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"Emotional intelligence (EI) merupakan konsep yang menggambarkan bagaimana individu mengintegrasikan fungsi kognitif dan afektif serta memanfaatkannya di kehidupan sehari-hari (Salovey & Mayer, 1990; Mayer, Salovey, & Caruso, 2000; 2004). Mahasiswa psikologi seharusnya mengembangkan EI dari pengalamannya berkuliah. Penelitian ini bertujuan untuk melihat perbedaan EI antara mahasiswa tingkat akhir, yang telah memiliki banyak pengalaman belajar psikologi, dan mahasiswa baru, yang baru mulai belajar psikologi. Selain itu, EI dihubungkan dengan trait yang berkaitan dengan emosi, yakni Extraversion dan Neuroticism. Penelitian menggunakan pendekatan kuantitatif dan kualitatif (wawancara terfokus) dengan melibatkan 125 mahasiswa program sarjana Fakultas Psikologi Universitas Indonesia. Hasil penelitian menunjukkan bahwa EI mahasiswa tingkat akhir lebih tinggi daripada mahasiswa baru namun tidak ditemukan perbedaan jenis kelamin pada EI. Pendidikan psikologi yang dipersepsikan mahasiswa tingkat akhir berkontribusi terhadap perkembangan EI mencakup mata kuliah yang membahas emosi dan yang menolong mereka mengenal diri sendiri dengan kegiatan belajar-mengajar yang bersifat reflektif. Minat terhadap topik emosi dan pengalaman dalam situasi yang melibatkan emosimembedakan mahasiswa dengan EI tertinggi dan terendah. Ditemukan hubungan positif dan signifikan antara Extraversion dan EI, namun, tidak ada hubungan antara Neuroticism dan EI. Penelitian ini dapat ditindak lanjuti dengan desain longitudinal, atau komparatif dengan melibatkan mahasiswa psikologi dari seluruh angkatan.

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Emotional intelligence (EI) is a concept that represents individual differences in the ability to integrate cognitive and affective function and use it in daily lives (Salovey & Mayer, 1990; Mayer, Salovey, & Caruso, 2000; 2004). Psychology students, who have studied the science of human behavior and mental activity should have developed their EI from that knowledge. This research investigates the difference on EI between final year students, who have the most experiences in studying psychology, and first year students, who just started learning psychology. The relationship between EI and traits that are related to emotions, namely Extraversion and Neuroticism, is also explored.This study is conducted by using quantitative and qualitative approach (focused interview) which involved 125 students of undergraduate program at the Faculty of Psychology, University of Indonesia. Courses in the faculty that the final year students perceive contribute to the development of their EI include courses about emotion as well as courses that guide them to know about themselves and their emotional problems, with reflective learning as the characteristic of the learning process. Interest in the topic of emotion and involvement in emotional situations, such as social situations, differentiate between students with high and low EI. There is a positive and significant relationship between Extraversion personality trait, which indiciates individual’s preference to be involved in social interactions, and students’ EI. There is no relationship between Neuroticism personality trait and students’ EI, and there is no difference between the EI of male and female students. Similar studies in the future can be conducted using longitudinal design, or comparative design involving students from all years of study."

"Penelitian ini bertujuan untuk menguji hubungan antara ciri-ciri kecerdasan emosional dengan kesulitan pengambilan keputusan karir. Mahasiswa tingkat akhir sebagai individu yang berada pada tahap dewasa muda memiliki kebutuhan untuk memutuskan karir. Pengambilan keputusan karir membutuhkan pertimbangan yang kompleks. Pertimbangan yang kompleks membuat proses pengambilan keputusan karir menjadi sulit bagi beberapa mahasiswa tingkat akhir. Pengukuran kesulitan pengambilan keputusan karir menggunakan Career Decision Making Failure Questionnaire (CDDQ) yang disusun oleh Gati et al (1996) dan untuk mengukur ciri-ciri kecerdasan emosional menggunakan alat ukur Trait Emotional Intelligence Questinnaire (TEIQue) yang disusun oleh Petrides & Furnham (2003) . Penelitian ini dilakukan terhadap 123 mahasiswa tingkat akhir Universitas Indonesia. Data penelitian diolah menggunakan teknik product moment Pearson menggunakan software SPSS edisi 22. Hasil penelitian menunjukkan bahwa terdapat hubungan yang signifikan dan negatif antara ciri kecerdasan emosional dengan kesulitan pengambilan keputusan karir. Dengan demikian, semakin baik sifat kecerdasan emosional yang dimiliki mahasiswa tingkat akhir, maka semakin mudah atau rendah kesulitan yang dihadapi mahasiswa tingkat akhir, begitu pula sebaliknya.This study aims to examine the relationship between emotional intelligence traits and career decision making difficulties. Final year students as individuals who are in the young adult stage have a need to decide on a career. Career decision making requires complex judgment. Complex considerations make the career decision-making process difficult for some final year students. Measurement of career decision making difficulties using the Career Decision Making Failure Questionnaire (CDDQ) compiled by Gati et al (1996) and to measure emotional intelligence characteristics using the Trait Emotional Intelligence Questinnaire (TEIQue) measuring instrument compiled by Petrides & Furnham (2003) . This research was conducted on 123 final year students of the University of Indonesia. The research data was processed using Pearson's product moment technique using SPSS software edition 22. The results showed that there was a significant and negative relationship between the characteristics of emotional intelligence and the difficulty of making career decisions. Thus, the better the nature of emotional intelligence possessed by final year students, the easier or lower the difficulties faced by final year students, and vice versa."

"Emotional Intelligence (EI) has become a topic of vast and growing interest worldwide and is concerned with the ways in which we perceive, identify, understand, and manage emotions. It is an aspect of individual difference that can impact a number of important outcomes throughout a person's lifespan. Yet, until now there were no authoritative books that bridge the gap between scholarly articles on the subject, often published in obscure professional journals, and the kind of books found in the pop-psych sections of most large bookstores. This book fills that gap, addressing the key issues from birth through to old age, including the impact of EI on child development, social relationships, the workplace, and health. It is a useful introduction to the academic study of EI, including its history as a concept."

"Kecerdasan emosional dihasilkan dari lingkungan sosial dimana individu dapat mengembangkan kemampuan kesadaran, kontrol, motivasi diri, empati dan keterampilan sosial. Salah satu lingkungan sosial tersebut adalah wahana kegiatan ekstrakurikuler. Penelitian ini bertujuan untuk mengetahui hubungan tingkat partisipasi dalam kegiatan ekstrakurikuler dengan tingkat kecerdasan emosional remaja. Metode penelitian yang digunakan adalah deskriptif-korelatif dengan pendekatan potong lintang. Sampel penelitian ini berjumlah 106 siswa SMAN 14 Jakarta dengan menggunakan teknik quota sampling. Hasil penelitian menunjukkan ada hubungan yang bermakna antara tingkat partisipasi dalam kegiatan ekstrakurikuler dan tingkat kecerdasan emosional remaja (p= 0,041, α= 0,05). Penelitian ini merekomendasikan perlunya peningkatan kuantitas dan kualitas pembinaan kegiatan ekstrakurikuler sehingga dapat menunjang optimalisasi kecerdasan emosional siswa.

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Emotional intelligence is a result of social environment where can improve five competences: self-awareness, self-control, self-motivation, empathy, and social- skill. One of it is the extracurricular activity. The purpose of this study is to examine the relationship between participation in extracurricular activity and adolescent’s emotional intelligence. This study used correlative-descriptive with cross sectional design approach. The sample of this study are 106 students in 14 Senior High School Jakarta through quota sampling.

The result showed that was significant relationship between participation in extracurricular activity and adolescent’s emotional intelligence (p= 0,041, α= 0,05). This study recommended educational institutions to improve quantity and quality of estabilishing extracurricular activities in order to support optimalization of emotional intelligence."

"Research continues to show that strong emotional intelligence is critical for anyone hoping become a top-performer in their workplace. Emotional intelligence provides us with a better understanding of ourselves and those around us. This Infoline is designed for anyone looking to understand the basics of emotional intelligence with an eye toward improving their abilities. Readers will learn how emotional intelligence is related to work performance, how to assess their own emotional intelligence, and how to develop their emotional intelligence competencies."

"Skripsi ini membahas mengenai Hubungan Antara Kecerdasan Emosional Dengan Prestasi Belajar (Studi Kasus Siswa Kelas III SMA Yappenda Tanjung Priok, Jakarta Utara) dengan metode analisis eksplanatif dan pendekatan kuantitatif. Penelitian ini menjelaskan bagaimana hubungan komponen - komponen kecerdasan emosional dengan prestasi belajar yang tercermin pada prestasi akademik siswa kelas III SMA Yappenda . Penelitian ini juga memaparkan seberapa besar tingkat kecerdasan emosional siswa di sekolah dalam menunjang prestasi belajarnya berdasarkan isian kuesioner dan data lainnya yaitu berupa rapot. Dengan tingkat kecerdasan emosional yang berbeda akan menghasilkan prestasi belajar yang berbeda pula. Berdasarkan hal ini, perlu adanya penyusunan rencana yang efektif dari sekolah untuk meningkatkan kecerdasan emosional siswa agar prestasi belajar di SMA Yappenda semakin meningkat.

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This thesis discuss about The Relation of Emotional Intelligence with Learning Achievement (Students Grade III in Yappenda North Jakarta Highschool) with explanatory analysis methods and quantitative approach. This study describes how the relationship between components of emotional intelligence and learning achievement students Grade III in Yappenda North Jakarta Highschool. This study also describes the extent of emotional intelligence of students in School to support academic achievement based on questionnaires and other data it is rapot. With different levels of emotional intelligence it will be produce a different learning achivement to. It takes some effective planning in school to improve the emotional intelligence of students that learning achivement is increasing for future."

"Kemampuan berpikir kritis termasuk kemampuan abad 21 yang esensial untuk mahasiswa. Semakin mudahnya akses informasi mengharuskan mahasiswa untuk mampu berpikir kritis agar dapat mengelola informasi dengan tepat. Kemampuan berpikir kritis juga sangat penting di dunia kerja sehingga mahasiswa perlu meningkatkan kemampuan tersebut sejak tingkat pertama perkuliahan. Penelitian ini hendak menelusuri peran kesadaran metakognitif sebagai mediator dalam hubungan antara kecerdasan emosional dan kemampuan berpikir kritis. Kemampuan berpikir kritis pada penelitian ini diukur dengan Tes Analog yang dikembangkan oleh Suleeman & Christia (2016), kecerdasan emosional diukur dengan Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) oleh Petrides (2009) yang diadaptasi ke bahasa Indonesia oleh Deminiz (2019), dan kesadaran metakognitif diukur dengan Metacognitive Awareness Inventory (MAI) oleh Schraw & Dennison (1994) yang diadaptasi oleh Abdullah (2015) ke dalam bahasa Indonesia. Partisipan pada penelitian ini berjumlah 100 mahasiswa tahun pertama berusia 17–22 tahun (M = 19.10), dengan partisipan perempuan berjumlah 83 orang (83%) dan partisipan laki-laki 17 orang (17%). Penelitian ini merupakan penelitian non-eksperimental menggunakan metode analisis regresi sederhana. Hasil penelitian ini menunjukkan bahwa kesadaran metakognitif (M = 153.81, SD = 12.52) berperan dalam memediasi secara penuh (fully mediated) hubungan kecerdasan emosional dengan kemampuan berpikir kritis (indirect effect = 0.0342, BootSE = 0.0190, CI[0.0014,0.0751]), sedangkan efek langsung dari kecerdasan emosional terhadap kemampuan berpikir kritis tidak menunjukkan signifikansi (direct effect = 0.0250, SE = 0.0239, CI [-0.0224,0.0723]).

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Critical thinking skill is an essential 21st century skill set for college students. Increased access to information requires students to be able to think critically in order to manage information accurately. Critical thinking skill is also very important in the workplace, so it is necessary for undergraduate students to improve the skill since the very first-year of college. This study aims to understand the role of metacognitive awareness as a mediator in the relationship between emotional intelligence and critical thinking skill. In this study, critical thinking skill is measured with Tes Analog developed by Suleeman & Christia (2016), emotional intelligence with Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) by Petrides (2009) which has been adapted into the Indonesian language by Deminiz (2019), and metacognitive awareness with Metacognitive Awareness Inventory (MAI) by Schraw & Dennison (1994) that has been adapted into the Indonesia language by Abdullah (2015). Participants in this study are 100 first-year students aged 17–22 (M = 19.12), with 83 female participants (83%) and 17 male participants (17%). This study is a non-experimental research using simple regression analysis methods. The result of this study indicates that metacognitive awareness (M = 153.81, SD = 12.52) plays a role in mediating the relationship of emotional intelligence with critical thinking (indirect effect = 0.0342, BootSE = 0.0190, CI[0.0014,0.0751]). Meanwhile, the direct effect of emotional intelligence on critical thinking skills does not show any significance (direct effect = 0.0250, SE = 0.0239, CI[-0.0224,0.0723])."

"Counterproductive work behavior (CWB) merupakan perilaku secara sengaja untuk membahayakan organisasi dan orang lain di dalamnya yang dapat meningkatkan kerugian organisasi. Tujuan dari penelitian ini adalah untuk mengetahui apakah kecerdasan emosi memediasi hubungan antara trait mindfulness dengan CWB. Responden penelitian ini terdiri dari 134 pria dan 176 wanita (N = 310) yang bekerja penuh waktu. Instrumen yang digunakan dalam penelitian ini adalah Mindfulness Attention Awareness Scale (MAAS), Wong and Law Emotional Intelligence Scale (WLEIS), dan CWB-Checklist (CWB-C). Berdasarkan hasil analisis, terdapat indirect effect (ab = -.046, p < .01) dan direct effect (c = -.225, p < .01). Hasil tersebut menunjukkan bahwa kecerdasan emosi memediasi secara parsial hubungan antara trait mindfulness dengan CWB.

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Counterproductive work behavior (CWB) is behavior intends to harm organization and other people inside it that increased organizational loss. The purpose of this study is to find out whether emotional intelligence mediates the relationship between trait mindfulness and CWB. Respondents of this study consist of 134 men and 176 women (N = 310) who work full-time. Instruments used in this study are Mindfulness Attention Awareness Scale (MAAS), Wong and Law Emotional Intelligence Scale (WLEIS), dan CWB-Checklist (CWB-C). Based on the result of analysis, there is significant indirect effect (ab = -.046, p < .01) and direct effect (c = -.225, p < .01). It has shown that emotional intelligence partially mediates the relationship between trait mindfulness and CWB."