THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE, SOCIAL SUPPORT, AND LEARNING MOTIVATION WITH PHYSICAL EDUCATION LEARNING OUTCOMES

Abstract

Students with high levels of emotional intelligence will be better able to control themselves from the surrounding environment and motivation can be a driving force for students to keep active in relation to physical education learning activities so that good learning outcomes will be obtained. To improve student learning outcomes, there must be encouragement or good social support on the part of students so that students feel cared for by those closest to them, such as support from family/parents, teachers, friends.

This study aims to determine the direct and indirect relationship between emotional intelligence, social support, learning motivation and physical education learning outcomes. The method used in this research is descriptive using a path analysis approach. The data collection techniques used include questionnaires and the results of 1 (one) semester report cards. The measuring instruments used in this study are The Assessing Emotion Scale (AES) (Schutte, Malouff, & Bhullar, 2009), Multidimensional Scale of Perceived Social Support (MSPSS) (Zimet, Dahlem, & Farley, 1988), and Academic Motivation Scale from Vallerand (1993). Test the validity of the measuring instrument using Confirmatory Factor Analysis (CFA) technique and hypothesis testing is done by Path Analysis using AMOS.

The conclusion is students who have emotional intelligence, and good learning motivation are expected to achieve maximum performance so that it will affect their learning outcomes. Good social support is expected by students to feel Students will be motivated to learn if the family/parents care about the problems experienced by the child, and provide direction, then the child can learn well and improve his achievement in school.