The Influence of Emotional Intelligence, Spiritual Intelligence and Family Environment Toward Academic Stress Among Students in Outskirt Area of Tawau in Sabah

• Main Authors: Andang Andaiyani Binti Ahmad, Abdul Said Bin Ambotang
• Format: Article
• Language: English; English
• Published: 2020
• Subjects: L Education (General)
• Online Access: https://eprints.ums.edu.my/id/eprint/26123/1/The%20Influence%20of%20Emotional%20Intelligence%2C%20Spiritual%20Intelligence%20and%20Family%20Environment%20Toward%20Academic%20Stress%20Among%20Students%20in%20Outskirt%20Area%20of%20Tawau%20in%20Sabah.pdf; https://eprints.ums.edu.my/id/eprint/26123/2/The%20Influence%20of%20Emotional%20Intelligence%2C%20Spiritual%20Intelligence%20and%20Family%20Environment%20Toward%20Academic%20Stress%20Among%20Students%20in%20Outskirt%20Area%20of%20Tawau%20in%20Sabah1.pdf; https://eprints.ums.edu.my/id/eprint/26123/; https://doi.org/10.47405/mjssh.v5i5.407

This study aimed to identify the relationship and influence of Emotional Intelligence, Spiritual Intelligence and Family Environment on the Academic Stress of High School Students in outskirt area of Tawau School District in Sabah. A total of 398 respondents from 21 out schools in outskirt area of Tawau Sabah were involved in this study. The data analysis obtained using a closed ended questionnaire contained 106 items adapted from instruments that developed by pervious researchers. For Emotional Intelligence questionaire by Cadman and Brewer (2001) that incorporating Mayer and Salovey's idea model: Four Branches of Emotional Intelligence Model, Goleman (1998) and Noriah (2005). Spiritual Intelligence instrument by Zohar and Marshal (2000), for Family Environment instrument the Fouth edition 'Future Environment Scale' (FES) developed by Moos and Moos (2002) on Relationship Dimension and for Acdemic stress the instrument was (3SQ) that built by Muhamad Saiful Bahri Yusoff, (2010). Data analysis was analyzed using PPSS (Statistical Packages For Social Sciences) software (SPSS) and Structural Equation Analysis (SEM). Descriptive analysis shows that all variables are at a high level. T-test and one-way ANOVA showed that there were no significant mean score differences by gender and race. The Pearson correlation test showed emotional intelligence (r = 0.489, p = 0.00), Spiritual Intelligence (r = 0.480, p = 0.00), and Family Environment (r = 0.516, p = 0.00) with students Academic Stress. The findings show that the three variable predictors had a significant impact on student academic stress at 44 percent. The analysis also shows that independence variable as predictors have a significant relationship with the dependent variable, namely academic stress at the medium and high levels. It is recommended that a further study be conducted. The proposed study focuses on students in urban high schools. Findings can be compared between academic stress of urban and rural high school students. In addition, this advanced study needs to be done at the primary and matriculation level so that we can look at the levels and factors that influence the academic stress of primary and secondary students.