Leveraging Emotional Intelligence Theory to Enhance Positive Emotions Amongst B40 Malaysian Students During Online Learning

Abstract

The COVID-19 pandemic has led to a shift in the education sector towards online learning, particularly for socioeconomically B-40 students. This transition has caused emotional issues, highlighting the need for measures to manage emotions effectively. The Emotional Intelligence (EI) theory provides a promising approach to addressing these difficulties by enhancing students' ability to identify, interpret, and regulate their emotions. This is a mixed-method study using a sequential exploratory design. A total of 2 schools with the largest number of students from B40 family background were selected along with the teachers and parents. Purposive sampling techniques and a semi-structured interview approach were used for recruitment and data collection Based on these findings; an emotion management framework grounded in EI theory will be developed. Quantitative data from schools’ registries were collected and analyzed to triangulate qualitative findings. This study found distinct emotional problems in online learning, which influenced the development of the framework. The online learning emotion shared by B40 students were grouped under 5 main themes: self-regulation, self-awareness, self-motivation, empathy and social skill. This study highlights the importance of systematically addressing emotional needs to create inclusive online learning environments. The experiences encountered present an opportunity to gain insight into future pandemic preparedness and establish a framework for optimal online learning delivery in Malaysia.