Under each domain, there are sub-domains as listed in Table I
below.
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Table I: Sub-domains of MEQI model

Domain Sub-domain Domain Sub-domain

1) SELF AWARENESS emotional awareness 4)EMPATHY understanding others
accurate self assessment helping others
self confidence leveraging diversity
Honesty service orientation
2)SELF REGULATION self control developing other's potential
Trustworthiness political awareness
Responsibility Caring
Adaptability 5)SOCIAL SKILLS Influence
Innovation conflict management
3)SELF MOTIVATION achievement drive Leadership
Commitment change catalyst
Initiative building bonds
Interest collaboration and cooperation
6)SPIRITUALITY team capabilities
7)MATURITY Communication

3. Results and discussion

For the entry level, the results are shown in Figure 1, Figure 2, Figure 3 and Figure 4.

Fig. 1. Results of each domain at entry level according to the main races for batch 2007/2008
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Fig. 2. Results of each domain at entry level according to the main races for batch 2008/2009

Fig. 3. Results of each domain at entry level according to the main races for batch 2009/20010
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N. Saibani et. al. / Procedia – Social and Behavioral Sciences 00 (2012) 000–000

Fig. 4. Results of each domain at entry level according to the main races for batch 2010/2011

Figure 5 below illustrated the results for the exit level.

Fig. 5. Results of each domain at exit level according to the main races for batch 2006/2007

It can be observed that, in overall, Malay shows highest for all the seven domains for most batches tested.
However, the differences with the other races are not significant. The overall analysis sway more towards the
pattern of the scores related to the race: lowest score is achieved at the same domain for all races and the
correlation is the same for the domain that achieved the highest scores. This fact is obvious in Figure 1 where all
races score the highest for Maturity domain and lowest for Social Skill domain; Figure 2 (highest: Maturity ,
lowest: self awareness), Figure 3 (highest: Maturity , lowest: self awareness) and Figure 5 (highest: Maturity ,
lowest: self awareness). Therefore, it can be concluded that type of race do not have significant effect on the EQ
level of the students. To validate this inference, other sets of students’ EQ scores should be measured and when
they have spent a considerable amount of time at the university before any focused programs and initiatives are
developed to elevate the EQ level of the students involved.

To get a placement into the engineering and architecture degree courses, each student need fulfill high
requirement of qualifications. Even though they come from excellent academic background, when these students
scored domain Self-awareness the lowest which is less than 70%, it reveals that there is a potential for the
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students in improving the level of their emotions and self-confidence. This analysis is based on the score
interpretation constructed by MEQI where scores between 61-80% indicates that the domain could be the
strength one should look for. However, as the range is belongs to the lower range, there will be some effort
required to enhance this competency. This domain which is scored the lowest by the new students can be related
into not having the definite expectation towards entering new environment of education system, social interaction
and facilities offerings. This situation needs intervention, as the ability to know individual own emotional
abilities is an important factor before one is able to manage himself or herself, as well as, other people around.

4. Conclusion

By manipulating MEQI test, general EQ levels can be determined among new and completing students and the
results can be used in developing modules in helping to increase the level of any weaker domains. The modules
can be designed in terms of incorporating certain skills into each of the assessment methods for every course run
in the faculty. The skills include conflict management, interpersonal communication, empowerment in
communication and public speaking. Even though these skills can be considered secondary to the primary
objective of any tertiary education which is to carried out academic knowledge transfer, it is vital for the students
to develop high EQ level so that they are more desirable in the job market as they would project high leadership
and managerial skills. However, this study should be extended by acquiring data of the academic performance at
the end of every academic session to discover whether is there any correlation between EQ level and the result of
the students’ academic achievement. Moreover, the effectiveness of each initiative into increasing the level of EQ
according to each of the domain encapsulated in the model should also monitored closely.

Acknowledgements

The authors would like to acknowledge the financial support received from the Centre for Engineering
Education Research, Universiti Kebangsaan Malaysia under the research grant PTS-2011-014 in the effort of
improving the quality of teaching and learning in engineering education.

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