ENHANCING THE EMOTIONAL INTELLIGENCE OF

STUDENTS IN THEIR ACADEMIC PERFORMANCES

Presented by
Jonash Jovan V. Manalo

A Senior Thesis
Presented to the Faculty of Crest Christian School of San Pablo
City, Incorporated
A.Y: 2022-2023

Presented to:

Macelyn Gutierrez
Grade 7 Advisor

John Dominic G. Dionela

School Head

Anamae P. Caliwagan
Grade 12 Adviser

May 2023
 Chapter I

Background of the study

The study of emotional intelligence concerning academic performance is a growing area of

interest for researchers and educators. Emotional intelligence is the ability to recognize and
understand one's own emotions, as well as the emotions of others, and to use this information to
guide thinking and behavior.Research has shown that students with higher emotional intelligence
tend to have better academic performance and are more likely to have positive social
interactions. Emotional intelligence can help students manage stress, set and achieve goals, and
build positive relationships with their peers and teachers.However, not all students have the same
level of emotional intelligence, and some may struggle to understand and regulate their
emotions. This can harm their academic performance and overall well-being. Therefore, there is
a need for interventions and programs aimed at enhancing students' emotional intelligence.The
purpose of this study is to explore the effectiveness of interventions aimed at enhancing the
emotional intelligence of students and their impact on academic performance. The study will
examine various strategies, such as mindfulness practices, social-emotional learning programs,
and cognitive-behavioral interventions, to determine which approaches are most effective in
improving emotional intelligence and academic outcomes.The findings of this study could have
important implications for educators, as they seek to create learning environments that support
the emotional well-being and academic success of allstudents.

I. Introduction

The ability to perceive, analyze, and manage one's own emotions as well as those of others and
even groups is known as emotional intelligence (EI). Also, it helps people to manage additional
pressures,whichtheyfrequentlyencounter in higher education.
Emotional intelligence is an essential skill that can greatly impact a student's academic
performance. It refers to the ability to recognize, understand, and manage one's own emotions, as
well as the emotions of others. Students with high emotional intelligence are better equipped to
navigate challenging situations, build positive relationships with others, and make sound
decisions. (Chapin, Krysta 2015)

By providing students with opportunities to develop their emotional intelligence, educators can
help them build a strong foundation for academic success. This can involve teaching Students
strategies for managing their emotions, such as mindfulness and deep breathing exercises, as
well as fostering a positive and supportive classroom environment. With these skills and tools,
students can become more effective learners, and better able to reach their full potential both
academically and personally.
 II. Significance of the study

The study of enhancing the emotional intelligence of students in their academic performance is
significant for several reasons.

Students. Firstly, academic success is not solely determined by cognitive abilities, but also by
emotional intelligence. Students with high levels of emotional intelligence tend to perform better
academically and are better equipped to handle the challenges of academic life, such as stress,
time management, and social relationships. Additionally, the study of enhancing emotional
intelligence is significant for promoting students’ overall well-being. Emotional intelligence is
closely linked to mental health, and students with higher levels of emotional intelligence tend to
experience less stress, anxiety, and depression. By promoting emotional intelligence among
students, educators can create a more supportive and nurturing learning environment that
enhances students' overall well-being.

Educators and Researchers. Secondly, emotional intelligence is not an innate ability, but a set
of skills that can be developed and enhanced through practice and training. By studying how
emotional intelligence can be enhanced, educators and researchers can identify effective
strategies to promote emotional intelligence among students and improve their academic
outcomes.

Society. Finally, the study of enhancing emotional intelligence has broader implications for
society as a whole. Emotionally intelligent individuals are better equipped to navigate the
modern world's complex social and emotional demands, including the workplace and personal
relationships. By promoting emotional intelligence among students, we can help create a more
empathetic, compassionate, and socially responsible society.

In summary, the study of enhancing the emotional intelligence of students in their academic
performance is significant because it promotes academic success, and overall well-being, and has
broader implications for society as a whole.

III. Theoretical Framework:

Theories and Studies in their Emotional IntelligenceUpon Academic Performance

Emotional Intelligence
A theory by Daniel Goleman published 1998 that states that the five components of an
emotional intelligence of an individual. This states how necessary it is to enhance the five
components of emotional intelligence mainly because it impacts a specific workplace. The five
components of an emotional intelligence of a person are self-awareness, self-regulation,
motivation, empathy, and social skills. Other concepts of this theory are: (1) that emotional
intelligence is the ability of a person to manage interpersonal attitudes and behaviour. (2)
 Expressing your emotions and feelings can determine your emotional intelligence. (3) Emotional
intelligence is the largest single predictor of emotional success in workplace.

The Mayer-Salovey Four Branches Model of Emotional Intelligence

States that emotional intelligence can be measured through four measures, that
determines how emotionally intelligent a person is. The four determiners are
perception/expression of emotion, use of emotion to facilitate thinking, understanding of
emotion, and management of emotion in oneself and others. The following measures served as a
model on emotional intelligence. Key concepts of this models are (1) emotional intelligence can
be discovered through several measures examined through qualitative measures. (2) Emotional
intelligence can be related to other distinctive intelligence. (3) That emotional intelligence
through these measures can be enhanced and and develope through experiences.

IV. Research Paradigm

Independent Variable Dependent Variable

Profile: Academic Performance

 Age
 Gender  Effective Time Management
 Grade Level  Critical Thinking

Emotional Intelligence
 Self-regulation Skills
 Problem-solving Abilities
 Engagement and Resilience

V. Statement of the Problem

The study aimed to know the importance of Enhancing the Emotional Intelligence of Students in
their Academic Performances. Specifically, it sought to find answers to the following questions:

1. What is the profile of the students in terms of:

1.1 Age;
1.2 Gender;
2. Is there a relationship between emotional intelligence and students' academic achievement?
3.
4. Is there a significant relationship between the Enhancing the Emotional Intelligence of
Students in their Academic Performances and learning outcome of the students?

HYPOTHESIS
There is no significant relationship between emotional inteligence and academic performance to
grade 9 students of Crest Christian School.
CLAIM: The assessed interventions enhancing the emotional intelligence will contribute towards
the academic performance of the students.
Alternative - The assessed interventions aimed at enhancing the emotional intelligence of the
students will have a significant relationship towards their academic performance.
Null - The assessed interventions aimed at enhancing the emotional intelligence of the students
will have no significant relationship towards their academic performance.

SCOPE AND LIMITATIONS

This study focuses on enhancing the emotional intelligence of students and their impact
on academic performance. In addition, the study aims to discover possible adjustments and
effective interventions regarding the situation of the selected participants have had under the
matter.
The study will be conducted at the vicinity Crest Christian School.from Febuary 2023 to
May 2023 as part of the requirement inResearch II The study will be done by distributing
interview forms involving participants from the junior high school department of Crest Christian
School. The study neither covers other students who are not enrolled at Crest Christian
Schoolother students who are not taking their junior high school degree under the academic year
2022 -2023. The data reports provided by the participants will be then useful in carrying out the
present research.
The study will be conducted by the researchers and the interviewees in a face-to-face
engagement. The participants will receive a guide list of questions. In line with this, the
questionnaire prepared by the researchers will be developed from reading reference materials and
related topics regarding the enhancement of emotional intelligence of students and its impact on
their academic performance.
Definition of Terms
Emotional intelligence – The ability to understand, use, and manage your own emotions in
positive ways to relieve stress, communicate effectively, empathize with others, overcome
challenges and defuse conflict.
Academic performance – The measurement of student achievement across various academic
subjects.
Interventions - The act of interfering with the outcome or course especially of a condition or
process.
Peers- One that is of equal standing with another.
Mindfulness - A type of meditation in which you focus on being intensely aware of what you're
sensing and feeling in the moment, without interpretation or judgment.
Social-emotional- The process of developing the self-awareness, self-control, and interpersonal
skills that are vital for school, work, and life success.
Cognitive-behavioral - A talking therapy that can help you manage your problems by changing
the way you think and behave.
Innate ability - A natural talent or skill that has been with a living thing from its inception.
Empathetic - Showing an ability to understand and share the feelings of another.
Questionnaire - A set of printed or written questions with a choice of answers, devised for the
purposes of a survey or statistical study.
 Chapter II
Review of Related Literature

A study published by Jan et al. (2020) suggested that the academic performances of
students are very dependent on the way learners handle the emotions one has thus emotional
intelligence being a major factor of the academic performances of students. The study's findings
concluded that the students who experienced lower emotional anxieties are more likely to
experience less library anxieties. The study's findings also emphasized the fact that emotional
intelligence and student's way of coping up through stress can impact their academic
performances. The study of Jan has been proven to illustrate how emotional intelligence can
lessen the tendencies of library anxiety which can contribute to a more productive and healthy
academic performance. By improving emotional intelligence students can increase their
scholastic related activities. (Jan et al, 2020)
Ononye et al. (2022) found out that academic resilience and emotional intelligence
provided a strong factor contributing to the academic performance of learners. The study
published has used quantitative measures to conduct a survey and concluded that students are
more likely to succeed in their academic performance when their emotional intelligence is
carefully balanced. The authors also added that emotional intelligence paved way for the positive
effects on a student's academic performance to happen. The effects of emotional intelligence are
complementary to the academic performance of students giving both direct and indirect effect to
a students resiliency. The study has concluded that emotional intelligence has direct effects on a
student's overall performance academically. (Ononye et al., 2022)
According to a study made by Ebrahimi (2018) enchancing the emotional intellegence of
learners can impact their learning on proper reading skills. The study added that the reading
skills of learners may vary depending on the emotional intelligence. Through empirical
observation, the study ruled out that not only did emotional intelligence made a significant effect
on the way learners studied reading but also enchanced as their emotional intelligence increased.
The effects of emotional intelligence was observed and how it enchancing emotional intelligence
contributed to language learning. (Ebrahimi, 2018)

Self-regulation skills
Baumeister, Vohs, and Tice (2017) conducted a meta-analysis of research on self-
regulation and found that individuals with strong self-regulation skills demonstrated better
academic performance, emotional well-being, an2d interpersonal relationships. They emphasized
the importance of self-regulation in managing impulses, controlling emotions, and maintaining
focus on long-term goals
 Duckworth and Seligman (2015) explored the concept of self-regulation in the context of
grit and perseverance. Their research highlighted that individuals with higher levels of self-
regulation tend to persist in the face of challenges, set and achieve goals, and exhibit greater
long-term success. They emphasized the role of self-regulation in enhancing achievement and
resilienc
Hofmann, Schmeichel, and Baddeley (2012) reviewed empirical studies on self-
regulation and its impact on various outcomes. They found that individuals with effective self-
regulation skills exhibited better academic performance, higher levels of well-being, and
improved physical and mental health. Their research emphasized the importance of self-
regulation in achieving personal and academic success.
Problem-Solving Abilities
Kuhn and Pease (2014) conducted a meta-analysis of studies on problem-solving skills
and identified problem-solving as a critical competency for academic success and real-life
applications. Their findings indicated that individuals with strong problem-solving abilities
demonstrated better critical thinking, creativity, and adaptability.

Mayer (2017) explored the relationship between problem-solving skills and cognitive
abilities. The study revealed that individuals with advanced problem-solving abilities displayed
higher levels of cognitive flexibility, analytical reasoning, and decision-making skills. The
research emphasized the importance of problem-solving skills in academic and professional
contexts.

Jonassen (2014) discussed the importance of problem-solving abilities in educational

settings. The research highlighted that problem-solving skills are crucial for students to actively
engage in meaningful learning experiences, promote deep understanding, and foster critical
thinking. The study emphasized the need for educators to incorporate problem-solving activities
into the curriculum to enhance students' problem-solving abilities.

Engagement and Resilience

Fredricks, Blumenfeld, and Paris (2014) explored student engagement in academic

activities. Their research highlighted the positive correlation between student engagement and
academic achievement. They found that engaged students exhibited higher levels of motivation,
self-efficacy, and perseverance, leading to improved learning outcomes.

Masten and Obradović (2016) conducted a review of resilience research and emphasized
the role of resilience in academic success. Their findings indicated that resilient individuals
possess the ability to overcome adversity, adapt to challenging circumstances, and maintain
positive well-being. The study highlighted the importance of fostering resilience in students to
enhance their academic performance and overall well-being.
 Martin-Krumm, Sarrazin, Peterson, and Famose (2013) investigated the relationship
between engagement, self-regulation, and academic success. The study revealed that engaged
students displayed higher levels of self-regulation skills and perseverance, which positively
influenced their academic performance. The research emphasized the importance of fostering
engagement and resilience in educational settings to support students' academic achievement.

Chapter III
Methodology

The purpose of this study is to examine various strategies, such as mindfulness practices,

social-emotional learning programs, and cognitive-behavioral interventions, to determine which

approaches are most effective in improving emotional intelligence and academic outcomes. The

methodology is employed to test the research hypotheses is presented in the chapter. The chapter

is organized into the following sections; research design, respondents of the study, research

instrument, data gathering procedure, and treatment of data.

Research Design

In this study titled ‘Enhancing the Emotional Intelligence of students in their Academic

Performances’, the researchers will use quantitative research method as its research design.

Williams (2021) discussed that researchers that use quantitative methods attempt to develop a

comprehensive understanding of human behavior and other phenomena across a variety of

contexts and groups. With this information, quantitative research will be conducted in a short

amount of time and is known for being scientific and approachable.

Respondents of the Study

 The data will be gathered from the students enrolled under the junior high school

department of Crest Christian School.In this population, 15 students from grade 9 in the junior

high school department will be chosen as the respondents of the study.

In the quantitative phase of the methodology, the researchers will use a probability

sampling technique, in which, according to Botha (2018), in order for a method of sampling to

be classified as probability sampling, it must make use of a random selection process of some

kind. To put it another way, the researchers will need to devise a method or a procedure that will

ensure, beyond a reasonable doubt, that all of the different units that make up the population they

are sampling have an equal chance of being selected. The researchers will use specifically the

simple random sampling technique. According to Taylor (2023), a simple random sampling is a

selection made at random from a larger population to obtain information about a particular subset

of individuals or members. It ensures that every person or member of a population has a chance

of being selected that is comparable to other people in the population. In the study, this technique

is used to ensure that every member of the population of junior high school students in Crest

Christian School.has a known and equal probability of being selected in the sample.

Research Instrument

Survey questionnaires will be the major data gathering instrument used in the study in

order to secure despondence to certain questions related to the topic. According to Amaresan

(2022), questionnaires are commonly used for collecting data in surveys. Detailed inquiries are

asked to get to the bottom of a subject from the respondents' perspective. The questionnaire used

in the study will be carefully listed to obtain information on the issues and concerns alongside its

perceived advantages to the participants.

 The questionnaire consisted of two component parts; the first part (A) consisted of

questions that made it possible for the bio-data to be collected. This part of the survey

questionnaire was intended to elicit information about the sex and age of the respondents. The

second part (B) is a Likert Scale which is used to assess the extent of the enhancing of emotional

intelligence of the students towards their academic performance. It consists of a four-point scale

ranging from Never-N ; Rarely-R ;Sometimes-S ; Always-A . The findings of this scale will be

verbally interpreted using the given List of Ranges from the table below.

Legend Scale Interpretation

Points Scale Points Scale Verbal

Interpretation

4 3.50 – 4.0 Always

3 2.50 – 3.49 Sometimes

2 1.50 – 2.49 Rarely

1 1.00 – 1.49 Never

Table 1. List of Ranges

 The questionnaire prepared by the researcher is developed from reading reference

materials and related topics regarding the extent of enhancing the emotional intelligence of

students in their academic performance.

Data Gathering Procedure

To gather data, the researchers followed the following steps.

1. The researchers will secure the approval letter towards the research adviser, the Dean

of the Senior High School department, and the Dean of the Junior High School

department to conduct the study.

2. After securing the approval letter, the researchers had the survey questionnaires

validated.

3. After the questionnaire has been approved by the validators, the researchers also

sought for help with their research adviser to make sure that the questionnaire is

accurate to the study, and the researchers proceeded on making necessary revisions

on the questionnaire.

4. After the questionnaires were finalized, the researchers conduct the research in the

vicinity of Crest Christian School.distributing the questionnaires to the selected

respondents.

5. The responses were tallied by the researchers as an indication to the final step which

is interpreting and analyzing the raw information from the participants.

 These procedures were found useful for researchers in a way in figuring out so of

possible data analyses to be interpreted based on how often each participant answered each

question. Along with the first-hand information, the researchers will also use secondary sources

like published articles and literatures to back up their findings.

Treatment of data
In order to analyze data, the researchers will conduct a summary of the numerical data.
This would be accomplished by keeping a tally based on the responses of the respondents to the
survey questionnaires, and then using percentage and frequency to summarize the results.
Following this, the statistical treatments that were used will be the following:
1. Percentage. This will be used for determining the percentage of the total number
of respondents.
2. Frequency. This will be used to define the number of times an answer occurred in
this study.
Formula of Percentage and Frequency:
% = (f/n) x 100
Where: (% = percentage, f = frequency, n = number)
3. Weighted Mean. This will be used to determine the average scores from the given
questions in the Likert Scale. The formula of weighted mean is shown below.
∑(W 1 X 1+W 2 X 2+ WnXn)
WM=
N
Where: WM – Weighted Mean
∑ W1X1 – Sum of the product of the frequency and the unit weight.
N – Total number of respondents
 Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

In this chapter, the analysis and interpretation of the collected data are presented to
address the research questions and validate the study. The data analysis process aims to provide a
comprehensive understanding of the findings obtained from the questionnaires.
The analysis and interpretation of data involved two main steps. The first step focused on
the quantitative analysis of data obtained from the questionnaires. This involved statistical
techniques and methods to analyze the numerical data and derive meaningful insights. The
quantitative analysis provided numerical summaries, patterns, and relationships within the data.
The second step involved a qualitative interpretation of the data gathered from the survey.
This process aimed to understand and interpret the qualitative aspects, such as opinions,
perspectives, and experiences expressed by the respondents.
Both quantitative and qualitative analyses were employed to ensure a comprehensive
understanding of the data. The results were then presented in a clear and organized manner to
facilitate easy comprehension and support the research findings.
Overall, this chapter focuses on the presentation, analysis, and interpretation of the
collected data, using a combination of quantitative and qualitative approaches to provide a well-
rounded understanding of the research questions.

Profile of Respondents
Table 1: Age Distribution of Respondents

AGE GROUP FREQUENCY PERCENTAGE RANK

15 years old 12 80% 1

16 years old 3 20% 2

17 years old 0 0% 3

18 years old 0 0% 3

TOTAL 15 100%
Table 1 displays the age distribution of the respondents who participated in the survey within the
age range of 15 to 18 years old. Out of the total respondents, 80% were 15 years old, while 20%
were 16 years old. None of the respondents fell into the age groups of 17 and 18 years old.
Therefore, the majority of respondents in the survey were 15 years old.

Table 2: Gender Distribution of Respondents

GENDER FREQUENCY PERCENTAGE RANK

Female 13 86.7% 1

Male 2 13.3% 2

TOTAL 15 100%
Table 2 illustrates the gender distribution of the respondents who participated in the survey. Out

of the total respondents, 86.7% were female, while 13.3% were male. This indicates that a

majority of the respondents are women.

Table 3: Grade Level Distribution of Respondents

GRADE LEVEL FREQUENCY PERCENTAGE RANK

Grade 7 0 0% 2

Grade 8 0 0% 2

Grade 9 15 100% 1

Grade 10 0 0% 2

TOTAL 15 100%
Table 3 presents the grade level distribution of the respondents who participated in the survey.

Out of the total respondents, 100% were in Grade 9, indicating that all the respondents were from

this particular grade level. Grade 7, Grade 8, and Grade 10 had no representation among the

respondents. Therefore, the survey primarily focused on students in Grade 9.

Table 4: Students' Emotional Intelligence Profile

Statement Weighted Verbal Rank

Mean Interpretatio
 n

Q1.I am aware of my emotions while studying. 1.733 Low 20

Q2.I can effectively manage my emotions during exam. 2.4 Moderate 19

Q3.I understand the emotions of my classmates and how 3.067 Moderate 16

it affects the learning environment.

Q4.I can adapt to changes and challenges in my academic 3.467 High 2

journey.

Q5.I am able to control my stress levels during academic 3.133 High 13

tasks.

Q6.I can express my thoughts and opinions clearly in 2.667 Moderate 17

class.

Q7.I am sensitive to the emotions and needs of my 2.533 Moderate 18

teachers.

Q8.I actively listen to my peers during group discussions. 3.2 High 12

Q9.I am open to constructive criticism and feedback from 3.4 High 5

my teachers.

Q10.I am able to resolve conflicts with my classmates in 3.36 High 6

a peaceful manner.

Q11.I take responsibility for my actions and academic 3.87 Very High 1
performance.

Q12.I effectively manage my time and prioritize tasks. 3.40 High 4

Q13.I remain motivated and focused on my academic 3.20 High 11

goals.

Q14.I am able to handle pressure and perform well in 3.27 High 9

exams.

Q15.I am empathetic towards my classmates' academic 3.13 High 14

struggles.

Q16.I am confident in seeking help from my teachers or 3.47 High 3

classmates when needed.

Q17.I have a positive attitude towards academic 3.27 High 8

challenges.

Q18.I am able to maintain a healthy work-life balance. 3.07 High 15

Q19.I understand the importance of self-care for 3.27 High 7

academic success.

Q20.I am able to adapt my learning strategies based on 3.2 High 10

my emotional state.

Table 4 presents the Emotional Intelligence Profile of the students, showcasing their responses to
various statements related to emotional intelligence. The table includes the weighted mean,

verbal interpretation, and rank for each statement.

The students' responses were measured on a Likert scale, with higher weighted mean values

indicating a stronger agreement with the statements. The verbal interpretation provides a

summary of the level of emotional intelligence demonstrated by the students for each statement.

The rank column represents the position of each statement based on the descending order of the

weighted mean values, with rank 1 being the highest and rank 20 being the lowest.

The results of the analysis indicate the following:

Profile of Respondents:

 Age Distribution: The majority of the respondents (80%) were 15 years old, while the

remaining 20% were 16 years old. No respondents fell into the age groups of 17 and 18

years old.

 Gender Distribution: The survey had a higher participation rate from females (86.7%),

with males comprising only 13.3% of the respondents.

 Grade Level Distribution: All respondents (100%) were from Grade 9, indicating that

the survey focused on students in this particular grade level.

Emotional Intelligence Profile:

 The respondents showed varying levels of emotional intelligence across the statements.
  The statement with the highest weighted mean and rank 1 was "I take responsibility for

my actions and academic performance," indicating a very high level of emotional

intelligence in this area.

 The statement with the lowest weighted mean and rank 20 was "I am aware of my

emotions while studying," indicating a lower level of emotional intelligence in this

aspect.

 Overall, the respondents displayed high to moderate levels of emotional intelligence

across most of the statements, with some statements ranking higher than others.

These results provide insights into the profile of the respondents and their emotional intelligence
levels based on the provided statements. However, to fully address the statements of the
problem, further analysis and interpretation are needed, such as determining the relationship
between emotional intelligence and academic achievement, identifying the best predictor of
academic achievement, and investigating the significant relationship between enhancing
emotional intelligence and learning outcomes.

Chapter V

Summary:

Conclusions:
Recommendation:

REFERENCE:
https://positivepsychology.com/emotional-intelligence-theories/?
fbclid=IwAR1kT_9dwzPT_ldlMhyMGYlyT05SS8NGoMgmHp25ZyohMBgUzYDOzDs1_LQ#
:~:text=According%20to%20Goleman%2C%20EI%20is,12%20'subscales'%20of%20EI
https://eric.ed.gov/?
id=EJ1072926&fbclid=IwAR22T8d9BJJbMRnvt0aO8So9jWFQ1x7TyKftq28SIeMJBlpijhLxB
L8JhV4

https://asana.com/resources/emotional-intelligence-skills?gclid=CjwKCAiAxvGfBhB-
EiwAMPakqt137CckuOSRiHfH_lKN5tSv11B1Hmmal7E-
lCLF82_rwl49DJt2ixoCogsQAvD_BwE&gclsrc=aw.ds&fbclid=IwAR0ygaWUkuzZDUxMeAyi
1DbLX7312Oc9KkMX15DV-uYofxhLFZATpEZMmsc

https://www.tandfonline.com/doi/abs/10.1080/0142159X.2018.1481500?
fbclid=IwAR0s5FsnBIF6t9inm1IIIlJ594MlKeJt9jebHv3xg7qakMjlQcfVhAHWX-
o&journalCode=imte20

https://www.tandfonline.com/doi/abs/10.1080/0142159X.2018.1481499?
fbclid=IwAR0WnTdrT84rQiSEF3Dbs-5N7gE9Vfri9gdtMBf74ZPaqsZ7fan2G8SDCaM

Jan, S. A., Anwar, M., & Warraich, N. F. (2020). The relationship between emotional
intelligence, library anxiety, and academic achievement among the university students. Journal
of Librarianship and Information Science, 52(1), 237–248.
https://journals.sagepub.com/doi/10.1177/0961000618790629

Ononye, U., Ogbeta, M. E., Ndudi, F., Bereprebofa, D., & Maduemezia, I. (2022). Academic
resilience, emotional intelligence, and academic performance among undergraduate students.
Knowledge & Performance Management, 6(1), 1–10.
https://www.businessperspectives.org/index.php/journals/knowledge-and-performance-
management-2/issue-403/academic-resilience-emotional-intelligence-and-academic-
performance-among-undergraduate-students

Ebrahimi, M. R. (2018). The Impacts of Enhancing Emotional Intelligence on the Development

of Reading Skill.
https://eric.ed.gov/?id=EJ1183384
Hcsuper. (2022). Daniel Goleman’s Emotional Intelligence Theory: Explanation and Examples |
Resilient Educator. ResilientEducator.com.
https://resilienteducator.com/classroom-resources/daniel-golemans-emotional-intelligence-
theory-explained/

Mayer, J. E., Salovey, P., & Caruso, D. R. (2004). TARGET ARTICLES: “Emotional
Intelligence: Theory, Findings, and Implications.” Psychological Inquiry, 15(3), 197–215.
https://doi.org/10.1207/s15327965pli1503_02

Amaresan, S. (2022, May 23). 28 Questionnaire Examples, Questions, & Templates to Survey
your Clients. Hub Spot. Accessed from https://blog.hubspot.com/service/questionnaire?
hubs_content=blog.hubspot.com

Botha, M. (2021, August 26). The Methods of Probability Sampling. Alchemer. Accessed from
https://www.alchemer.com/resources/blog/probability-sampling/

Taylor, S. (2023, March 6). Random Sampling. Corporate Finance Institute. Accessed from
https://corporatefinanceinstitute.com/resources/data-science/random-sampling/

Williams, T. (2021, June 14). Why Is Quantitative Research Important? Grand Canyon
University. Accessed from https://www.gcu.edu/blog/doctoral-journey/why-quantitative-
research-important