Correlation between Emotional Quotient (EQ) and Achievement

Motivation on Pencak Silat Achievement

Hilda Ilmawati¹, Adang Suherman², Lasrina Lasrina², Stephani Stephani², and Friskawati Friskawati³

¹SMAN 1 BATUJAYA, Jalan Raya Kuta Ampel, Batujaya. Kabupaten Karawang. 41354. Jawa Barat. Indonesia.

²Universitas Pendidikan Indonesia. Jalan Dr. Setiabudhi No 229. Bandung. 40132. Jawa Barat. Indonesia.

³STKIP Pasundan Cimahi, jalan Permana NO.32 B, Citeureup, Cimahi Utara, Kota Cimahi, Jawa Barat, Indonesia.

hildailmawatiindonesia@gmail.com

Keywords: Emotional Quotient, Achievemet Motivation.

Abstract: The aim of this research is to find out the correlation between emotional quotient (EQ) and achievement

motivation on West Java PPLP Pencak silat athlete's achievement. The sample of the research was 16

PPLP Pencak silat athletes of West Java which was taken as total sampling. The research uses a

correlational descriptive method. Emotional quotient and achievement motivation measured by

questionnaire with realiabilty 0,623 and 0,712. Data were analyzed and the result showed (1) t count =3,68

and t table = 2,14, t count> t table which means Ho rejected. (2) t count = 2,40 and t table = 2,14. Which

means Ho rejected. (3) F count = 8,636 and F table =3,80, which means Ho rejected. The finding showed

that (1) emotional quotient (EQ) has significant correlation with West Java PPLP athlete achievement, (2)

achievement motivation has significant correlation with West Java PPLP athlete's achievement. (3) there

was a positive and significant correlation between emotional quotient (EQ) and achievement motivation on

West Java PPLP Athlete's achievement. Based on results, it can be concluded that mental training regarding

emotional quotient and motivation should be implemented on athletes training phase to strengthen their

emotional aspect in order to gain a better achievement.

1 INTRODUCTION

The psychological aspect is an important part of the

athlete's training process. Emotional quotient (EQ)

and achievement motivation are the mental aspects

that are very influential on the achievement of

athletes achievement. A long process of exercise will

bring up many mental problems like saturation and

problems. So the athlete is expected to have the

ability to overcome all mental problems quickly so

that problems that arise will not disturbing quality

athletes practice. It has been known that mastery of

emotional intelligence was manifested in the ability

to control emotions, to empathize with the feelings of

others, and to use emotions effectively in solving

problems, to help children in confronting with the

demands and challenges of real life, as well as to

improve their learning results (Eisenberg, 2006).

Emotional intelligence facilitates the thinking

process, thus it contributes to the improvement of

learning results. Emotional intelligence is more

related to psychological and emotional factors, such

as the absence of anxiety, so it does not interfere with

a person's thinking process, and it brings benefits to

learning (Leasa et al, 2017) Individual learn to finish

various tasks, obey the rules and have the

responsibilities over the class, learn how to interact

with others, receive commands from a teacher, as

well as negotiate in the interaction within the social

group (Misailidi and Hadjimattheou, 2014). The

concept of emotional intelligence reflects the ability

of a person to distinguish and manage his/her and

others emotions in interpersonal relationships

(Harahsheh, 2017). Emotional intelligence consists of

the adaptive understanding of emotions and using

them to enhance decision making and to regulate the

emotions (Balogun et al, 2017). Approximately 90%

of very successful individuals have a high degree of

emotional intelligence (Dandona, 2016). People with

high emotional abilities also have better social

capabilities, longer relationships and improved

competency in solving conflicts (Herianto, 2017). The

direct relationship between emotional intelligence

and a healthy life demonstrates that using emotional

intelligence capabilities can bring success in life

(Omidi et al, 2012).

Achievement motivation examines why, or why

not, people may be motivated to achieve success,

improve performance, master tasks and be good at

their sport (Mouloud and Elkader, 2016). Achievement

Ilmawati, H., Suherman, A., Lasrina, L., Stephani, S. and Friskawati, F.

Correlation between Emotional Quotient (EQ) and Achievement Motivation on Pencak Silat Achievement.

In Proceedings of the 2nd International Conference on Sports Science, Health and Physical Education (ICSSHPE 2017) - Volume 1, pages 289-291

ISBN: 978-989-758-317-9

289

motivation associated with learning and represents a

feeling of joy after the completion of a particular task

by a distinctive manner, and its importance lies in a

sustained effort to succeed in the study and the work

and reflects the desire for performance superiorly

(Harahsheh, 2017). A person who has the motivation

to achieve high accomplishment and he/she is

supported by cooperation among others will have the

motivation to accomplish complex tasks (Herianto,

2017). Achievement motivation has been considered

as an extended person- intrinsic motivation showing

a pattern of actions, planning, and feelings connected

with striving to achieve some internalized standards

of excellence. Need for achievement has been

regarded as an individual's personality affective

person's behavior (Dandona, 2016). Individuals with

high achievement motivation take reasonable risks,

prefer tasks that are challenging, reach inner

satisfaction stemming from their successes (Balogun,

2017). In sport achievement motivation, the

immediate vicinity of the athletes usually plays a

decisive role in his or her expectation level. The

athlete who can pass on to the athletes who are

shown competitor to him/her would not satisfied if he

could not choose the standards of his/her success and

could not put them because she/he can not develop a

feeling beyond whose vicinity wants (Yalcin, et al,

2017).

2 METHODS

The sample of the research was 16 PPLP Pencak

Silat athletes of West Java which was taken as total

sampling. This study was a descriptive study. The

clear mapping about the design can be seen in figure

Figure 1: research design

Annotation:

X1: Emotional Quotient (EQ)

X2: Achievement Motivation

Y: West Java PPLP Pencak Silat Achievement

3 RESULT AND DISCUSSION

Table 1: Calculation of Correaltion Coefficient.

Variabel emotinal

Correlation

Coefficient (r)

Emotional Quotient with Athlete’s

Achievement (X1Y)

0,70

Achievement Motivation with

Athlete’s Achievement (X2Y)

0,54

Emotional Quotient and

Achievement Motivation towards

Athlete’s Achievement (X1X2Y)

0,40

Based on the calculation in Table 1, it can be

seen that there is the correlation between emotional

quotient and athlete's achievement, achievement

motivation and athlete's achievement and emotional

quotient and achievement motivation towards

athlete's achievement. Furthermore, the correlation

coefficient will be used in the significance test of

correlation.

Table 2: Calculation of Significance Correlation

Correl

ation

Result

count

t-table

(0,975:

14)

Conclusion

rX1Y

3,68

2,14

Rejected

Significant

rX2Y

2,40

2,14

Rejected

Significant

Based on table 2. It can be concluded that

emotional quotient and athlete's achievement (X1Y)

and Achievement and athlete's achievement (X2Y)

has significant correlation towards athlete's

achievement of West Java PPLP.

Table 3: Multiple Correlation significance calculation of

XIX2Y

Multiple

Correlation

(R)

F-

count

F-

table

Conclusion

0,755

8,636

3,80

Rejected

Significant

Based on the result, it is known that F-count is

higher than F-table, so Ho rejected. From the data, it

can be concluded that emotional quotient and

achievement motivation has string significance

towards athlete's achievement.

Hypothesis test results showed that: 1. emotional

quotient (EQ) has significant correlation toward

ICSSHPE 2017 - 2nd International Conference on Sports Science, Health and Physical Education

290

athlete's achievement. An athlete who has high

emotional EQ able to tackle mentally problems

during a training period. Hence, to strengthen the

achievement, a coach must be focused on emotional

quotient aspect. 2. Achievement motivation has

significant correlation toward athlete's achievement.

Besides EQ, achievement motivation also gives a

strong impact to the athlete in order to strengthen

their motivation during a training period. An athlete

who has high motivation will able to work harder,

impose a strong routine to discipline, creative and

responsible to the training program.

4 CONCLUSIONS

Based on calculation result and data analysis it can

be concluded that: 1. Emotional quotient (EQ) has a

significant correlation to the West Java PPLP Pencak

Silat athlete's achievement. 2 Achievement

motivation has a strong correlation to the West Java

PPLP Pencak Silat athlete's achievement. And 3.

Emotional quotient (EQ) and Achievement

Motivation has also a significant correlation to the

West Java PPLP Pencak Silat athlete's achievement.

ACKNOWLEDGEMENT

Special thanks are extended to Prof. Dr. Adang

Suherman, MA as my supervisor for advice on

aspects of the research, Gita Febria Friskawati, Mesa

Rahmi Stephani, Odilia lasrina and West Java PPLP

to work together with me on this research.

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