@article{MAKHILLTSS201712324220,
    title = {Extraversion, Emotional Intelligence, English Proficiency and
Academic Performance among Mot Students: A Case Study at a
Premier Malaysian Technical University},
    journal = {The Social Sciences},
    volume = {12},
    number = {3},
    pages = {370-375},
    year = {2017},
    issn = {1818-5800},
    doi = {sscience.2017.370.375},
    url = {https://makhillpublications.co/view-article.php?issn=1818-5800&doi=sscience.2017.370.375},
    author = {Nor,Eta,Alina and},
    keywords = {Extraversion,emotional intelligence,english proficiency,academic performance,MTUN},
    abstract = {The application of Outcome-Based Education (OBE) system is regarded as critical national agenda
not only to increase graduates employability but to also improve the quality and competitiveness of Malaysian
higher education system. Under the OBE system, student’s performance is no longer measured in terms of their
knowledge and psychomotor but inclusive of affective dimensions or soft skills such as communication skills
and teamwork. The new system requires students to be socially apt which prompted this study. Specifically,
this study attempted to examine the Effects of Extraversion (EX), Emotional Intelligence (EI) and English
Proficiency (EP) on academic performance. Majority of present studies have been focusing on the effect of each
variable while none has studied the effect all variables together on academic performance. This study employed
an explanatory research design where emotional intelligence was assessed with the General Emotional
Intelligence Scale by McShane and extraversion was measured using Goldberg researcher. English proficiency
was measured using MUET entry result. Academic performance was derived from the participants actual CGPA
at the present semester. A total of 88 second year Management of Technology (MoT) students participated
in this study. Linear regressions were performed to examine the effects of extraversion and EI on academic
performance. Contrary to previous studies, EI and EX did not significantly predict academic achievement while
EP has significant weak effect on academic performance. This study highlights the gaps in understanding
factors associated with student’s academic performance especially in the light of current higher education
system.}
    }