Abstract
This study examined the relationships between emotional intelligence (EI) and the delinquent behavior (DB) of the students. The level of DB reported by the students is categorized under the headings of crime, drugs, vandalism, pornography and sexual behavior, other misbehavior, and dishonesty. Meanwhile, EI is investigated by looking at the level of EI domains, such as self-awareness, self-regulation, self-motivation, empathy, social skills, maturity, and spiritual awareness. Data were gathered from a sample of 300 secondary school students aged 15 to 18 years in Selangor. The schools they attended were selected from the so-called “hardcore schools,” which were identified by Schools Division in the State of Selangor. Two instruments, namely, surveys on the “Behavior of Students” and “Malaysian Emotional Quotient Inventory (R)–Adolescence (MEQI),” were utilized to collect the research data and were analyzed using SPSS 19.0. The data showed that the highest delinquency among the adolescents was misbehavior in school, followed by crime, vandalism, pornography, dishonesty, and drugs. Results also revealed a negative linear relationship between EI ( r = −.208, n = 300, p = .001) and DB, implying that adolescents with better EI had lower levels of delinquency. Multiple regression analysis revealed that EI is a significant predictor of DB and self-awareness is the main factor of DB. This study contributes to the knowledge of the importance of EI in understanding DB. EI can be used to identify and discriminate emotional skills among those adolescents who exhibit DB. Addressing the role of EI as a predictor would probably prove to be effective in reducing DB.
Highlights
In Malaysia, the school population has become increasingly diverse, and includes students from a range of different cultures, languages, and socioeconomic backgrounds
Research Question 1: What is the level of delinquent behavior (DB) reported by students in respect of (a) crime, (b) drugs, (c) vandalism, (d) pornography and sexual behavior, (e) other misbehavior, and (f) dishonesty? Research Question 2: What is the level of emotional intelligence (EI) among the students with DB in secondary schools? Research Question 3: Is there any statistically significant difference in EI with regard to gender? Research Question 4: Is there any statistically significant relationship between EI and DB among students in secondary schools? Research Question 5: Does EI predict the level of DB among students in secondary schools?
The results reported that only one of the EI domains, that is, self-awareness, predicted DB
Summary
In Malaysia, the school population has become increasingly diverse, and includes students from a range of different cultures, languages, and socioeconomic backgrounds. This diversity challenges the schools to create environments that are sensitive to the myriad backgrounds. Student delinquency is one of the most prevailing problems affecting school discipline in Malaysia and around the world (Arum & Ford, 2012). These students dare to break the rules without feeling guilty or fear of punishment. Delinquency in school will result in eventually dropping out of school, which will lead to various societal problems, such as drug addiction, criminality, and rape (Moffitt, 1993)
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