Holy Family Academy of Angeles City, Inc.

Highschool Department
S.Y. 2019-2020

A Quantitative Research: The Relationship

between Students’ Involvement to
Household Chores to Measures of their
Emotional Intelligence
Authors:
Puno, Eazel E.
Fontillas, Chelsea
Nunag, Princess Alyssa
Torres, Bernard Merwin
Cabrera, Vinxer
De Leon, Ryan
 Chapter I

Phenomenon

According to an article by PositivePsychology.com (2018), in the workplace, emotional

intelligence is very important since it is the essence of all the competent skills and qualities

(Ackerman, 2018). An individual’s performance whether in their job or in school, relies on their

emotional intelligence. It is usually believed that Emotional Intelligence (EI) is more beneficial

than one’s intelligence quotient (IQ) in attaining success in someone's career or personal life

(Akers & Porter, 2016). According to a study from Yale Academy, around 98 percent of the

global population have a house to live in. A place where a person could eat, live and sleep. Yet,

despite having a house, some people still fail to perform household chores. Even in the

Philippines, children are obliged to do household chores. According to various studies about the

benefits of doing household chores, not only do they promote cleanliness and order but also

improve other aspects of life like the person’s self-esteem and sense of responsibility.

These studies have already verified that involving your children contribute in your

household will not only lead to their individual growth but will also play a huge role in their

future success (Mansfield, 2018). According to a famous 75-year (and counting) Harvard study,

psychosocial variables and biological processes in an individual's early years can forecast health

and well-being in life and found out the two main things as predictors of success and happiness:

love and work ethic (Murphy, 2017). Those participants who were told to do assigned chores

when they were kids grew to be self-reliant individuals. As most people would say, the earlier

you started, the better. This claim is strongly supported by a data analysis published by

University of Minnesota. According to a parent educator at the Early Childhood Family

Education program, Loubert (2014), that as early as the age of three to five years old, this is a
crucial age in predicting a child’s success depending whether they had begun participating in

chores. However, Funifi (2015) surveyed 5000 families across Western countries and the survey

revealed that 21% of parents do not require their children to do chores.

Every year, depression rates are increasing. More than 100 million people suffer from

mental disorders in the Western Pacific region, which includes the Philippines – accounting for

5.73% of mental disorders in the region (World Health Organization, 2018). Psychologists and

organizations have been finding ways on how to prevent depression and improve better mental

health.

Prevention programs, research and effective community approaches that strengthen the

protective factors such as school-based programs (that develop cognitive, problem-solving and

social skills of adolescents) are continued to be developed. Despite these, the problem remains to

be existent. In this light, the researchers of the current study aims to find the effects of the

involvement of students in household chores as an effective way to develop their emotional

intelligence.

Significance of the Study

The study will have HFA high school students and their parents as the benefactors of this study.

In today's society, household chores and emotional intelligence (EI) have benefits. However,

according to the website, American Psychological Association (2019), that in the Western

countries, children and adolescents' involvement in household chores has declined. This is

because the percentage of this generation's parents ceased to encourage their children to do

chores. In a research conducted by Psychology Today (2010), changes in parenting styles

affected the younger generation's development (Li, 2016). There are different benefits of
involving children to household chores. An article by the New York Times (2018) revealed that -

this also includes personal growth and higher happiness (Dell’Antonia, 2018). This study was

conducted to analyze children’s involvement on household chores to measures of emotional

intelligence. (EI) This study is important to HFA students and their parents since it could help

manage emotions, self-awareness and social skills. All students with higher levels of EI will be

able to manage themselves and relate to others. It would also help self-motivation and effective

communication skills. The results would help the parents of the Familian community to be

knowledgeable and useful in understanding what could benefit in the integral development of

their child, but giving focus in the emotional aspect. This will also contribute in their parenting

styles, by encouraging their children to do chores.

Objectives
The current study aims to determine the relationship between HFA highschool students’

involvement to household chores to measures of their emotional intelligence. Specifically, the

researchers plan to achieve the following:

• Identify the frequency of involvement of senior highschool students in household chores

• Determine the effects of involvement to household chores on their emotional intelligence

of the students.
 Chapter II
Review of Related Literature
The aim of this chapter is to present the research materials in that define the terms related to the

current study. The chapter contains a compilation of the results which further enhance the

credibility of the current research.

Involvement to Household Chores

In many countries, part of a children’s routine in their daily activities are household chores.

(Goodnow,1994 as cited by Crouter, Head, Bumpus & McHale, 2001) The household activities

act to “produce” material things. (such as food, clothing and shelter) However, individuals do

these wherein it both concretize and change the stereotypes. Chores is referred to as the act

of complying with home tasks such as interior cleaning, laundry, grocery shopping, kitchen and

food clean-up, and food and drink preparation (Grossbard, Nadal, & Molina, 2010). In terms of

involvement to household chores, daughters are expected to be more engaged compared to that of

sons (Crouter et al, 2001). This is supported by a UNICEF survey which also showed that girls

have more hours spent in doing household chores compared to boys. The report emphasized that

girls’ involvement in household chores are usually underestimated. This is why adult

responsibilities are expected to be performed by women. This results in intensified gender

stereotypes and the double-burden on women across ages. According to Goh and Kuczynski

(2014), one of the emerging themes in a study centered on Chinese children facing too much

household chores is centered on students being too bombarded with school demands.
Furthermore, this is even led to the parents and grandparents feeling bad for the academic pressure

faced by the student leading to the point of the latter being relieved of household work. This may

lead to children’s decreasing involvement to household chores since parents are the ones

responsible for encouraging their children’s responsibility at home.

With these being said, involvement in household chores consist of different components

which can influence the wellbeing of a person. One of which is the Emotional Intelligence.

Emotional Intelligence

Emotional Intelligence is one of the most essential parts that lead to the success and satisfaction

of a person in one’s life. A sign of being intelligent in the emotional aspect is having the right

emotion at the right time and being capable of it in the most appropriate way possible. This

highlights the internal personal characteristics which include the following: understanding,

motivation and goal setting ability, self-esteem, creativity, flexibility and achievement drive

(Basanti, Sangwan & Balda, 2019). However, this dimension of the human person can be

influenced by several factors including the inevitable growth of a person. Part of the adolescence

of a person is the change in their way of thinking, handling emotions and attitudes. This leads to

cause of conflicts, negative effects on their mental health or in the other way, positive personality

development (Rabha & Saikia, 2019). However, according to Bredberry et al. (2009), EI refers to

the ability, talent and skill to know access and handle emotions of a person in socializing with

others. According to an article by Salovey (1990), they figured that both cheerful and unhappy

moods result in a change in consciousness within; this change would help develop cognitive and
behavioral acts that possibly preserve good or calm undesirable states. Emotional intelligence is

the combination of different factors that makes a person feel to feel, acquire motivation, handle

mood, avoid impulse, persistence in an undesirable situation and therefore succeed in everyday

life (Goleman, 1999 as cited by Basanti, Sangwan & Balda, 2019). In the light of academic

performance of students, emotional intelligence plays an important role since in order to be

successful in school. One needs to develop his or her emotional intelligence in order to succeed

later on in life since school is their training ground before battling in the real world - wherein

they will go in their respective jobs and share in the workforce. This does not disregard the

importance of technical skills and intelligence quotient (IQ). Therefore, emotional literacy is

essential. According to an article by the New York Times, emotional intelligence can be taught

and developed. John Dewey stated in the 19th century as cited by Kahn (2013), school was not

only meant to teach children occupational skills but to train children “deeper habits of mind” like

the how’s in taking new information and ability to work with people. Emotional intelligence also

helps distinguish emotions and triggers in order to appropriately assess and express and exert

emotions in thinking and in their actions. Emotional intelligence is a predictor of successful

marriage and life satisfaction- including work and school achievements (Mayer & Salovey, 1990

as cited by Naghavi & Redzuan, 2011). Emotional intelligence also has the scientific features of

rational intelligence. This includes a) conceptual criterion, wherein emotional intelligences focus

on cognitive functioning; b) correlation criterion, wherein set of abilities which are connected to

other mental skills; c) developmental criterion, ability to develop together with age and

happenings from childhood to adulthood. Since emotional intelligence is correlated with humans'

mental abilities, there are three important mental abilities including a) conception appraisal and

expression of emotion; b) emotion regulation and management and c) one's ability to

compatibility deal with negative emotions using self-regulation methods that advance the

capacity of emotions, the ability to create happy conditions for others, and even hiding one's

negative emotions to avoid hurting others’ personal feelings (Naghavi & Redzuan, 2011). To

conclude, emotions can either enhance or hinder one’s ability to learn. Students need to learn

how to manage their emotions in order to reach their fullest potentials. Self awareness is an

effective way of making improvements in adapting different difficult situations. It empowers a

person to reduce pressure and stress, and from there, it can increase the skills and abilities of a

person to improve their consistency performance ( Manee, Khoiee, & Eghbal, 2015). According

to the study of Visani et al. (2010) cited by Manee, Khoiee, and Eghbal, (2015), self- awareness

education is effective and beneficial for improving adaptability. Each individual who

understands his/her strengths and weaknesses, and identifying their realistic qualities and the

short distance from the real and ideal self, are the foundations of successful adaptation,

particularly academic and social adaptability (Ferguson & Dubow, 2007). Emotional intelligence

and its components are measurable by different instruments and scales. McCann et al. (2003) as

cited by Gorgas, Greenberger, Bahner and Way (2015) reviewed four primary EI instruments

including the Emotional Quotient Inventory (EQ-i), the Schutte Self-Report Inventory (SSRI),

the Hay 360 Emotional Competence Inventory (ECI), and Mayer, Salovey, Caruso EI Test

(MSCEIT). These four are all comprehensive, complicated, and time-consuming.

The previous studies showed that emotional intelligence is significant in achieving a person’s

overall fulfillment in life. Emotional intelligence is prioritized to be developed and increased for

it can contribute in an individual’s success in his/her academic life or career.

Impact of Involving Students to Household Chores

The involvement of children in housework or household chores has been identified to have

potential benefits for the child’s performance at school. According to Rosmann (2008), doing

household chores have a significant impact on a child’s overall academic performance and also it

revealed that it is also the best predictors of a child’s success, if he or she began helping with

household chores at age three to four. Children who do have a set of chores have higher self-

esteem, are more responsible, and are better able to deal with frustration. However, Rosmann

(2008) states that if they do not begin participating in housework until they are fifteen or sixteen

years, the participation does not change them much. The indication is that responsibility learned

through household chores is best learned when children are still young. Having chores also teaches

valuable lessons when children engage in such chores, they manipulate a variety of materials and

equipment and relate with other children and more experienced adults. Once a child feels a sense

of satisfaction after successfully performing a household chore, this builds self-esteem which is

naturally translated in class work activities and in that way it promotes academic excellence and

contributes to their emotional development (Rossman, 2008) While performing household chores,

children make use of all their senses. They can see, touch, feel, smell and even taste the materials

and equipment with which they are using and this is multisensory learning. Children explore the

environment around their home as they work enabling them to develop discovery and exploratory

skills (Gugel, 2004). However, the study also shows that there are emerging issues which are

appearing to challenge the involvement of children in housework. These emerging issues will have

a profound effect on the involvement of children in housework. All school-aged children

participate in any household tasks can have many opportunities to learn skills for living

independently. These learning opportunities include participation as a family member, know how

to handle tasks and increase their personal experiences in setting goals, planning, making decisions

and solving a problem (Taylor & Francis, 2004). However, spending too much time being involved

in family assistance causes a negative effect on a student’s academic performance (Telzer &

Fuligni, 2009). A recent Australian study by Burns and Homel (1989) has further shown that the

performance of children to household chores is gender-based where the boys are more involved in

handyman tasks than girls. In doing household chores, childcare, and eldercare girls are more likely

to do than boys. (Allais, 2009; Bonke, 2010; Evans, 2010; Webbink et.al., 2010) Children have

also been found to perform more housework when their mothers work outside the home (Hedges

& Barnett, 1972). Khajehpour (2011) studied the relationship between emotional intelligence,

parental involvement, and academic performance of high school students. The result shows that

there is a positive and significant relationship among emotional intelligence, parental involvement

and academic achievement of the students. This suggests that emotional intelligence and parental

involvement could predict academic achievement of high school students. Skaar and Williams

(2012) studied the emotional intelligence as a predictor of adolescent risk behavior participation

and perception. The results showed that in younger adolescents, emotional intelligence is related

to participation in some types of risk behaviors and their more refined emotional intelligence

abilities may help them in avoiding participation in behavior such as drinking and driving.

However, in older adolescents, emotional intelligence is related to perception of risk and not to

participate in behaviors. Older adolescents with high emotional intelligence may overcome social

circumstances even though they perceive the action of a higher risk value. It will have an impact

towards the student’s academic performance, skills and emotional intelligence. Having chores also
teaches children valuable lessons as they experienced this while doing chores. Also, their

participation is much more effective if they are younger below 16. But if they do not begin

participating in housework until they are fifteen or sixteen years, participation does not change

them that much. However, having domestic help available as well as changing and irregular

expectations negatively affects their participation in household chores (Klein, Graesch, &

Izquierdo, 2009). Being involved in household chores positively affected the student’s academic

performance (Kulundu, 2010). Younger adolescents’ emotional intelligence is associated towards

their involvement in some risk behaviors. Emotional Intelligence (EI) may help them keep away

in vices like drinking. Students with well-developed emotional skills are also more likely to be

content and effective in their lives. While in some cases students who cannot control their emotions

fight inner battles that sabotage their ability for focused work and clear thought.

The previous studies showed the many benefits of the involvement of children in household

chores. Their involvement can contribute to their character and personality development and their

involvement can be an indicator of success.

Emotional Intelligence and Involvement of Children to Household Chores

The early involvement of children in household chores will help them in making the said

task as a part of their routine in their adult life. This also leads to their psychological development

that enhance their sense of citizenship and being family-oriented individuals. (Pickhardt, 2010). It

was also shared in Kennedy-Moore (2013) that the childhood chores of a person lead to his/her

holistic development especially in the aspects of essential life skills and values. According to

White, Deboer, and Scharf (2019), kindergarten children who regularly did household chores later

became competent and efficient. Based on the various studies collected, there is a relationship

between a student’s involvement in household chores and their emotional intelligence. Emotional
intelligence is greatly affected by a person’s parent-child relationship (Chhetri, 2018). Children

will help in doing household chores if asked by their parents (Dunn, 2009). Children are able to

gain knowledge, skills and experience as they interact with their home and experienced adults

(Rutherford, 2001). According to a study conducted by Grossbard, Nadal, and Molina (2010),

“chores” are negatively correlated with both years of schooling and earning. A student’s academic

performance is affected by the values they acquire from being involved with the household as their

responsibility which becomes a source of motivation. They also give a student a sense of

fulfillment and satisfaction. It was also claimed that men, specifically husbands, who participate

in household chores have higher emotional intelligence and better physical health. It is proven

through their efficiency in allocating time for the different chores even after work and

accomplishing them. This let them handle their stress and in alleviating negative emotions. (Wei

Li, 2019 as cited by Najihah, 2019)

With these being said, involvement to household chores have positive and negative effects in an

individual’s emotions and overall behavior. Thus, this may have a contribution in developing a

person’s emotional intelligence.

Adolescents may have a specific need to regulate their emotions in take to stressors

(Young, Sandman, & Craske 2019). Wrong decisions during teenage years can have long-term

negative effects. Self-regulation during this maturing period are critical. Even though self-

regulation is an inner ability of the self, its improvements and use depend on certain, active and

supportive environments and relationships (Murray & Rosanbalm, 2017) However, little is

known about how can the involvement of household chores affect the emotional intelligence of

adolescents especially that there were only limited studies conducted in the local

setting. Differing family values and cultures; and one’s environment are factors that could affect
the results of the phenomenon. This is the research gap that the current study aims to focus on

whether there is a correlation between doing household chores and emotional intelligence.
 CHAPTER III

Methodology

This section of the study presents how the researchers collected the data needed for the answer

the objectives of the present research.

Research Design

The current study is a Quantitative Research. It followed a Survey Design in order to see the

impact of being involved in Household Chores to measure their Emotional Intelligence (EI).

Sampling Procedure

The respondents were the Grade 11 students of Holy Family Academy for the school year 2019 -

2020. They consist of 8 sections divided into 3 strands: ABM, HUMMS, and STEM. The

respondents were selected using the Stratified Sampling method. The sections served as strata

from which the researchers randomly picked from until they acquired the necessary number of

respondents. Using the Raosoft Sample Calculator, the researchers were able to compute a

sample size of 56.

Data Gathering

The researchers gathered data by giving two questionnaires to the respondents asking them about

their involvement to Household Chores to measure the impact towards their Emotional

Intelligence (EI). Also how they manage their emotions. The first questionnaire (Emotional

Intelligence) is a revised version of the tool used by Catap et al. (2018) while the second
questionnaire (Involvement to Household Chores) was prescribed by the research teacher.

Statistical Tool

The mean value of the Likert Scale will be calculated. This will serve as the basis of analysis and

interpretation for the findings of the current study. For the interpretation, the scale below will be

used.

4 to 3.25 – Strongly Agree

3.24 to 2.50 – Agree

2.49 to 1.75 – Disagree

1.74 to 1 – Strongly Disagree

The correlation between the students’ emotional intelligence and their involvement to household

chores was identified using the Spearman’s rho correlation coefficient. This will serve as basis in

analyzing the results of the research.

 CHAPTER IV
Results and Discussion
Table 1. Emotional Intelligence Self-evaluation Test
Questions with Positive Statements MEAN
1. Expressing my emotions with words is not a problem for me 2.68
3. On the whole, I’m a highly motivated person 2.77
6. I can deal effectively with people 2.875
9. I feel that I have a number of good qualities. 2.59
11. I’m usually able to influence the way other people feel. 2.68
15. On the whole, I’m able to deal with stress 2.14
17. I’m normally able to “get into someone’s shoes” and experience their emotions. 2.61
19. I’m usually able to find ways to control my emotions when I want to. 2.54
20. On the whole, I’m pleased with my life 2.64
21. I would describe myself as a good negotiator. 2.38
23. I often pause and think about my feelings. 3.04
24. I believe I’m full of personal strengths. 2.41
27. I generally believe that things will work out fine in my life. 2.98
29. Generally, I’m able to adapt to new environments. 2.625
30. Others admire me for being relaxed. 2.36

Questions with Negative Statements

2. I often find it difficult to see things from another person's view point 2.125
4. I usually find it difficult to regulate my emotions 2.46
5. I generally don’t find life enjoyable 1.8
7. I tend to change my mind frequently. 2.62
8. Many times, I can’t figure out what emotion I'm feeling. 2.64
10. I often find it difficult to stand up for my rights. 2.34
12. On the whole, I have a gloomy perspective on most things. 2.54
13. Those close to me often complain that I don’t treat them right 2.11
14. I often find it difficult to adjust my life according to the circumstances. 2.375
16. I often find it difficult to show my affection to those close to me. 2.34
18. I normally find it difficult to keep myself motivated. 2.625
22. I tend to get involved in things I later wish I could get out of. 2.75
25. I tend to “back down” even if I know I’m right 2.48
26. I don’t seem to have any power at all over other people’s feelings. 2.59
28. I find it difficult to bond well even with those close to me. 2.22
Among the remaining 15 questions with negative statements, It can be concluded with this data

that the Grade 11 students tend to involve in decisions that can bring them trouble yet they find

life worth-living and enjoyable (2.75). Grade 11 students tend to be involve in trouble but still

majority of them find life enjoyable (1.8). On the other hand, in the questions with positive

statements, it can be concluded with this data that Grade 11 students tend to think more about

their feelings wherein it can also be concluded that most of them are aware of what they exactly

feel (3.04). It can be said that they are having a hard time to cope with stress (2.14). It can be

concluded that there is a relation on how they involve themselves to decisions that can bring

them in trouble and therefore they are having difficulty in dealing with stress. Therefore, the

participants possess high emotional intelligence. Similar results are found in the study of Manee,

Khoiee, and Eghbal (2015) in their study it was determined that self awareness is an effective

way of making improvements in adapting different difficult situations. It is concluded that it also

empowers a person to reduce pressure and stress, and from there, it can increase the skills and

abilities of a person to improve their consistency performance (Manee, Khoiee, & Eghbal, 2015).
Chart 1. Involvement in Household Chores of Grade 11 Students

87.50% of the respondents answered “yes” when asked if they do household chores. Only

12.50% of the respondents do not participate in doing household chores.

Table 2. Involvement in Household Chores of Grade 11 Students

Questions MEAN
1. I always do household chores. 2.68
2. My parents require me to do household chores 2.75
3. My siblings require me to do household chores 1.89
4. I am always willing to do the chores they ask me to do. 2.52
5. I help in doing the household chores even if I am busy. 2.23
6. Doing household chores is part of my daily routine. 2.39
7. When I am asked to do chores, I do it right away. 2.23
8. I feel like I am obligated to do chores at home. 2.5
9. I only help in household chores during my free time. 2.57
10. I enjoy doing household chores. 2.089
11. I accomplish household chores to relieve my stress. (eg: washing the dishes) 2.29
12. I start to process my thoughts and handle my emotions better whenever I am busy
doing chores. 2.27
13. I feel a sense of accomplishment after doing household chores. 2.80
14. I can do things on my own now (at home) because ever since I was young, I am
helping in chores 2.79
15. I expect a reward after accomplishing my chores 1.66
16. I developed a sense of responsibility because I involve myself in doing chores 2.66
 17. I voluntarily do chores at home. 2.52
18. I get annoyed whenever I am asked to do chores. 2.34
19. When I have a list of chores to do, I plan which one to prioritize first. 2.61
20. If I don’t know how to perform a certain chore, I ask for help and assistance. 2.61

As seen in Table 2, out of the twenty (20) questions, it can be concluded that Grade 11 students

feel a sense of accomplishment (2.80) after doing chores and they learned to be independent

since they were involved in doing household chores (2.79), while after feeling a sense of

accomplishment they do not expect a reward or benefit in return (1.66). Therefore, it can be

deduced that the respondents have a sense of accomplishment when they involve themselves in

household chores but they do not expect a benefit in return. Similar results are found in the study

of Telzer and Fuligni (2009) that household chores give students a sense of fulfillment and

satisfaction. Once a child feels a sense of satisfaction after successfully performing a household

chore, this builds self-esteem which is naturally translated in class work activities and in that way

it promotes academic excellence (Rossman, 2008)

Chart 2. Involvement in household chores of Grade 11 Students

As seen in Chart 2, most of the respondents started to participate in household chores when they

were 9-10 years old.

Chart 3. Involvement in Household Chores of Grade 11 Students

From the data above, it can be seen that most of the respondents only do household chores for a

short period of time. Most of them answered that they only participate in household chores on a

daily basis, for an hour.

Table III. The Spearman’s Rho Correlation Coefficient of the Emotional Intelligence and
Involvement of Grade 11 Students in Household Chores

Number of Obs 56
Spearman’s Rho 0.3500
Test of Ho A and B are independent
Prob > |t| 0.0082
Result There is a positive correlation.

Based on the table above, it can be referred that there is a positive correlation between the

students’ emotional intelligence and their involvement in household chores. The results are

similar to the study of Wei Li (2019) that when men are involved in chores at home, their

emotional intelligence is higher.

 Chapter 5
Conclusion and Recommendation
Conclusion
Based on the findings, most of the participants actively involve themselves in doing household

chores and they possess high emotional intelligence and it has been concluded that there is a

positive correlation between the two variables.

Recommendation
The study has shown that when Grade 11 students involve themselves in household chores, their

emotional intelligence is increased and developed. Therefore, this shows a positive significance

between the two. In consideration of these findings, the researchers present the following

recommendations:

To the parents, they can resolve the existing problems concerning Emotional intelligence through

encouraging their children to participate in household chores. Both variables are relevant to each

other. Especially, parents are the core of one’s personal growth and a healthy parent-child

relationship is an important factor to a child's development and it also contributes in his/her

emotional state. The findings also suggest that parents should involve their children in household

chores and tasks at home even at an early age but should consider the amount and difficulty of the

given tasks.

To the students, they may be informed that doing household chores has several benefits especially

on their emotional intelligence - like personal growth and happiness.

To the future researchers, they are advised to conduct the same study with different approach,

the use of additional methods for the variables and limiting or restricting the chosen population

(eg: based on age or gender). The future researchers can conduct the same study with a larger

population to present the possibility of different findings that may support, or contradict the overall

results of this research, to contribute to the conclusion of whether or not the relationship is present

and significant.