Spiritual Intelligence, Emotional Intelligence, and Family Values as Predictors of Self-Control Among Islamic Senior High School Students
DOI:
https://doi.org/10.25217/0020269823900Keywords:
emotional intelligence, Family values, Islamic Education, Self-Control, Spiritual intelligenceAbstract
Self-control is pivotal for adolescent character development, yet empirical evidence that integrates spiritual intelligence, emotional intelligence, and family values within a single explanatory model remains limited, particularly among students in Indonesian state Islamic senior high schools (MAN). The literature also provides mixed expectations regarding whether family values strengthen (moderate) the effects of individual intelligences on self-control. This study aims to test the direct effects of spiritual intelligence, emotional intelligence, and family values on students’ self-control and to examine the moderating role of family values. A cross-sectional survey was conducted with 416 students from five MAN in South Sulawesi using stratified random sampling across urban and rural areas. Data were analyzed using partial least squares structural equation modeling (PLS-SEM) in SmartPLS 4 with measurement and structural model assessment and bootstrapping. The structural results show that emotional intelligence has the strongest positive association with self-control (β = 0.384), followed by family values (β = 0.260) and spiritual intelligence (β = 0.206), all significant. The model explains 47.9% of the variance in self-control (R² = 0.479) and 25.9% in family values (R² = 0.259). Effect sizes estimates suggest that emotional intelligence may have the strongest association with self-control (f² = 0.182), while family values (f² = 0.095) and spiritual intelligence (f² = 0.054) appear to show comparatively smaller associations. the largest contribution to self-control comes from emotional intelligence (f² = 0.182), with smaller contributions from family values (f² = 0.095) and spiritual intelligence (f² = 0.054). The moderation effects of family values are not significant, indicating a direct rather than moderating role. The study refines a context-sensitive model of self-control in Islamic education and suggests that MAN should prioritize emotional regulation development while strengthening family–school partnerships to reinforce family values.
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