INTRODUCTION:

Emotional intelligence (EI) encompasses the capacity to discern, comprehend, and regulate both one's personal emotions and those of others. Over the past three decades, the integration of emotions with cognitive processes has emerged as a focal point of extensive research inquiry. Emotions hold a pivotal role in shaping human conduct, lived experiences, and social engagements, thereby defining fundamental facets of the human essence. Studies by researches have underscored the profound impact of emotions on human encounters, exerting influence on individuals' perceptions, responses to diverse circumstances, and consequent behavioral patterns, decision-making processes, and interpersonal connections^1,2,3. In the sporting domain, emotions take precedence for their significant influence on athletic performance, as indicated by studies such as those conducted by Furley et al⁴.

Emotional intelligence assumes paramount significance in the sports arena. Notably, football players harnessing resonant emotional intelligence adeptly navigate the rigorous challenges and pressures intrinsic to competitive landscapes. Demonstrating adept emotional management abilities, they sustain focus, galvanize optimal performance even amidst elevated stress levels, and forge resilient responses in the face of adversity. The confluence of emotions with competitive sports, as elucidated by reseraches, denotes an undeniable and intrinsic facet of athletes' competitive journey^1,6,7. Highlighted through studies conducted by Jaleel and Vurghis⁸and Kirkbir⁹, evolving understandings emphasize the peril that unbridled aggression embodies, not only impacting individual players but extending ramifications to the wider sports milieu. Furthermore, emotional intelligence emerges as a seminal element shaping athletes' interactions with teammates, coaches, and adversaries, elucidating the capacity for adept comprehension and empathy concerning others' emotional states, thereby catalyzing enhanced team dynamics, fostering collaborative cohesion.

Effective emotional regulation decisively contributes to bolstering mental fortitude and resilience among athletes, as accentuated by Liew and his colleagues¹⁰. Athletes possessing elevated emotional intelligence manifest enhanced propensities for rebounding from setbacks, engendering learning from failures, and sustaining positive mental frameworks amidst adversarial settings. Consequently, emotional intelligence emerges as a pivotal asset intricately entwined with athletes' multitudinous performance facets, ranging from mental preparedness to catalyzing team harmonics.

The pervasive ascendance of emotional intelligence within the domain of sports psychology substantiates burgeoning interest from research scholars and practioners. Evident through studies undertaken by researches, the burgeoning scholarship marks a palpable surge in delving into emotional intelligence's nuanced implications within the realm of sports^11,12,13,14. Cumulatively, these research endeavors illuminate the interplay between emotional intelligence and athletes' performance, well-being, and broader psychological functionality. Cherry has aptly defined emotional intelligence as the capacity to discern, comprehend, and manage one's emotional responses¹⁵. Frosted against the backdrop of sports, emotional intelligence adopts a clarion relevance, denoting athletes' aptitude in suitably apprehending and regulate their emotional states. As athletes venture to assimilate their emotional landscapes judiciously, emotional intelligence assumes a transformative guise, enabling them to navigate high-pressure scenarios adroitly. For instance, astute emotional management facilitates preeminent preparation amidst high arousal requisites. Noteworthily, emotions can wield a dual impact on athletes' performance: at one juncture, acting as a propeller exalting players towards their premier prowess and, at an antithetic vein, unruly emotions have the potential to impede performance, thereby casting an indomitable import on athletes' sporting endeavors. In summation, the comprehension and discernment of emotions' profound imprints emerges as imperative for aspirant athletes gravitating toward the zenith of success.

Sports psychologists and professional football players are increasingly delving into the entwined corellations between emotions and sporting performance, epitomized through explorations by Konter and his colleagues¹⁶. Proficient regulation and judicious articulation of emotional experiences are shown to uplift players' competitive calibrations. Emotional intelligence lays the bedrock for underpinning exemplary athletic accomplishments, vibrant for its exaltation toward discernment, differentiation, and operationalization of emotional intelligence acumen to navigate varigated encounters adeptly. Synchronized with self-awareness, interpersonal perceptivity, and contextual adaptive compatibilities, emotional intelligence emerges as a dictative fiator toward meeting societal mandates effectively.

Athletes endowed with lofty dividends of emotional intelligence command a unique aplomb to provoke self-inspiration in addition to instigating and catalyzing positive influences in their proximal orb. Their emotional intelligence cohesively propels them to adeptly scour interstices of adversities and exigencies within sports milieu, straddling physical and mental imperatives with aplomb. Astute emotional intelligence in footballers burgeons intrinsic striving. Unfurling channels of emotional manifestation to energize their fervor and resolve, players are emboldened to scale the echelons of triumph. Moreso, their optimistic outlook and intrepid demeanor amid stress imparts redoubled inspiration to their cohorts and invested stakeholders to animate convocation toward peak performance.

EI unfurls salient conduits to ascend the runway embarking on triumph and felicitous sporting engagements. Adeptness in emotional intelligence empowers athletes to excavate subosoiling undercurrents of their emotional emprises, thus embellishing the tapestry of their footballing sojourn. This heightened discernment begets integral transitions quintessential for ameliorating performance manifestations. In corroboration, footballers wielding elevated emotional intelligence project the acumen to assimilate perceptions and empathetic resonance with team members' emotional coloration. This symbiotic exchange fosters an ambiance of effervescent team propinquity, impelling rectified synergy and enriched team efficacy. Emotional intelligence intrinsically entitles players to furnishing pivotal emotional succour to coterie mates, congealing team ties and buttressing a fortified and chivalrouse environ.

Alacritous decision-formation pivots valuable trace stoicas in emotional intelligence enactments. Players can sift through their emotional spectrums implicating thought matrices, ergo customizing their decision arcuation cordially. Adumbrations enumerated by Rajesh, Hussain and Cherappurath likely enumerate research buttressing the emotional intelligence-reasoning habiliments, evincing that players with heightened emotional intelligence exhibit proclivity toward cogent decision portfolios, meriting in high pressured contexts¹⁷. Synchronous verse rendered by Schutte et al.¹⁸ and protracted missive by Schutte et al.¹⁹ sanctify the residual benefactions grounding emotional intelligence to healthwise precepts. This scenario seals towards prosaism attestation anchoring a libellous rally between emotional intelligence paradigms and athletic performance infrapolize. Such excavations signpost the critical junctions of emotional intelligence within sporting contexts and their contingent entailments on functions of performers' well-being and performance. Grasping and mentoring emotional intelligence in athletes may wield productive efflorescences on comprehensive psychological and corporeal standards, intertwined with football performance. Therein, cognizant researchers and practitioners galvanise into fathom the sling of emotional intelligence within footballing domain, acuminating a multivariate pantheon for player niceties and ascendancy. Thus, the epistemic endimic of this inquisition is to fruition the Malay version of the Emotional Intelligence Scale (EIS-M) through a Confirmatory Factor Analysis (CFA) amidst Sarawak University football players.

METHODS:

Participants

A convenience sampling method was used to recruit 321 university football players (student-athletes) for validation study on EIS-M. The students who studied at the three well-known universities in Sarawak was invited to participate in the study. They were 18-23 years old with the experience of playing football at least represented the school. In order to test the stability of the EIS-M, a subsample of (n= 60) was invited to fill in the same questionnaire again at day-14 (two weeks). 3

Translation Prosedure

The English version of the EIS was obtained from the questionnaire’s Lane and his colleagues²⁰. The questionnaire was forward and backward translated into the Malay language based on the recommendation by Brislin²¹. and previous studies involved questionnaire translation from English to Malay language^22,23,24,25. First, permission to translate was obtained from the author of the EIS instrument. Second, a bilingual researcher, who is well aware of the questionnaire, was asked to translate the English versions of the EIS into the Malay language as well as maintaining the content meaning of the questionnaire. Third, a Malay translator from a native Malay speaker in the Language Department was asked to translate back the Malay version to the English language. Fourth, these two versions were reviewed and regulated by a group of four experts in sport psychology, sports science and physical education. The group was asked to review the content of the 33-items with subscales: Appraisal of other emotions (item 1 to 7), Appraisal of own emotions (items 8 to 12), Regulation (item 13 to 17), Social skills (item 18 to 22), Utilization of emotions (item 23 to 29), and Optimism (item 30 to 33) for consistency, clarity, difficulty and suitability for inclusion. The group consisting of all native Malay speakers who also speak English and have more than 10 years of working experience in their areas of competence. They assessed the versions, compared each item with its corresponding item in the original version in English. All discrepancies were duly amended. The items were further be appraised by the panel to determine whether they are culturally appropriate for the Malaysian populations. After some modification, the final Malay version of EIS (EIS-M) was established.

Data Collection

The study was a cross-sectional design using the questionnaire of EIS-M which allowed for a comprehensive assessment of emotional intelligence in the context of the student-athletes. First, ethical approval of the study was sought from the Human Research Ethics Committee, Universiti Sains Malaysia [Approval code: USM/JEPeM/21050348]. Second, written approval was sought from the Education Planning Policy and Research Division of the Malaysia Ministry of Education [Approval code: KPM.600-3/2/3-eras (9849)], Rector of the university, Malaysia [Approval code: KPM.600-2/1/4 Jld.4 (23)] and Directors of the universities in Sarawak Campuses.

Researchers utilized Google Meet to inform participants from both Universities about the data collection process. Students who had previously consented to participate in the study were formally invited to take part. The act of inviting students who had willingly agreed to participate forms a foundational tenet of ethical research practices. Their voluntary agreement ensured that their participation was rooted in informed consent, providing them with a comprehensive understanding of the study's objectives, procedures, as well as potential risks and benefits. To address any uncertainties, all participants were briefed on the importance of data confidentiality and instructed to respond to all inquiries with honesty and sincerity. This step was critical in upholding the confidentiality and anonymity of the participants. Additionally, participants were instructed to refrain from discussing the questionnaire with their peers to prevent potential biases that may arise from group discussions. The implementation of a Google form for the collection of demographic information and the administration of the Emotional Intelligence Scale-Malay (EIS-M) was chosen for its convenience and efficiency in data collection. This approach allowed for standardized data collection procedures and facilitated streamlined data management. Subsequently, participants were provided with the Google form link for completing the demographic questionnaire and EIS-M, with instructions to submit their responses on the same day.

Participants were selected randomly from the pool of individuals who had initially provided consent to be recontacted and furnished their contact information, including email addresses or phone numbers. Subsequently, a reminder prompting them to reattempt the questionnaire, along with the pertinent questionnaire links, was dispatched to the participants 14 days subsequent to their initial submission.

Measures

Demographic Information

The information about the participants’ age, ethnicity, education, sports participation, and football experiences, were collected.

Emotional Intelligence Scale

Emotional Intelligence Scale was validated²⁰ (originally developed by Schutte in 1998¹⁹) the factorial structure of the EIS specifically in the context of athletes. The EIS consists of 33 items and 6 factors: Appraisal of other emotions (7 items), Appraisal of own emotions (5 items), Regulation (5 items), Social Skills (5 items), Utilization of emotions (7 items), and Optimism (4 items). The questionnaire uses a 5-point Likert-type scale, where respondents rate each item from "very low" (1) to "very high" (5) based on their perceived level of the stated emotional intelligence characteristic. The internal consistency values for the EIS questionnaire ranged from 0.87 to 0.90, indicating high reliability and consistency among the items within each factor. This suggests that the items within each factor are measuring the same underlying construct of emotional intelligence. The EIS questionnaire was considered valid based on confirmatory factor analysis results for the 33-item single factor model with fit index for Root Mean Error of Approximation (RMSEA) = .05. Despite for these reliability and validity results, Lane and his collegues²⁰ suggested further validation work is needed.

Statistical analysis

In this study, we utilised the Statistical Package for Social Sciences (SPSS) Version 27.0 to analyse and summarize the data, including the socio-demographic characteristics of the participants. Both descriptive statistics and inferential statistics were employed to comprehensively examine the dataset. To conduct confirmatory factor analysis (CFA) of the Emotional Intelligence Scale in Malay (EIS-M), we employed Mplus 8. CFA aims to validate the proposed factor structure of the questionnaire, ensuring that the items indeed load onto the respective factors as hypothesized in a model based on the work of Salovey and Meyer (1990)²⁶. During the CFA analysis, we utilized the MLR estimator. We reported various fit indices to assess the model's goodness of fit. The recommended threshold values for these indices were as follows: the comparative fit index (CFI) and the Tucker and Lewis index (TLI) with the desired value exceeding 0.90, the root mean square error of approximation (RMSEA) with the desired value less than 0.07, and the standardized root mean square residual (SRMR) with the desired value less than 0.08, following the guidelines set by Hair and his colleagues.²⁷

The values were measured using Cronbach's alpha for internal consistency and the Intraclass Correlation Coefficient (ICC) for test-retest reliability. The Cronbach's alpha values indicated the degree of internal consistency or how well the items within each subscale of the EIS-M measured the same construct. Generally, values above 0.7 were considered acceptable for research purposes. The ICC values indicated the degree of stability or consistency of scores over time when the EIS-M was administered to the same individuals on two different occasions. Values close to 1.000 indicated high test-retest reliability.

RESULTS:

The results of the initial hypothesized model of EIS-M displayed an acceptable fit with the data (RMSEA = 0.043, CFI = 0.904, TLI = 0.90, SRMR = 0.055). All the factor loading ranged from 0.51 to 0.87 (see Table 1). The RMSEA measured how well the model fits the population covariance matrix, considering the degrees of freedom in the model. A value of 0.043 indicates a very good fit, as it's considerably below the common threshold of 0.08. The CFI compares the fit of the hypothesized model to the fit of a baseline model (typically an independence model). A CFI value of .904 is generally considered acceptable and suggests that the model's fit is reasonable. The TLI value of 0.90 is also above .90, indicating an acceptable fit. The SRMR measures the average difference between the observed correlations and the model-implied correlations. The SRMR value of 0.055 is slightly above the typical threshold of 0.05 but is still within an acceptable range.

The EIS-M had good internal consistency. The overall Cronbach’s alpha (α) values for the EIS-M questionnaire was α = 0.955, with subscale Appraisal of other emotions (item 1 to 7), α = 0.796, Appraisal of own emotions (items 8 to 12), α = .886, Regulation (item 13 to 17), α = 0.882, Social skills (item 18 to 22), α = 0.820, Utilization of emotions (item 23 to 29), α = 0.929, and Optimism (item 30 to 33), α = 0.762.

Table 1. Summary for Cronbach’s Alpha and Factor loading

Construct/ Items

Cronbach’s Alpha

Factor Loading

Appraisal of other emotions

0.796

0.76

0.81

0.63

0.51

0.71

0.58

0.62

Appraisal of own emotions

Q 8

Q10

Q11

Q12

0.886

0.78

0.82

0.83

0.71

0.78

Regulation

Q13

Q14

Q15

Q16

Q17

0.882

0.70

0.82

0.81

0.84

0.74

Social Skills

Q18

Q19

Q20

Q21

Q22

0.820

0.51

0.64

0.82

0.77

0.78

Utilization of emotions

Q23

Q24

Q25

Q26

Q27

Q28

Q29

0.929

0.77

0.83

0.87

0.84

0.73

0.81

Optimism

Q30

Q31

Q32

Q33

0.929

0.71

0.51

0.78

Table 2 shows the test-retest reliabilities of the EIS-M. The test-retest reliability for all subscales was very good, with ICC values ranging from .989 to .999, indicating good stability of scores over time. This suggests that the EIS-M was a reliable instrument for measuring emotions and related constructs in the context of sports.

Table 2. Internal consistency and test–retest reliabilities of EIS-M

Subscales	ICC (95% CI)
Appraisal of other emotions	0.999 (0.995 - 1.000)
Appraisal of own emotions	0.999 (0.989 - 1.000)
Regulation	0.997 (0.972 - 1.000)
Social Skills	0.997 (0.972 - 1.000)
Utilization of emotions	0.989 (0.935 - .998)
Optimism	0.999 (0.990 - 1.000)

Abbreviation: CI=Confidence Interval, ICC=Intraclass coefficient

DISCUSSION:

The findings from the validation and reliability analysis of the Emotional Intelligence Scale Malay version (EIS-M) provide strong support for its use as a valid and reliable tool in assessing emotional intelligence in the Malay-speaking population. The well-defined factor structure with six distinct dimensions (Appraisal of other emotions, Appraisal of own emotions, Regulation, Social Skills, Utilization of emotions, and Optimism).

The Emotional Intelligence Scale Malay version (EIS-M) appears to be a well-validated and reliable instrument for assessing emotional intelligence in the Malay-speaking population. The initial hypothesized model of EIS-M, with 33 items and 6 factors (Appraisal of other emotions, Appraisal of own emotions, Regulation, Social Skills, Utilization of emotions, and Optimism), displayed an acceptable fit with the data. The fit indices, such as RMSEA, CFI, TLI, and SRMR, suggest that the model adequately represents the underlying structure of emotional intelligence as intended. The internal consistency of the EIS-M was found to be good, as indicated by high Cronbach's alpha (α) values for both the overall questionnaire and its subscales. A Cronbach's alpha value of .955 for the overall questionnaire suggests that the items collectively measure emotional intelligence effectively. Each subscale of the EIS-M also demonstrated good internal consistency, with Cronbach's alpha values ranging from α = 0.762 to α = 0.929 (Table 2). These values are generally considered satisfactory, indicating that the items within each subscale are consistent and measure the specific dimensions of emotional intelligence reliably.

The acceptable fit indices in the initial hypothesized model demonstrate that the items in the questionnaire are consistent with the intended underlying structure of emotional intelligence. This indicates that the EIS-M accurately measures the emotional intelligence dimensions. The high internal consistency values, as reflected by the Cronbach's alpha coefficients, indicate that the items within each subscale are reliable and consistently measure the specific aspects of emotional intelligence. This reliability is a crucial aspect of any measurement tool, ensuring that the questionnaire produces consistent and dependable results over time and across different samples. The robustness of the EIS-M makes it a valuable instrument for researchers, educators, and practitioners in various fields, including sports, education, and personal development. Understanding and enhancing emotional intelligence can have profound implications for an individual's success and well-being.

The findings of a Confirmatory Factor Analysis (CFA) study conducted on the Malay Version of the Emotional Intelligence Scale (EIS-M) among Sarawak universities who are also football players confirms that the EIS-M is a validated and reliable measure of emotional intelligence for the Malay-speaking population. This means that the scale effectively measures emotional intelligence among the study participants. The use of the EIS-M provides valuable insights into emotional intelligence within the context of the Malay-speaking population. By understanding emotional intelligence, researchers and practitioners can gain a deeper understanding of individuals' emotional competencies and how they relate to their behavior and interactions. The study likely found evidence suggesting that emotional intelligence can have an impact on various aspects of life. This could include improved communication, decision-making, interpersonal relationships, and overall well-being. Overall, based on the fit indices and factor loadings, the hypothesized measuring model of the EIS-M displays a strong fit to the data. The RMSEA, CFI, and TLI values all suggest a good to acceptable fit, and the factor loadings indicate that the items are appropriately measuring the underlying factors of emotional intelligence. This information supports the validity of the EIS-M as a tool for measuring emotional intelligence within the Malay-speaking population.

The Emotional Intelligence Scale (EIS) is a self-report questionnaire designed to assess an individual's emotional intelligence. This assessment is based on a model initially developed by researchers Salovey and Mayer in 1990²⁶. The scale itself was originally created by Schutte and his colleagues in 1998¹⁹. Subsequently, its validity and factorial structure were rigorously examined by Lane and his colleagues in 2009, with a specific focus on its applicability to athletes²⁰. Emotional intelligence (EI) is a psychological concept that involves the ability to recognize, understand, manage, and effectively use one's own emotions as well as the emotions of others. It plays a significant role in various aspects of human interactions, including personal relationships, communication, and decision-making. The development and validation of the Emotional Intelligence Scale suggests that it can provide insights into an individual's emotional intelligence level according to the model proposed by the original researcher. The scale likely contains a series of items or questions designed to capture different aspects of emotional intelligence, and respondents provide their self-assessment based on these items. The use of the scale in the context of athletes, as indicated by Lane and his collegues 's validation study, suggests that emotional intelligence could have a meaningful impact on athletes' performance, motivation, teamwork, and overall well-being²⁰.

A validated and reliable measure of emotional intelligence, such as the EIS-M , provides researchers and practitioners with a valuable tool to assess and understand an individual's emotional intelligence levels. With this information, they can design targeted interventions and training programs to foster and enhance emotional intelligence skills in individuals. These interventions could be applied in various settings, such as education, sports, or personal development programs. The use of the EIS-M can help individuals develop their emotional intelligence skills, leading to personal growth and improved social interactions. Developing emotional intelligence can have a profound impact on personal growth, relationships, and overall success in various aspects of life. Emotional intelligence is indeed a crucial factor in football success and sports performance. Acknowledging the significance of emotions and their impact on players' experiences allows for more comprehensive approaches to football players development and support in the sports arena. By understanding and cultivating emotional intelligence, football players can harness the power of emotions to achieve their goals and thrive in their sporting endeavors.

CONCLUSION:

This study successfully validated the Malay version of the Emotional Intelligence Scale (EIS-M) among Sarawak University football players. The EIS-M, consisting of 33 items across six factors, demonstrated strong construct validity and reliability. It aligns well with the collected data from a sample of 321 male student-athletes, as evidenced by acceptable goodness-of-fit indices and factor loadings within an appropriate range. The EIS-M's high internal consistency across its subscales further supports its reliability. This study provides a robust instrument for future research and interventions aimed at enhancing the emotional intelligence of athletes, ultimately benefiting their athletic and personal development.

ACKNOWLEDGEMENTS:

We want to express our sincerest gratitude to all the participants, the Rector of Institute Pendidikan Guru Malaysia, and the Directors of Institut Pendidikan Guru Kampus Zon Sarawak, who have contributed to the study.

CONFLICTS OF INTEREST:

The authors declare no conflict of interest.

FUNDING:

This study was supported by the Ministry of Higher Education Malaysia for the Fundamental Research Grant Scheme (FRGS) with project code: FRGS/1/2020/ SKK06/USM/03/13.

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Received on 10.03.2024 Modified on 17.04.2024

Research J. Pharm. and Tech 2024; 17(6):2573-2579.

DOI: 10.52711/0974-360X.2024.00402