Write a 3- to 5-paragraph critique of the article (2 to 3 pages). In your critique, include responses to the following: Why did the authors use multiple regression?Do you think it’s the most appropria

Research also presented a model designed to reflect the relationship between the elements of emotional intelligence and academic achievement. These studies impl y that the level of emotional intelligence contributes to and enhances the cognitive abilities in stude nt. Thus, to produce a competent generation and successful country in line with the philosophy of educat ion, persistence of the emotional intelligence in student is essential. Key words: emotional intelligence, academic achievement, self-awa reness, emotional management, self motivation, empathy, interpersonal skills 1.0 Introduction With the rapid development in this century challenging ti mes, especially school students and the general public to face the wave of globalization and secularism as well as various challenges. Thus, the ability of self-control of emotions is a important matter for n ot carried away by the flow of negative and evil elements. Therefore, a high emotional intelligence helps maintain a state of harmonies and quiet in oneself and finally be more self-confident in dealing with the challenges of living and learning in educational institutions. High emotional intelligence can contribute t o a student in the learning process (Goleman, 1996; Elias, Ubriaco, Reese et al., 1992, Svetlana,2007). The pur pose of study was conducted to determine whether the identified five elements of emotional inte lligence as the self-awareness, emotional management, self motivation, empathy and interpersonal skills contrib ute to academic achievement. Archives Des Sciences Vol 65, No. 4;Apr 2012 3 ISSN 1661-464X1.1 Chronological development of emotional intelligence In early 1940, David Wechsler has been discussing the concept of intelligence that encompasses both elements of the intelligence quotient of cognitive (inte llectual) and non-cognitive intelligence (emotional).

But only the cognitive aspects of the observations and the response received so rapidly, while non-cognitive aspects aside. Actually, earlier in the year 1920 E.L. Tho rndike has talked about the concept of social intelligence that has been considered as the basic for the development of the theory of emotional intelligence (Goleman, 1995). Social intelligence is essent ially the ability to understand other people what motivates them, how they work, how to work with them a nd the ability to act wisely in the relationship between human beings. Thus, self-awareness, empathy, and dealing with interpersonal relationships are the core of emotional intelligence is actually the basic e lements of social intelligence.

In 1980, Dr. Reuven Bar-On began research to determine the success and the ability of a person in his life than anyone else. From the results of his researc h, he found a lot of intelligence and non-cognitive factors have contributed to the success of a person in hi s life. Later in 1985, Dr. Reuven Bar-On also coined the term EQ (Emotional Quotient) to reflect the approach in the assessment of general intelligence.

He describes the emotional intelligence reflects one's ability to negotiate well with others and control over their own sense of self. He also displays emotional i ntelligence reflects one's ability to negotiate with the daily environment challenges and helps predict the life of him , including career and personal affairs. He also suggested there was a scale of five components of e motional intelligence is intrapersonal, interpersonal, stress control, the ability to adapt and general mood.Th e definition of emotional intelligence is widely understood sense of self and ability to handle those feel ings without influenced by it, is able to motivate themselves to complete the work, creative, and strive to achieve the maximum level, notice the feelings of others and handle social relationships effectively (Higgs and Dulewicz,1999). Therefore, they suggested that the seven elements of emotional intelligence is s elf-awareness, the preservation of emotion, motivation, interpersonal sensitivity, persuasion, firmness and pruden ce with integrity.Professor Howard Gardner is a study in the field of human intelligence has established a th eory that explains the various intelligence quotient of the number owned by men. He discovered the existe nce of seven types of intelligence. Among the seven intelligences, two intelligence known as int rapersonal intelligence and interpersonal intelligence is a component that is included in emotional intelligence. I ntrapersonal intelligence is the ability of someone to control himself through knowledge and understan ding of feelings, desires, needs and personal goals. With the abilities of this, one can motivate himself, impulse control and bad faith, lack of acting hastily. While interpersonal intelligence is the ability and emotional sensitivity to the psychological state of others. This ability helps a person to choose an adequa te response, to feel empathy and communicate well with others. Clearly seen that the person who has these both intelligence and will be shaping a high emotional intelligence.

After that, the term emotional intelligence and academ ic writing exists in a series of John D. Mayer and Peter Salovey in 1990, 1993 and 1995. Mayer and Salovey (1993) wa s the first to present an academic about their findings in the field of emotional intelligenc e. They define emotional intelligence as a kind of social intelligence that involves the ability to contr ol the emotions of self and others, to distinguish bet ween types of emotion, using information to guide thinking and a ctions of a person. According to them, emotional intelligence can be categorized into five aspec ts of the dominance of self-awareness, emotional management, self motivation, empathy and interpersonal ski lls.

(i) Self-awareness of the self-observation and identifica tion of a feeling when it appears.

(ii) Emotional management is the feeling that it is sufficien t to handle the behavior, recognizing the feelings behind.

(iii) Self-motivation is a move to the goal of positive emot ions, better self-control and to delay gratification and impulse weakens. (iv) Empathy is sensitive to the feelings of others, cari ng and accepting their perspective and appreciate the differences that exist in the feelings of others. Archives Des Sciences Vol 65, No. 4;Apr 2012 4 ISSN 1661-464X(v) Interpersonal skills to control the emotions of other pe ople, have social competence and social skills.

Later, Mayer and Salovey (1997) refine the definition of e motional intelligence as "the ability to detect emotions, to enter and create emotions that hel p thinking, to understand emotions and emotional knowledge acquired, always thought to control emotions to promote emotional and intellectual development. " They believe the combination of the idea that emotion makes thinking smart and intelligent thinking about emotions.Again, Mayer et al. (2008) state d that some individuals have a greater capacity than others to carry out sophisticated information proce ssing about emotions and emotion-relevant stimuli and to use this information as a guide to thinking and be havior. Derived from this statement, it seem that individuals with high emotional intelligence pay attention t o, use, understand, and manage emotions, and these skills serve adaptive functions that potentially be nefit themselves and others.

The term emotional intelligence became popular and mains tream in the discussion of intelligence exists only after the publication of Daniel Goleman in 1995. He discussed that IQ contributes only 20% in the success of life and the rest by other factors. The se factors may include emotional intelligence, luck and social class. He believes that emotional intelligence ha s a stronger influence in IQ. Moreover, emotional intelligence can be enhanced if taught in a certain way. Gol eman (1995) defines emotional intelligence as the ability to understand the sense of self and others, to motivate themselves and regulate emotions in both self and personal relationships with others. Based on the above statement, the researcher developed a model attempt to describe the relationship between five elem ents of emotional intelligence and academic performance. This model is built by showing whether the e lement of self-motivation to work as a mediator to contribute to academic performance. Diagram 1: Model Relationship Between Elements of Self -Awareness, Emotional Management, Self Motivation, Empathy and Interpersonal Skills on Academ ic Performance. Academic Performance Self motivation Self awareness Empathy Emotional management Interpersonal skill Archives Des Sciences Vol 65, No. 4;Apr 2012 5 ISSN 1661-464X In order to support the model mentioned above, discussion the past researches and literature reviews about relationship between emotional intelligence, in par ticular elements of emotional intelligence to academic performance are essential. 1.2 Relationship of Emotional Intelligence and Academic Achievement There are some factors that cause a student's low perfor mance. Among that dyfunction personality is part of the composition of the formation of emotional intelli gence is the cause of students’ low performance.

self control self-esteem Dysfunction Restlessness Personality Motivation Lack Of Involvement Of Parents attitude Low Academic Achievement Inadequate Of Cognitive Skills Background Diagram 2: Model of low academic achievement ( Adaptation from Krouse & Krouse, 1981; Brown & Langer, 1990) From this model, dysfunction can be construed as an indiv idual personality that is not motivated, lack confidence, have low self-esteem, lack of self contr ol and have high anxiety. Students who have the above characteristics is said to have low emotional intell igence, and this will affect their academic performance. Petrides et al (2004) have looked at the relationship betw een trait emotional intelligence, academic performance and cognitive ability found that emotional inte lligence moderated the relationship between academic performance and cognitive ability. Parker et al (2004) in their studied concluded that various elements of emotional intelligence used as predictors of academic success. They found that highly successful students scored higher than the unsuccessful group o n three subsets of emotional intelligence (interpersonal ability, stress management and adaptabil ity). A study conducted by Rode et al.(2007) predicted that emotional intelligence was related to academic performance for two reasons. First, academic performan ce involves a great deal of ambiguity. Second, majority of academic work is self-directed, requiring high levels of self-management. Therefore, individuals with high emotional intelligence would perform better academically.

Svetlana (2007) suggests the need to incorporate emotional i ntelligence training into secondary Archives Des Sciences Vol 65, No. 4;Apr 2012 6 ISSN 1661-464Xeducation curricula, due to a significant relationship between emotional intelligence and academic achievement. 1.3 Relationship of Self-Awareness Element and Academic Achievement Self-awareness is to inform themselves of interest t o identify feelings and how it affects performance. Thi s self-awareness is the key to sensitize a person of str ength and weakness. This self-awareness allows one to obtain self-confidence. In a study conducted by Holahan and Se ars (1995) for a period of 60 years to more than 1000 people who have a high IQ from childhood until the ti me they retire. It was found that those who acquire self-confidence during the first year was more s uccessful in their careers.

Johnson(2009) agreed that emotional health is fundamental t o effective learning. The most critical element of a students’ success is an understanding of how t o learn. Student with self aware and intrinsically motivated will definitely have very high of academic perf ormance.

1.4 Relationship of Emotional Management Element and Acad emic Achievement In the context of the classroom, self-control on cogniti ve and behavior are important aspects of learning and academic performance (Corno and Mandinach, 1983; and Corno,R ohrkemper, 1985).

In the Sommerville study, a research on 450 men who grew up in Sommerville. Two-thirds of the men came from families that live and one-third of them h ad an IQ below 90. In this study, IQ showed little relationship success in their careers and their lives . One noticeable difference in their success is the ab ility of such concerns, emotions and friendly with other people (Snarey and Vaillant, 1985).

Self-control is the author or additions to the behavi or, thoughts, feelings, positive and reduce negative or erode them. Self-control can bring some benefits i n the following areas:

1. reduce the difficulties faced 2. prevent the problem by controlling the adverse action 3. achieve the desired goals 4. prevent erosion of a performance (Yates, 1986) All students will experience frustration and failure to a chieve their goals. They depend on the strength of fortitude to control their negative thoughts and feelin gs. If they are able to control emotions, they will achieve the academic goals as well. (Dweck, 1996). Similarly finding in the study conducted by Walter Misch el on children aged 4 years. They are found that control the impulses of action have shown their ability in achieving good academic and good social skills when they are in their adolescence (Shoda, Mische l, and Peake, 1990).

Contribution of emotional management to academic perform ance also supported by research done by MacCann et al. (2011). The results suggest that better educa tional outcomes might be achieved by targeting skills relating to emotion management and problem-focused c oping.

1.5 Relationship of Empathy Element and Academic Achievem ent Allows an easy empathy on emotional and sensitize needs of others, thus showing their concern. Empathize with individuals who can read or understand non-verbal si gns such as voice intonation, facial expression and so forth. One of the functions played by the school is allowing the child freely describe particular emotions associated with sympathy and empathy for others and als o help control the feelings that are not good enough and not particularly great anger and extreme excitement ( Fontana, 1984) .

Rosenthalet.al (1977) also found that people who are a ble to identify the emotions of others with the ability to empathize with both the gain was more succes sful in their work and their social life.

The study also showed low levels of empathy are associat ed with poor academic performance. When two Archives Des Sciences Vol 65, No. 4;Apr 2012 7 ISSN 1661-464Xstudents who have intellectual intelligence that IQ is the same but different empathy skills, found that students with higher empathy get better grades (Nowicki and Duke, 1992).

Chow (2006) found that students' levels of empathy have positi ve connections with their academic motivation, thus help increasing their academic perform ance.

1.6 Relationship of Self Motivation Element and Academic Achievement Motivation is the driving force that involves the rai se, maintain and control the interest (Bernard, 1965).

Said to be an element of motivation is important to enco urage students to actively engage in the activities of teaching and learning, interested in encouraging students to continue learning, to create a fun learning process.

In this study, the motivation of priority is self motivat ion. It is the desires of the natural birth of the student and become a strong factor in learning activities. Sel f-motivation is one important element of emotional intelligence provides a boost in improving their academi c performance. In the context of this research, self-motivation show interest in students to study and under stand their learning objectives for obtaining good achievement. Self-motivation is said on the emotions. Emotions affect the response of a person against another person and also on their environment, ultimately determi ne the pattern of adjustment that will be taken in their lives (Kamarudin, 1989). The structure of emotion on children should be used to genera te interest to learn. Students should feel the success and enjoyment in learning. When they get satisfac tion, thus encouraging them to continue to be active in learning. Emotions have a close relationship to the motif (McDougall, 1908). Emotions are usually accompanied by a motivated behavior. For example, if som eone will continue to provide emotional excitement returns, while someone will try to avoid or stay away from if the return is not fun.

Self-motivation in emotional intelligence may be based o n the model of motivation "expectancy-value ".

The three components of motivation is the hope of compone nts, component values and affective components. Expectations component is confidence on the ab ility to perform a task, the components are showing the aims and beliefs of students about the importa nce and interest to the task and the affective component of emotions is the act of assignment of studen ts.

It is necessary to consider the influence of mot ivation and emotion in cognitive development. Both of these elements together to build the establishment of t he cognitive achievement. This means that some of the personality development of the whole should be the m ain focus of education (Rauste-Von Wright, 1986). The finding in Raineri (2010), clearly shows motivation w as more predictive of achievement especially for Caucasian students. 1.7 Relationship of Interpersonal Skills Element and Ac ademic Achievement Low academic achievement can be attributed to social pr oblems and emotions faced by the students, especially about the ability to use social skills to get support from teachers (MacMullin, 1994).

Scott-Jones and Clark (1986) said that the academic achievem ent of many depends on the capabilities and aspirations of individuals. As the social environment in which learning occurs can strengthen or eliminate behaviors that lead to achievement, the acquisition of i nterpersonal skills is essential to achieve excellence in learning. Some social skills such as attention, perse verance in work and compliance with the request and direction of teachers should be studied as social skills are important for academic success (Cartledge and Milburn, 1978). Archives Des Sciences Vol 65, No. 4;Apr 2012 8 ISSN 1661-464XA variety of social skills is critical for success in learning at school. Students with social skills usually show better academic achievement of friends his age who l ack social skills (Grossman, et al., 1997).

Students who do not master the skills of interpersonal d ifficulties in relationships with peers, who often behave badly, and eventually lead to poor academic perfor mance (Sulzer-Azaraff and Mayer, 1986). A study was conducted by Stephen N. Elliott, a psychology profes sor at Uneversiti Wiscorsin found students who are enrolled in social skills from the period 1996-1997, sh owed an increase in social skills and this in turn leads to an increase in their academic achievement s. His study shows that there is a correlation between social skills and academic achievement (Sadowski , 1998). This finding also supported by Johnson (2009), he proposed that emotional intelligence enables the students to develop good interpersonal relationship and to hav e social support which also help students to perform well in their examination. 2.0 Research questions: 1. Is there a relationship between emotional intelligenc e and students’ academic achievement?

2. Is there a relationship between each emotional int elligence element and academic achievement?

3. Which of the emotional intelligence element would be t he best predictor of academic achievement?

3.0 Hypothesis: This study will test several hypotheses on the followin g:

1. Null Hypothesis 1: There is no significant correla tion between emotional intelligence and students’ academic achievement. 2. Null Hypothesis 2: There is no significant correla tion between each emotional intelligence element and academic achievement.

3. Null Hypothesis 3: All regression coefficients of the five elements of emotional intelligence is not ze ro when assigned to academic achievement .

4.0 Method 4.1 Participants The subjects were secondary school form four students (N = 370) with 127 male students (34.32%) and 243 female students (65.68%). The research subjects are also categorized by the three main ethnic Malays (50%), Chinese (42.16%) and India (7.84%). 4.2 Measures Methods used in this study was stratified random sampling bas ed on population characteristics, and uses the form survey instrument questionnaire. 4.2.1 Instruments The instruments used in this study is questionnaire. Among the modified test is as follows:

i. Test the ability of self-awareness (Dann, 2001). This test contains 20 questions that test one's ability to recognize personal feelings. Researchers to modify th e question by the students' studies.

ii. Test the ability of emotion (Dann, 2001). This sect ion also contains 20 questions that test one's Archives Des Sciences Vol 65, No. 4;Apr 2012 9 ISSN 1661-464Xability to control his emotions.

iii. Empathy Scale (Caruso and Mayer, 1997). This scale has 30 items and the researchers chose 20 items and make adjustments to better fit the sample.

iv. Intrinsic Motivation Inventory (IMI). This in ventory was done in a number of research related to intrinsic motivation and self-control (Ryan, 1982; Rya n, Mims, and Koestner, 1983; Plant and Ryan, 1985; Ryan, Koestner, and Deci, 1991; Deci, Eghrari, Patrick, and Leone, 1994). This inventory includes several aspects, including assess ment of the task, the perception of an activity carried out and so forth. A total of 20 items were selec ted and modified as the study questionnaire items.

v. Interpersonal Skills (Baer and Zimbardo, 1976). This t est is a modification of Baer (1976) and Zimbardo (1976) includes several items that reflect interpe rsonal skills and a style. Researchers chose 20 items that match with this review.

5.0 Procedure 5.1 Research Design Studies conducted a survey with a focus on inference the r elationship of emotional intelligence on academic performance of students in some secondary school s in Johor Bahru.

This study describes the relationship between emotiona l intelligence and academic performance. The study also looked in detail the relationship of each element em otional intelligence, where self awareness, emotional management, self motivation, empathy and interper sonal skills of the students' and their academic performance. This study was also conducted to deter mine the best predictors of academic performance. 6.0 Analysis Data were analyzed using Pearson-r to test the relatio nship between the elements of emotional intelligence and academic achievement. Multiple regression (stepwise ) was using to determines the predictor of academic performance. All data were processed using SP SS.

7.0 Results 7.1 Regression Analysis Null Hypothesis 1: There is no significant contribution of the element of self-awareness, emotional management, self motivation, empathy and interpersonal ski lls and academic achievement Regression analysis involving the five predictors (self -awareness, emotional management, self motivation, empathy and interpersonal skills), while the depe ndent variables of academic achievement as (criterion) for all five independent variables. Table 1 shows the results of multiple regression (stepwise).

From the analysis carried out there was a significant va riance of the factor elements (self-awareness, self-motivation and empathy) to criterion academic ach ievement.

Table 1 : Correlation matrix between the dependent varia ble and independent M (SD) SD KE MD EP KP PA SD 3.47 (0.449) 1.0 KE 3.54 (0.436) .834 1.0 MD 3.38 .599* .599* 1.0 Archives Des Sciences Vol 65, No. 4;Apr 2012 10 ISSN 1661-464X(0.445) EP 3.40 (0.310) .348* .382* .261* 1.0 KP 3.36 (0.401) .336* .349* .262* .128 1.0 PA 3.66 (0.902) .210* .211* .017 .210* .042 1.0 Note : SD = self awareness, KE = Emotional management , MD = self Motivation, EP = Empathy, KP = Interpersonal skill, PA = Academic Achievement *p < .0 5, **p < .01 Table 1 shows the results of the correlation between t he dependent variable (self-awareness, emotional management, self motivation, empathy and interpersonal s kills) and independent variables (academic performance). Results can be viewed through three variatio ns of the analysis (ANOVA) shows significant contributions.

There is a significant contribution of self-awareness and academic achievement, F (1,368) = 16,958, p <.05 where p = .000. For self-motivation and academic achie vement is significantly contribute F (2,367) = 12,193, p <.05 where p = .000. And there is a significant cont ribution of empathy with academic achievement F (3.366) = 11,564, p <.05 where p = .000. While the emotion management and interpersonal skills do not have a significant contribution to academic achievement .

Based on Table 2, the analysis of R ² for model 1 (self-a wareness) is 0.044. The smaller the R ², the less capable independent variables (self-awareness) to explain the dependent variable (academic achievement), F (1,368) = 16,958, P = 0.000 <0.05. When viewed on the Beta, elements of self-awareness (beta = 0210, t = 4118, Sig = 0.000 and R ² = 0044). This means t hat the proposed model fit the data in the percentage of only 4.4 percent. The conclusion is also suppo rted by analysis of variance is significant that the value of 0000 is significantly lower than the specified si gnificant level of 0.05. This finding means that the first predictor of self-awareness shown by the fi rst model accounted for 4.4 per cent increase in change criterion (academic achievement ).

Value analysis of R ² for model 2 (motivation) is 0.062. The smaller the R ², the less capable independent variable (motivation) to explain the dependent variable (academic achievement), F (2,367) = 12,193, P = 0.000 <0.05. When viewed on the Beta, self-motiv ation element (beta = -0169, t = -2673, Sig = 0.008 and R ² = 0062). This means that the proposed model fit the data in the percentage is only 6.2 per cent only. The conclusion is also supported by analysis of variance is significant that the value of 0000 is significantly lower than the specified significant level of 0.05. This finding means that the second predictor of self-motivation demonstrated by the two models account ed for 6.2 percent of additional changes in criterion (academic achievement).

Through the analysis of R ² for model 3 (empathy) is 0.087. The smaller the R ², the less capable independent variables (empathy) to explain the dependent vari able (academic achievement), F (3.366) = 11,564, P = 0.000 <0.05. When viewed on the Beta, the eleme nts of empathy (Beta = 0167, t = 3119, Sig = 0.002 and R ² = 0087). This means that the proposed model fit the data in the percentage is only 8.7 per cent only. The conclusion is also supported by analysis of variance is significant that the value of 0000 is significantly lower than the specified significant level of 0.05. This finding means that the third predictor of empathy shown by the three models accounted for 8.7 per ce nt increase in change criterion (academic achievement).

Based on the value of R ² for all three models can be co ncluded that this finding indicates that 4.4 percent elemental self-awareness contributes to academi c performance, the percentage increase rose to 6.2 percent when contributions to elements of self-motivati on are taken into account and further to 8.7 percent Archives Des Sciences Vol 65, No. 4;Apr 2012 11 ISSN 1661-464Xif the elements of empathy are into account the change in academic achievement. Table 2 : Regression Analysis Results for Elements of Se lf-Awareness contributions, self-motivation and empathy with the Academic Achievement Model R R Square Adjusted R Square Std. Error of the Estimate Change Statistics R Square Change F Change df 1 df 2 Sig.F Change 1 .210 a .044 .041 .88307 .044 16.958 1 368 .000 2 .250 b .062 .057 .87579 .018 7.145 1 367 .008 3 .294 c .087 .079 .86556 .024 9.726 1 366 .002 a. Predictors: (Constant), self awareness b. Predictors: (Constant), self awareness, self moti vation c. Predictors: (Constant), self awareness, self motiv ation, empathy d. Dependent Variable : Academic achievement The results of the analysis also allows researchers t o get a regression equation that can be used to predict the Y value in the future. The regression analysis res ults obtained as follows:

Y = 0 + 1x + 2x² + 3x³ + 4x ⁴ ⁴⁴ ⁴ + Constant Standard Error Y = 1.438 + 0.21x – 0.169 x²+ 0.167x³ + 0.549 Y = Academic achievement 1x = 0.21 (Self Awareness) 2x² = - 0.169 (Self Motivation) 3x³ = 0.167 (Empathy) (Constant Standard Error) = 0.549 (Constant) = 1.438 From the analysis based on Table 2, it appears that there is a significant variance for the elements (self-awareness, self-motivation and empathy) to criter ion academic achievement, F = 16,958, Sig = 0.000 <0.05 (self-awareness), F = 12,193, Sig = 0.000 <0.05 (motiv ation) and F = 11,564, Sig = 0.000 <0.05 (empathy). When viewed on the Beta, elements of self- consciousness (beta = 0:21, t = 4118, Sig = 0.000 and R ² = 0044), self-motivation element (beta = -0169, t = -2673, Sig = 0.008 and R ² = 0062) and elements of empathy (Beta = 0167, t = 3119, Sig = 0.002 and R ² = 0087).

The conclusion of that regression results, Archives Des Sciences Vol 65, No. 4;Apr 2012 12 ISSN 1661-464Xi) When the elements of self-awareness increases per unit, then the scores of academic achievement will increase by 4.4 percent. ii) When the elements of self-motivation to increase the unit, then the scores of academic achievement wil l increase by 6.2 percent. iii) When the elements of empathy increase per unit, t hen the scores of academic achievement will increase by 8.7 percent. It can be concluded that these findings show that 4.4 perc ent elemental self-awareness contributes to academic achievement, the percentage increase rose to 6. 2 percent when contributions to take into account the element of self-motivation and increasing to 8.7 pe rcent if the elements of empathy is taken into account the change in student academic achievement. Table 3 : Regression Analysis Results for Self-Awarenes s contributions, self-motivation and empathy with Student Academic achievemen t Table 4 : Regression Analysis Results for Self-Awareness and Empathy contributions by self-motivation Table 5 : Regression Analysis Results for Self Awarenes s With Empathy Null Hypothesis 2: There is no predictor of self aware ness, emotional managemnet, self-motivation, empathy and interpersonal skills are significant towards a cademic achievement Variabel Multiple R Standard eror b Beta t Significance of t Self awareness 0.21 0.524 0.129 0.261 4.054 0.000 Self Motivation 0.25 -0.369 0.127 -0.182 -2.915 0.004 Empathy 0.294 0.485 0.156 0.167 3.119 0.002 Variabel Multiple R Standard eror b Beta t Significance of t Self awareness 0.599 0.594 0.041 0.599 14.344 0.000 Empathy (Excluded Variables) - 0.059 - 0.070 1.335 0.183 Variabel Multiple R Standard eror b Beta t Significance of t Self awareness 0.348 0.240 0.034 0.348 7.122 0.000 Archives Des Sciences Vol 65, No. 4;Apr 2012 13 ISSN 1661-464X Regression analysis (stepwise) involves five predictors (self-awareness, emotional management, self motivation, empathy and interpersonal skills). Whi le academic achievement is as (criterion) on these five variables. Diagram 3 shows the results of multiple regression (stepwise). From the analysis carried out found that there is a significant variance for the elem ents of self-awareness, self-motivation and empathy to students' academic achievement (criterion). 0.599 0.261 0.348 - 0.182 0.070 0.167 Diagram 3: Model Predictor Elements of Self-Awareness, Self Motivation and Empathy on Student Academic Achievement. 8.0 Discussion The study was conducted to show a significant relationshi p between emotional intelligence diemensions and academic achievement. At the same time also see t he dominance’s elements and its contribution to academic achievement. The findings show only self-aware ness, self-motivation and empathy elements have significant relationship as a predictor of academic ac hievement. Although just a small value contribution where the R ² of self awareness = 4.4%, R ² increas ed to 6.2% by taking into account the self-motivation element and R ² continues to increase up to 8.7% when emp athy is taken into account, to prove their role in determining the success of a person in the academic.

These results were further proved by Tapia (1998) in which hi s study showed empathy element has significant contribution to students' decisions. This vi ew is also supported by Feshbach & Feshbach (1987) which states that higher capacity in empathy towards a chieving good grades. Students who have empathy is sensitive to the environment and can adapt to the enviro nment, such as happy, friendly, angry, sad or sick heart. The students will be better liked by friends and crea te conducive environment to face learning, which indirectly increased academic performance. (Azizi, Shahri n & Nordiana, 2009) Similarly, the elements of self-motivation to show a strong significant on academic achievement. Academic achievement Self Motivation Self awareness Empathy Archives Des Sciences Vol 65, No. 4;Apr 2012 14 ISSN 1661-464XThe findings are consistent with Wentzel (1989) studies, where he also agreed that any goal-oriented to obtain good results. Wan Rafaei (1998) also succeeded in provi ng motivation in a person who will bring a positive impact especially good academic performance. Stude nts who have a motivation to have the urge to success .They are more confident in taking action. (Azi zi, Shahrin & Nordiana, 2009) Holahan and Sears (1995) studied also supports this find ing which stated that any person who is able to recognize themselves and feel themselves will be more successful in their careers. 9.0 Conclusion The key to obtain success of learning is to give full atte ntion and concentration during the process of teaching learning. Attention and concertration help student s to develop their cognitive intelligence and make it easier to remember facts or information comm unicated (Cross, 1974). It is here that the high level of emotional intelligence can help calm the mind and thus to increase the absorption of information received. Thus, it will contribute to their academic ac hievement as a results. Maria (2004) indicate that there is positive relationship between emotional intell igence and academic performance. It is recommended that students academic achievement should be enha nced with the use of emotional intelligence training (Hammed, 2010).

Excellent performance in academic is the key targets and go als for each student regardless of ethnic group. In order to obtain good results, apart from effective learning techniques and well planned, students should be able to recognize themselves in particular of self emotional, so that it does not become a stumbling to success. Hence the need to identify themse lves, emotional intelligence should be noted not only for academic interest but also of future success in life. With the aim of building a resilient and capable human face of globalization and changing demands, efforts t o increase students' emotional intelligence should be considered during the process of teaching and lea rning in the classroom.

References Azizi Yahaya, Shahrin Hashim & Nordiana Md Nor (2009) Hubungan Kecerdasan Emosi Dengan Pencapaian Akademik Okt 2009 Penerbit Fakulti Pendidikan Baer, J.(1976). How to be assertive(not aggressive) woman in life, in love and on th e job.

Scarborouth,Ontario:Signet. Bernard,H.W.(1965). Psychology of learning . New York: Mc Graw-Hill book company.

Brown,J. and Langer,E.(1990). Mind fullness and intelligence: a comparison educational psychologist.25(3) .pg 303-309.

Cartledge, G., and Milburn,J.F. (1978). The case for teaching social skills in the classroom: A review.

Review of Educational Research, 1 , pg 133-156.

Caruso, D.R.and Mayer,J.D. (1997). The Empathy Scale. The University of New Hampshire.

Chow, Stephen Sau-Yan. (2006). U nderstanding moral culture in Hong Kong secondary schools:

Relationships among moral norm, moral culture, academic achievement moti vation , and empathy (China). Harvard University. available at http://gradworks.umi.co m/32/21/3221587.html. accessed on 15/10/2010 Corno,L.and Mandinach,E.(1983).The role of cognitive engagem ent in classroom learning and motivation.

Educational Psychologist 18 , pg 88-100.

Corno,L.,and Rohrkemper,M.(1985). The intrinsic motivation to learn in classrooms. In Ames, C and Ames,R.(eds). Research on Motivation.vol 2 Cross,G.R.(1974). The Psychology of Learning: An introduction for students of e ducation. Oxford:

Pergamon Press. Archives Des Sciences Vol 65, No. 4;Apr 2012 15 ISSN 1661-464XDann, J. (2001). Test your emotional intelligence . London: Hodder & Stoughton Education.

Deci, E.L., Eghrari, H., Patrick, B.C., and Leone,D. (1994). “Facilitating internalization: The self-determination theory perspective”. Journal of Personality,62, pg 119-142.

Dweck, C.S.(1996). Social motivation: Goals and social-cogn itive processes. In Juvonen,J. and Wentzel, K.R. (Eds.), Social motivation: Understanding children’s school adjustme nt. New York:

Cambridge University Press. Elias, M.J., Ubriaco, M., Reese, A.M., et al. (1992). A measure for adaptation to problematic academic and interpersonal tasks of middle school. Journal of Middle School Psychology, 30 , pg 41-57.

Feshbach, N.D.,& Feshbach, S,. (1987). Affective Processes and Academic Achievement. Child Development , 58,1335-1347 Fontana, David. (1984). Towards a Psychology of the Emotio ns. Educational Psychology , vol. 4, No. 1 .

Goleman,Daniel.(1995). Emotional Inteligence: Why it can matter more than IQ . New York: Bantam Books. Goleman,D.(1996). Emotional intelligence. Why it matters m ore than IQ. Learning, 24(6) , pg 49-50.

Grossman, D.C., et al. (1997). Effectiveness of a violenc e prevention curriculum among children in elementary school. Journal of the American Medical Association. 277 , pg 1605-1611.

Hammed, A. (2010). Emotional Intelligence and Self Efficacy as Determinants of Acad emic Achievement in English Language Among Students in Oyo State Senior Secondary School. Ife Psychologia.

Higgs,M.and Dulewicz,V.(1999). Making sense of emotional intelligence . Berkshire:NFER-Nelson Publishing Company.

Holahan, C.K. and Sears,R.R. (1995). The gifted group in later maturity. Stanford: Stanford University Press. Johnson,B. (2009). Emotional Intelligence and Adolescents. available at http://www.beenajohnson.com/2009/02/emotional intelligence an d adolescents.html. access on 3/4/2010 Kamarudin Hj Husin.(1989). Siri pendidikan Longman: Pedagogi 3 .Kuala Lumpur:Longman Malaysia.

Krouse,J.and Krouse,H.(1981).toward a multimodal theory of academic under achievement.

Educational Psychologist, 16(3), pg 151-164.

MacCann, C., Fogarty, G..J., Zeidner, M. and Roberts, R. D. (2011) Coping mediates the relationship between emotional intelligence (EI) and academic achie vement. Contemporary Educational Psychology, 36 (1). pg 60-70.

MacMullin, C. (1994). The importance of social skills . Paper presented at Rokeby Police Academy, Hobart, Tasmania, April 15. Maria. C. A., Habibah, E., Rahil, M. and Jegak, U. (2004) Emotional intelligence and academic achievement among Malaysian Secondary Students. Islamabad: National Institute of Psychology. Human Resource Management Papers. vol 19, issue 3. pg 105-121 Mayer, J.D. and Salovey, P. (1993). The intelligence of e motional intelligence. Intelligence, 17(4), pg 433-442. Mayer,J.D. and Salovey,P.(1997). What is emotional intelligence? In Salovey,P and Sluyter,C.Emotional development and emotional intelligence: Implication for edu cator. New York:Basic.

Mayer,J.D., Salovey,P. and Caruso,D.R (2008) Emotional In telligence:New Ability or Eclectic Traits? American Psychologist, Vol. 63, No. 6, pg 503–517.

McDougall, W. (1908). Introduction to social psychology . London: Methuen.

Nowicki,S.,and Duke, M. (1992). Helping the child who doesn’t fit in . Atlanta: Peachtree Publishers. Archives Des Sciences Vol 65, No. 4;Apr 2012 16 ISSN 1661-464XParker,J.D.A, Summerfeldt,L.J., Hogan, M.J. and Majeski, S. (2004). Emotional Intelligence and academic success: Examining the transition from high school to unive rsity. Personality and Individual Differences, 36, pg 163-172 Petrides, K.V., Frederickson, N., and Furnham, A. (2004). T he role of trait emotional intelligence in academic performance and deviant behavior at school. Personality and Individual Differences, 36, pg 277-293 Plant, R. W. and Ryan, R.M. (1985). “Intrinsic motivation and the effects of self- consciousness, self-awarenesss, and ego-involvement: An investigation of internally-controlling styles”. Journal of Personality, 53 , pg 435-449.

Raineri, G. M.(2010). Differences in motivation, self-evaluation, and academic achie vement for African American and Caucasian students using structural equation modeling. The University of Alabama.

available at http://gradworks.umi.com/34/09/3409051.html. acces sed on 2/1/2011 Rauste-von Wright,M.(1986). On personality and educational psych oloty. Human Development, 29 . pg 328-340.

Rode, J., Mooney, C., Arthaud-Day, M., Near, J., Baldwin , T., Rubin, R., and Bommer,W. (2007) Emotional intelligence and individual performance: Evidence of dire ct and moderated effects. Journal of Organizational Behavior, 28, pg 399-421.

Rosenthal,R.et.al.(1977). The PONS Test: Measuring sensitivity to nonverbal cues . In McReynolds,P.(ed).

Advances in psychological assessment . San Francisco:Jossey-Bass.

Ryan, R. M. (1982). “Control and information in the intrape rsonal sphere: An extension of cognitive evaluation theory”. Jorunal of Personality and Social Psychology, 43 , pg 450-461.

Ryan, R.M., Koestner, R. and Deci, E.L. (1991). “Varied for ms of persistence: When free-choice behavior is not intrinsically motivated”. Motivation adn Emotion, 15 , pg 185-205.

Ryan, R.M., Mims, V. and Koestner,R. (1983). “Relation of reward contingency and interpersonal context to intrinsic motivation: A review and test using cognit ive evaluation theory”. Journal of personality and Social Psychology, 45 , pg 736- 750.

Sadowski, M. (1998). Program fostering emotional intelligence show promise ome practitioners see critical needs being met by social and emotional urriculum. Harvard Education Letter, November / December, 1998.

Scott-Jones, D., and Clark,M.L.(1986). The school experie nces of black girls: The interaction of gender, race, and sosioeconomic status. Phi Delta Kappan, 67(7),pg 520-526.

Shoda,Y., Mischel,W., and Peake,P.K. (1990). Predicting adole scent cognitive and self-regulatory competencies from preschool delay of gratification. Development Psychology, 26, pg 978-986.

Snarey,J.R. and Vaillant, G.E.(1985). How lower and working clas s youth become middle-class adults: The association between ego defense mechanisms and upward soci al mobility. Childeren Development,56, pg 899-910.

Sulzer-Azaraff, B.,and Mayer,G.R. (1986 ). Achieving educational excellence: using behavioural strategies .

New York: Holt, Rinehart and Winston. Svetlana, H.(2007) Emotional Intelligence And Academic Achievement In Higher Educat ion. Pepperdine University.

Tapai.M.L.,(1998). A Study of the Relationships of the Emotional Intelligence Inventor y, Phd Dissertation.

University of Alabama. Wan Rafaei Abdul Rahman. (1998). Menaging Studuent Intake At Graduate Level, Paper presented at the Third Annual Asian Academy for Management Conference 16-17 Ju ly 1998 at Kuala Terengganu. Archives Des Sciences Vol 65, No. 4;Apr 2012 17 ISSN 1661-464XWentzel, K.R.,(1989). Adolescent Classroom Goals, Standards for Performance, and Academic Achievement: An Interactionist Perspective. Journal of Educat ional Psychology, 81(2).131-142 Yates, B.T. (1986). Application in self-management . California: Wadsworth Publishing Company. Zimbardo, P. (1976). Shyness: what it is, what to do about it . New York: Addison- Wesley.