RESEEEEEEEEARCH Na Walang Katapusan 3

0
Republic of the Philippines

UNIVERSITY OF RIZAL SYSTEM
Tanay, Rizal
COLLEGE OF SCIENCE AND EDUCATION
SOCIO-EMOTIONAL COMPETENCY OF GENERATION Z: BASIS FOR

ENHANCED GUIDANCE AND COUNSELING PROGRAM
An Undergraduate Thesis
Presented to the Faculty of College of Education
Tanay, Rizal
In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Science in Psychology
LEABHEL P. AMBAL
LAIKA F. ELA
SADNA N. FORMENTERA
KHEA C. PRUDENTE
2023
1
Tanay, Rizal
Chapter 1
THE PROBLEM
This chapter presents the background of the study, theoretical framework,

conceptual framework, statement of the problem, hypothesis, scope and
delimitations or limitations of the study, and definition of terms.
Background and Purpose of the Study
Socio-Emotional competency is the process in which adults and
children use their knowledge, attitudes and skills to manage and understand
their emotions. It also teaches adults and children to identify their goals in life,
feel and show empathy to other people, build and maintain good relationships,
and make wise decisions in life.1
It is observed by the researchers how important it is for every student to
be socially and emotionally competent especially now, in this generation
wherein there are several things that could mainly affect an individual’s mental
health.
Competence in socio-emotional learning is recognized as having a
significant influence on a child’s school readiness, school adjustment and
academic achievement (Beamish & Saagers, 2014).2
The term socio-emotional learning term was introduced by a group of
American researchers. It all begins in early childhood, the tone is set, the path
laid out and the future sketched. So much that happens in the early years
2
Tanay, Rizal
significantly impacts future quality of life. Being ready for school, functioning
effectively at school, interacting positively with people at school and being
academically successful at school, are governed by socio-emotional
competence (Bailey, Denham, Curby & Bassett, 2016; Bayat, 2015; Denham,
2010).3
Communication is a great way to build friendships or relationships with
other people in school. Without the skill to communicate, learning becomes
way more difficult, that’s why it is important for a person to learn how to
socially interact with others.
The main component of socio-emotional competence are social skills.
For the kid to participate as fully as possible in the learning environment and
develop friendships via positive interactions with their classmates, it is crucial
that they master skills like turn-taking, sharing, joining in, and problem-solving.
Broken bonds, a lack of social skills, issues with emotion regulation and
forming relationships—a child who has experienced trauma requires support
to learn and develop.
Guidance is a process which helps every individual to understand and
wisely use the educational, vocational and personal opportunities they have. It
is a form of assistance wherein it helps students to achieve and adjust to
school and life.

3
Tanay, Rizal
According to Crow and crow, Guidance is an assistance made available
by a competent counselor to an individual of any age to help him direct his
own life, develop his own point of view, make his own decisions and carry his
own burden.4 Guidance is an important process of resolving one’s problem by
giving them advice that can guide them in making right decisions in life. It also
gives an individual the courage to take care of his own life without the help of
family and friends.
While on the other hand, Hamrin and Erikson states that: “Guidance
is a process of helping every individual, through his own effort to discover &
develop his potentialities for his personal happiness & social usefulness.” 5 It’s
a process which helps an individual to discover what skills and abilities he
possessed by himself, and also helps them know what is thing/s can make
them happy.
Counseling is an interaction between a professionally trained counselor
and someone who seeks assistance and meets his own needs and problems.
It does not involve providing advice or information, brainwashing, or coercing
someone into changing their beliefs or conduct. Instead, it creates
circumstances that encourage voluntary transformation. It helps an individual
to understand himself and his environment.
Based from G.F. Smith, Counseling is essentially a process in which
the counselor assists the counselee to make interpretation of facts relating to

4
Tanay, Rizal
a choice, plan or adjustment which he needs to make. 6 Counseling is
considered to be an integral and central part of guidance. It helps an individual
to solve his problem or difficulties in life by seeking guidance from a
professional counselor. Seeking counseling helps a person by encouraging
them to face their problems.
As stated in DepEd Memorandum No. 055 series of 2021 that:
The Department of Education (DepEd) issues the enclosed

Guidelines on Counseling and Referral System of Learners for S.Y.
2020-2021, which aims to give DepEd schools the mechanism to
address the needs of learners on mental health services including
counseling activities with mental health professionals.7
This memorandum is related to the Republic Act No. 11036 otherwise
known as the Mental Health Law, Section 25 states that educational
institutions like Schools, Universities and Technical Schools should establish
programs related to mental health awareness issues. With this, Guidance and
counseling to educational institutions should be develop so that it helps many
students to cope up with their school and personal problems so it does not
affect their performance in school.
CASEL (2003) stated that Social and Emotional Learning (SEL) is an
educational movement gaining ground throughout the world. SEL can be
defined as the capacity to recognize and manage emotions, solve problems
effectively, and establish positive relationships with others. 8 As being stated,
Social and Emotional Learning (SEL) is a process in which individuals, mostly

5
Tanay, Rizal
the students, help them acquire skills, knowledge and attitudes. Also, it helps
them gain and maintain good relationships with other people. This process
also helps students solve their school and personal problems and makes wise
decisions.
According to Durlak et al. (2011), a large-scale meta-analysis of studies
involving over 270,000 students and confirmed that SEL produces significant
positive effects in different aspects of adjustment, including improvements in
academic performance, SEL skills, prosocial behaviors, and attitudes toward
self and others.9
As stated above, SEL or Social and Economic Learning is a great help
to students in terms of skills, academic performance and social relationship. It
improves the individual’s acquired skills and enhances the relationship
between peers.
Weissberg et al. (2015), cited that well-implemented SEL programs are
an evidence-based approach that not only improves student's academic,
behavioral, and personal adjustment but also prevents some important
negative outcomes.10
It says that the SEL program is an effective approach that helps the
preschool throughout college students and it is also delivered effectively by
the teachers considering they have enough skills, support and training. SEL
6
Tanay, Rizal
programming develops students' psychological, academic and social
functioning so it’s considered to be a great approach to help students.
Given that, this study will be very beneficial to students, teachers, and
the guidance and counseling unit.
Theoretical Framework
A person’s social and emotional competence varies in accordance to
age, developmental stage, sociocultural expectations, values, and the norms
of community. It involves managing emotional arousal and engaging positively
in social settings (The Education Hub, 2020).11
Cognition refers to thinking and memory processes, and cognitive
development. Learning proceeds by the interplay of assimilation (adjusting
new experience to fit prior concepts) and accommodation (adjusting concepts
to fit new experiences). Conforming to Jean Piaget’s theory of cognitive
development, cognition developed through distinct stages from birth through
the end of the adolescents. He developed four stages of thinking patterns
which are sensorimotor intelligence (from birth to 2 years old), preoperational
thinking (age 2 to 7), concrete operational thinking (age 7 to 11), and formal
operational thinking (age 11 and beyond)12. From concrete to formal
operational thinking stages, an individual learns to focus, remember

7
Tanay, Rizal
information, reason out. and be able to understand theoretical and abstract
events or objects. Therefore, as an individual moves from one stage to
another, his/her capability to think must increase and develop (e.g., ability to
solve problems, make decisions, improved understanding of things and the
world).
According to Erik Erikson’s Psychosocial Development Theory in 1956,
the socialization process consists of eight phases which he also called the
eight stages of man. During each stage, individuals experience a psychosocial
crisis that could positively or negatively affect their personality development. 13
Furthermore, Erik Erikson proposed that we are motivated by the need to
achieve competence in certain areas of our lives. Focusing on the 4th (Industry
vs. Inferiority) and the 5th stage (Identity vs. Role Confusion) that ranges from
age six to eighteen years old, individuals usually spend an inordinate amount
of time at school where they mostly interact with others. This theory
emphasizes that our environment and surrounding culture greatly influence
how we progress through different stages. Therefore, if the interaction occurs
more frequently and extends over a long period, it can make more impacts to
individuals’ social development.
Daniel Goleman believes that emotional intelligence can be learned and
improved. He then developed a framework of five components of emotional
intelligence: self-awareness (ability to recognize and understand your own

8
Tanay, Rizal
thoughts, feelings, and emotions), self-regulation (includes being flexible,
coping with change, and managing conflicts), social skills (ability to properly
interact or interacting well with people), empathy (ability to understand how
other people are feeling), and motivation (intrinsic motivation─ an individual is
driven to meet personal needs and goals).14
Paul Ekman stated that emotions are a process or a particular kind of
automatic appraisal influenced by individuals’ evolutionary and personal past,
in which they sense that something important to their welfare is occurring, and
a set of psychological changes and emotional behaviors begins to deal with
the situation.15 Ekman’s Theory of Emotion developed a list of six basic
emotions, also known as primal universal emotions and was later on became
seven─ anger, disgust, happiness, sadness, fear, surprise, and contempt.
In relation to this study, individuals should be able to resolve this crisis
within themselves to develop a sense of self and competence. Either way,
unresolved psychosocial and emotional crises may create conflicts that could
directly affect the individuals’ socio-emotional competency.

9
Tanay, Rizal
Conceptual Framework
The study utilized the Coombs System Approach that contains the
Input, Process, Output (IOP).
This study focuses on the Socio-Emotional Competency of Generation
Z and is conceptualized through the use of Coombs System Approach that
consist of Input, Process, and Output (IPO).
Frame 1 shows the profile of the respondents in terms of age, sex, and
grade level in relation to their socio-emotional competency.
Frame 2 contains the process in determining the socio-emotional
competency of generation z.
Frame 3 presents the output of the determined socio-emotional
competency of generation z.
Feedback: The first arrow signifies the first thing that the researchers
need to consider in order to proceed with the second arrow that contains the
process to finally get the result that the researchers aimed to determine that is
presented in the third arrow.

10
Tanay, Rizal
INPUT PROCESS OUTPUT
Figure 1
11
Tanay, Rizal
A Conceptual Model Showing the Socio-Emotional Competency of

Generation Z: Basis for Enhanced Guidance and Counseling Program
Statement of the Problem
This study aimed to determine the Socio-Emotional Competency of
Generation Z: Basis for Enhanced Guidance and Counseling Program.
Specifically, it sought to answer the following questions:
1. What is the profile of the respondents in terms of;
1.1 age;
1.2 sex;
1.3 grade level;
1.4 religion;
1.5 family income; and
1.6 sibling ordinal position
2. What is the level of socio-emotional competency of the respondents
with regards to;
2.1 self-management;
2.2 social-awareness;
2.3 relationships skills;
2.4 responsible decision-making; and
2.5 self-awareness
12
Tanay, Rizal
3. Is there any significant difference on the level of socio-emotional
competency of respondents with respect to the cited aspects in terms of
profile?
4. Based on the results, what socio-emotional activity may be proposed to
the guidance and counseling unit?
Hypothesis
There is no significant difference on the level of socio-emotional

competency of the respondents with respect to the enumerated aspects in
terms of their profile.
Scope and Delimitations or Limitations of the Study

The study aims to determine the socio-emotional competency of generation z
in the laboratory school of University of Rizal System, Tanay concerning the
highschool students from grade seven to grade 10 whose ages range from eleven (11)
to twenty-four (24). The researcher will gather data and information through an
adapted questionnaire checklist by the month of October.
The study is limited to the respondents’ self-management, social-
awareness, relationships skills, responsible decision-making, and self-
awareness.
13
Tanay, Rizal
Definition of Terms
For better clarification and understanding, the following terms were
defined conceptually and operationally.
Competency. Conceptually, the ability to exert control over one’s life, to cope
with specific problems effectively, and to make changes to one’s behavior and
one’s environment.16
Counseling. Conceptually, is an interaction between a professionally trained
counselor and someone who seeks assistance and meets his own needs and
problems.
Generation Z. Conceptually, refers to the generation born between 1997-
2012, following millennials.17
Guidance. An assistance made available by a competent counselor to an
individual of any age to help him direct his own life, develop his own point of
view, make his own decisions and carry his own burden.
Socio-Emotional Competency. Successfully managing emotional arousal
and engaging positively in social settings.

14
Tanay, Rizal
ENDNOTES
1
Fundamentals of SEL (2023). Retrieved March 27, 2023 from
https://www.casel.org/fundamentals-of-sel/
2
Beamish., W & Saggers, B. (2014). Strengthening social and
emotional learning in children with special needs. In Garvis, S & Pendergast,
D (Eds.) Health and Wellbeing in Childhood. Cambridge University Press.
3
Bailey, C. S., Denham, S. A., Curby, T. W., & Bassett, H. H. (2016).
Emotional and organizational supports for preschoolers’ emotion regulation:
Relations with school adjustment. Emotion, 16(2), 263-279.
4
Crow and Crow give their definition of Guidance (2023). Retrieved
March 27,2023 from https://www.coursehero.com/file/p180310/Crow-and-
Crow-give-their-definition-of-guidance-by-stating-what-guidance-is-not/
5
Guidance and Counseling (2021). Retrieved March 27, 2023 from
https://www.kvcn.edu.in/wp-content/uploads/2021/07/guidance-
counseling.pptx
6
Guidance and Counseling (2023). Retrieved March 27, 2023 from
https://www.scribd.com/document/272067188/Guidance-Counseling
7
Department of Education (2021). Retrieved March 27, 2023 from
https://www.deped-nv.com.ph/memou-files-Counseling-and-Refferal-
System.pdf.
8
Collaborative for Academic Social and Emotional Learning (CASEL)
(2003). Safe and Soud: An Educational Leader's Guide to Evidence-Based
Social and Emotional Learning (SEL) Programs. Chicago: Collaborative for
Academic Social and Emotional Learning.
9
Durlak, J., Weissberg, R., Dyminicki, A., Taylor, R., and Schellinger, K.
(2011). The impact of enhancing students' social and emotional learning: a
meta-analysis of school-based universal interventions. Child Dev. 82, 405–
432. doi: 10.1111/j.1467-8624.2010.01564.x
10
Weissberg, R., Durlak, J., Domitrovich, C., and Gullotta, T. (2015).
“Social and emotional learning: past, present, and future,” in Handbook of
15
Tanay, Rizal
Social and Emotional Learning, eds J. Durlak, C. Domitrovich, R. Weissberg

and T. Gullotta (New York, NY: The Guilford Press), 3–19.
11
The Education Hub (2020). Retrieved March 25, 2023 from
https://theeducationhub.org.nz/category/ece-resources/social-and-emotional-
competence-in-ece/
12
Foundation of Educational Technology (2017). retrieved September
28, 2023
fromhttps://open.library.okstate.edu/foundationsofeducationaltechnology/
chapter/2-cognitive-development-the-theory-of-jean-piaget/
13
Child Development Institute (2004). Retrieved March 26, 2023 from
https://cms-kids.com/providers/early_steps/training/documents/eriksons_stage
s.pdf
14
Craig H. (2019). Retrieved September 28, 2023 from
https://positivepsychology.com/emotional-intelligence-theories/
15
Paul Ekman (2019). Retrieved March 27, 2023 from
https://www.paulekman.com/universal-emotions/
16
American Psychological Association Retrieved March 28, 2023 from
https://dictionary.apa.org/competence
17
Insider Intelligence Inc. (January 2023). Retrieved March 28, 2023
from https://www.insiderintelligence.com/insights/generation-z-facts/
Chapter 2
METHODOLOGY OF RESEARCH
This chapter presents the research design, setting of the study, subject of the
study, sources of data, procedure of the study, and the statistical treatment
used in the study.

16
Tanay, Rizal
Research Design
The study will present utilized a descriptive research design under the
non-experimental quantitative methodology. Quantitative methodology is the
dominant research framework in the social sciences. It refers to a set of
strategies, techniques and assumptions used to study psychological, social
and economic processes through the exploration of numeric patterns.1
Descriptive research design aims to systematically obtain information to
describe a phenomenon, situation, or population. Specifically, it answers the
what, when, where, and how questions regarding the research rather than
why. The findings can help in decision-making, policy development, and
program planning.2
The design will be used as the researchers only aims to examine and
describe the socio-emotional competency of the respondents with no intent of
manipulating or controlling any of the variables.
Setting of the Study
The study will be conducted at the University of Rizal System located in
J.P. Rizal St. Barangay Sampaloc, Tanay, Rizal.
The Laboratory High School was established in 1957 by virtue of Board
Resolution Number 67-87 dated March 11, 1987 and was placed under the
17
Tanay, Rizal
Institute of Education and Home Technology as a laboratory facility of its
teacher training programs early beginnings however, started in 1950 when the
then Rizal National Agricultural was established under RA 1560 offering
vocational agriculture and homemaking curriculum in the secondary level.
Pursuant to movement policies, regarding secondary education in
SUC's the moment was reduced considerably to 400 students per school year
beginning school year 1901-1982’s annual intake of entering freshmen is 90 to
100.
The Laboratory Grade School of the Rizal State College was
established in 1980 through the efforts of the first College President Dr.
Heracleo D. Lagrade; it was established during the school year 1989-1990 as
a component of the newly established institute of Education and Home
Technology. During this school year the first batch of Grade pupils were
admitted. Kindergarten was opened during the school year 1991-2002.
Subsequently, other grade levels were opened until the Laboratory
Grade School was able to offer grade levels from kindergarten to Grade VI.
For the school year 1990-2000, has a population of 450 pupils, two (2)
sections each per grade level up to Grade V being handled by thirteen (13)
faculty members under the supervision of the Grade School Principal.
The two departments were integrated into Laboratory Schools through
BOR Resolution No 012-117-04 dated December 9, 2004 when the new

18
Tanay, Rizal
Organizational Structure of URS was approved. For school year 2020-2021, it
has a population of 503 pupils and students from Grade 1 to Grade 10 with
sixteen (16) faculty members under the management of the LS Principal and
placed under the umbrella of the College of Science and Education.

19
Tanay, Rizal
Figure 2
20
Tanay, Rizal
Map Showing the Vicinity of University of Rizal System Laboratory

School
Subjects of the Study
The researchers will gather data from the highschool students in the laboratory
school which age ranges from eleven (11) to twenty-four (24). There are four-
hundred-twenty-three (423) highschool students in total; two-hundred-twelve male
(212) and two-hundred-sixteen female (216).
The study will only cover the one-hundred-sixty-one (161) highschool
students: forty-four (44) students in grade seven (Mercury and Venus); forty-five (45)
students in grade eight (Jupiter and Mars); forty (40) students in grade nine (Saturn
and Uranus); and thirty-two (32) students in grade ten (Neptune and Pluto).
Sources of Data
This study utilized primary data to obtained all the necessary
information. Primary sources are the first-hand data to be gathered from the
highschool students in University of Rizal System Laboratory School through
the use of five-point likert scale questionnaire-checklist. The sampling method
used is simple random sampling wherein the researchers randomly select a
subset of participants so that each member of the population had an equal
chance of being selected.

21
Tanay, Rizal
Procedures of the Study
A letter of request to conduct the study was firstly made then the
researchers proceeded with working on with chapter one and two until the
colloquium was set. After the colloquium, the researchers will start in adapting
a questionnaire checklist and then wait for validation. If validated, researchers
will then start distributing the questionnaires and conducting the study.
After gathering all the data needed, the researchers will seek for the
help of the statistician in determining the appropriate statistical tools to be
used for analyzing, tallying, and interpretation of data. Then the researchers
will come up with the summarization of findings, conclusion, recommendation,
and preparation for the final oral defense.
Statistical Treatment
To obtain valid and reliable results of this study, the following statistical
tools will be utilized:
Problem 1: To determine the profile of the respondents in terms of age, sex,
and grade level; frequency, percentage, and rank distribution will be utilized.
Formula: Percentage
%=f x 100
N
22
Tanay, Rizal
Wherein:
% = percentage
f = frequency
N = number of respondents
100 = constant
Problem 2: To measure the level of socio-emotional competency of
highschool students with regards to: managing emotions, decision making,
and maintaining positive relationships with others; weighted means will be
utilized.
Tw
Wx=
Tr
Wherein:
Wx= Weighted mean
Tw= Total Rate Mean
Tr= Total Respondents
Problem 3: To determine if there is any significant difference on the socio-
emotional competency of generation z with regards to: managing emotions,
decision making, and maintaining positive relationships with others in terms of
sex, age, and grade level, One-Way Analysis of Variance (ANOVA) will be
utilized.
23
Tanay, Rizal
END NOTE
1
Coghlan, D., Brydon-Miller, M. (2014). The SAGE encyclopedia of action
research (Vols. 1-2). London: SAGE Publications Ltd doi:
10.4135/9781446294406. Retrieved march 25, 2023 from
https://libguides.uta.edu/quantitative_and_qualitative_research/quant.
2
Voxco (2021). Retrieved march 25, 2023 from
https://www.voxco.com/blog/descriptive-research-design/
24
Tanay, Rizal
Chapter 3
ANALYSIS AND INTERPRETATION OF DATA
This chapter deals with the analysis and interpretation of gathered data
1. Profile of the Respondents
Age
Table 1 reflects frequency, percentage distribution and rank of the
respondents in terms of age.
Table 1
Frequency, Percentage Distribution and Rank of the
Respondents in Terms of Age
Age Frequency Percentage Rank
11-15 yrs. old 152 94.4 1
16-20 yrs. old 9 5.6 2
Total 161 100.0
It is revealed in table 1 that age 11-15 ranked first with the frequency of
152 or 94.4 percent followed by the age of 16-20 with a frequency of 9 or 5.6
percent.
It was evident that the majority of the respondents are 11-15 years old.
25
Tanay, Rizal
Sex
Table 2 reflects the frequency, percentage distribution and rank of the
respondents in terms of sex.
Table 2
Respondents in Terms of Sex
Sex Frequency Percent Rank
Male 79 49.1 2
Female 82 50.9 1
Total 161 100.0
It can be accumulated in the table that the respondents were mostly
female with 82 or 50.9 percent while 79 or 49.1 percent are male.
It was evident that the majority of the respondents of Laboratory school
were female.
26
Tanay, Rizal
Year level
respondents in terms of year level
Table 3
Respondents in Terms of Year Level
Year level Frequency Percent Rank
Grade 7 44 27.3 2
Grade 8 45 28.0 1
Grade 9 40 24.8 3
Grade 10 32 19.9 4
Total 161 100.0
The table shows that 45 or 28.0 percent of the respondents are grade 8
students, ranked first; followed by 44 or 27.3 percent of the respondents are
grade 7 students, ranked second. While 40 or 24.8 percent of the respondents
are grade 9 students, ranked third. Finally 32 or 19.9 percent of the
respondents are grade 10 students, ranked last.

27
Tanay, Rizal
It was evident that the majority of the Laboratory School Respondents
are grade 8 student
Religion
respondents in terms of religion.
Table 4
Respondents in Terms of Religion.
Religion Frequency Percent Rank
Catholic 127 78.9 1
INC 5 3.1 4
Baptist 12 7.5 3
Others 17 10.6 2
Total 161 100.0
It was evident in the table that 127 or 78.9 percent of the respondents
are catholic, ranked first; followed by 17 or 10.6 percent are others ( born
again, Christian, protestant, atheist, MCGI, church of God, UPC, agnostic, and
28
Tanay, Rizal
muslim) , ranked second; while 12 or 7.5 percent of the respondents are
Baptist, ranked third; and 5 or 3.1 percent of the respondents are INC, ranked
last.
Family Income
respondents in terms of family income.
Table 5
Respondents in Terms of Family Income.
Family Frequency Percent Rank

Income
900 and below 3 1.9 4
1,000-10,000 33 20.5 3
11,000-20,000 42 26.1 2
21,000 and 83 51.6 1

above
Total 161 100.0
The table shows that 83 or 51.6 percent of the respondents has a
family income of 21,000 and above, ranked first; followed by 42 or 26.1

29
Tanay, Rizal
percent of the respondents has a family income of 11,000-20,000, ranked
second; and 33 or 20.5 percent of the respondents has a family income of
1,000-10,000, ranked third; finally, 3 or 1.9 percent has a family income of
900 and below, ranked last.
Sibling Ordinal Position
respondents in terms of sibling ordinal position
Table 6
Frequency, Percentage Distributi on and Rank
of the Respondents in Terms of
Sibling Ordinal Position
Sibling ordinal Frequency Percent Rank

position
First born 55 34.2 1
Second 53 32.9 2
Third 24 14.9 4
Others 29 18.0 3
Total 161 100.0

30
Tanay, Rizal
The table shows that 55 or 34.2 percent of the respondents are first
born, ranked first; followed by second born with a frequency of 53 or 32.9
percent of the respondents, ranked second; and 29 or 18 percent are others
(youngest, only child, fourth, and fifth), ranked third; finally, 24 or 14.9 percent
of the respondents are third born, ranked last.

31
Tanay, Rizal
2. Level of Socio-Emotional Competency of the Respondents
Table 7 presents the obtained mean and verbal interpretation of the
socio-emotional competency of the respondents with respect to self-
management, social-awareness, relationship skills, responsible decision-
making, and self-awareness.
Table 7
Obtained Mean and Verbal Interpretation of the Socio-Emotional Competency
of the Respondents With Respect to Self-Management, Social-Awareness,
Relationship Skills, Responsible Decision-Making, and Self-Awareness
Self-Management Mean Verbal

Interpretatio
n
A1 I can stay calm in stressful situations. 3.59 A
A2 I stay calm and overcome anxiety in new or 3.54 A

changing situations.
A3 I stay calm when things go wrong. 3.34 N
A4 I can control the way I feel when something bad 3.63 A

happens.
A5 When I am upset with someone, I will wait till I 3.87 A

have calmed down before discussing the issue.
Average 3.59 A
Social-Awareness
32
Tanay, Rizal
B1 I recognize how people feel by looking at their 4.04 A

facial expressions.
B2 It is easy for me to understand why people feel 4.07 A

the way they do.
B3 If someone is sad, angry or happy. I believe I 3.40 A

know what they are thinking.
B4 I understand why people react the way they do 4.01 A

in different situations.
B5 If a friend is upset. I have a pretty good idea 3.84 A

why.
Average 3.87 A
Relationship Skills
C1 I always apologize when I hurt my friend 4.39 SA

unintentionally.
C2 I always try to comfort my friends when they 4.30 SA

are sad.
C3 I try not to criticize my friend when we quarrel. 3.97 A
C4 I am tolerant of my friend’s mistakes. 3.26 N
C5 I stand up for myself without putting others 4.11 A

down.
Average 4.01 A
Responsible Decision-Making
D1 When making decisions, I take into account the 4.19 A

consequences of my actions.
33
Tanay, Rizal
D2 I ensure that there are more positive outcomes 4.18 A

when making a choice.
D3 I weigh the strengths of the situation before 4.03 A

deciding on my action.
D4 I consider the criteria chosen before making a 4.05 A

recommendation.
D5 I consider the strengths and weaknesses of the 4.14 A

strategy before deciding to use it.
Average 4.12 A
Self-Awareness
E1 I know what I am thinking and doing. 4.22 SA
E2 I understand why I do what I do. 4.20 A
E3 I understand my moods and feelings. 4.07 A
E4 I know when I am moody. 4.22 SA
E5 I can read people’s faces when they are angry. 4.14 A
Average 4.17 A
Gen Average 3.95 A
The socio-emotional competency of generation Z in terms of age (11-
15) with respect to self-management, social-awareness, relationship skills,
responsible decision-making, and self-awareness obtained a general average
of 3.95 out of the scale of 5 with a verbal interpretation of agree. It is evident

34
Tanay, Rizal
that the socio-emotional competency of the respect to Self-Awareness got to
the higher average of 4.17 whereas self-management got the lowest average
of 3.59 but are both verbally interpreted as agree.
This data implies that individuals in Generation Z, specifically in the 11-15 age
group, generally possess an agreeable level of socio-emotional competency.
They exhibit strong self-awareness skills but may have opportunities for
growth in the area of self-management.
These findings suggest that there is a good baseline of socio-emotional
competency in this age group, and there may be value in focusing on
enhancing their self-management skills to further strengthen their overall
socio-emotional competencies.
The findings are related to “Socio-Emotional Competencies and School
Performance in Adolescence: What Role for School Adjustment?” study
conducted among high school adolescents.Research shows that self-
regulatory abilities increase steadily from pre-adolescence to young
adulthood, and self-regulation gradually becomes a more central process in
adolescents' school adaptation.Students with good self-regulated learning
strategies have a more positive view of their scholastic abilities and a stronger
sense of belonging in their school. These interrelations may be explained by a
dynamic interaction between positive representations of the self, others, and

35
Tanay, Rizal
the school, and the use of effective learning strategies, driven by a general
feeling of self-management control.
Table 8 presents the obtained mean and verbal interpretation on the
socio-emotional competency of generation Z in terms of age (16-20) with
respect to self-management, social-awareness, relationship skills, responsible
decision-making, and self-awareness.
Table 8

Interpretati
on

A3 I stay calm when things go wrong. 3.67 A

happens.
A5 When I am upset with someone, I will wait till I 4.22 SA

Average 3.84 A
36
Tanay, Rizal
Social-Awareness
B1 I recognize how people feel by looking at their 4.56 SA

facial expressions.

the way they do.
B3 If someone is sad, angry or happy. I believe I 3.33 N

B4 I understand why people react the way they do 4.22 SA


why.
Average 3.98 A
Relationship Skills

unintentionally.

are sad.
C3 I try not to criticize my friend when we quarrel. 4.78 SA
C4 I am tolerant of my friend’s mistakes. 3.67 A
C5 I stand up for myself without putting others 4.67 SA

down.
Average 4.51 SA
37
Tanay, Rizal
D1 When making decisions, I take into account the 4.67 SA

D2 I ensure that there are more positive outcomes 4.67 SA

D3 I weigh the strengths of the situation before 4.33 SA

D4 I consider the criteria chosen before making a 4.44 SA

recommendation.
D5 I consider the strengths and weaknesses of the 4.44 SA

Average 4.51 SA
Self-Awareness
E2 I understand why I do what I do. 4.56 SA
E5 I can read people’s faces when they are angry. 4.33 SA
Average 4.31 SA
Gen Average 4.23 SA
The socio-emotional competency of generation Z in terms of age (16-
20) with respect to self-management, social-awareness, relationship skills,

38
Tanay, Rizal
of 4.23 out of the scale of 5 with a verbal interpretation of strongly agree. It is
evident that the socio-emotional competency with respect to relationship skills
and responsible decision-making both got to the higher average of 4.51,
whereas self-management got the lowest average of 3.84, wherein
relationship skills and responsible decision-making are both verbally
interpreted as strongly agree while self-management is verbally interpreted as
agree.
The data implies that generation Z individuals in the 16-20 age groups
possess a strong level of socio-emotional competency as a whole. They excel
in relationship skills and responsible decision-making. However, there is room
for further improvement in self-management skills, although they still garner
an "agree" rating.
These findings suggest that individuals in this age group are well-
equipped with the necessary skills for social and emotional well-being, which
can be valuable for their personal and professional development. However,
there may still be value in addressing self-management skills to further
enhance their overall socio-emotional competency.

39
Tanay, Rizal
Table 9 presents the obtained mean and verbal interpretation on the socio-
emotional competency of generation Z in terms of sex (male) with respect to
self-management, social-awareness, relationship skills, responsible decision-
Table 9
Interpretati
on


happens.

Average 3.79 A
Social-Awareness

facial expressions.

the way they do.
40
Tanay, Rizal

B4 I understand why people react the way they do 3.82 A


why.
Average 3.75 A
Relationship Skills

unintentionally.
C2 I always try to comfort my friends when they are 4.15 A

sad.

down.
Average 4.05 A

D2 I ensure that there are more positive outcomes 4.10 A


41
Tanay, Rizal

recommendation.
D5 I consider the strengths and weaknesses of the 4.16 A

Average 4.09 A
Self-Awareness
E4 I know when I am moody. 4.09 A
Average 4.13 A
Gen Average 3.96 A
The socio-emotional competency of generation Z in terms of sex
(male) with respect to self-management, social-awareness, relationship skills,
that the socio-emotional competency of the respect to self-awareness got to
the higher average of 4.13 whereas social-awareness got the lowest average
of 3.75 but are both verbally interpreted as agree.

42
Tanay, Rizal
The data implies that male individuals in Generation Z generally
possess an agreeable level of socio-emotional competency. They exhibit
strong self-awareness skills but may have opportunities for growth in the area
of social-awareness.
These findings suggest that there is a good baseline of socio-
emotional competency among male individuals in this age group, and there
may be value in focusing on enhancing their social-awareness skills to further
strengthen their overall socio-emotional competencies.

43
Tanay, Rizal
emotional competency of generation Z in terms of sex (female) with respect to
self-management, social-awareness, relationship skills, responsible decision-
Table 10


Interpretation
A1 I can stay calm in stressful situations. 3.35 N

A4 I can control the way I feel when something 3.41 A

bad happens.

Average 3.42 A
Social-Awareness

facial expressions.
44
Tanay, Rizal
B2 It is easy for me to understand why people 4.21 SA

feel the way they do.

B4 I understand why people react the way they 4.21 SA

do in different situations.

why.
Average 4.00 A
Relationship Skills

unintentionally.

are sad.

down.
Average 4.02 A
D1 When making decisions, I take into account 4.27 SA

the consequences of my actions.
D2 I ensure that there are more positive 4.32 SA

outcomes when making a choice.
45
Tanay, Rizal


recommendation.
D5 I consider the strengths and weaknesses of 4.16 A

the strategy before deciding to use it.
Average 4.19 A
Self-Awareness
E1 I know what I am thinking and doing. 4.17 A
E5 I can read people’s faces when they are 4.26 SA

angry.
Average 4.22 SA
Gen Average 3.97 A
The socio-emotional competency of generation Z in terms of sex
(female) with respect to self-management, social-awareness, relationship
skills, responsible decision-making, and self-awareness obtained a general
average of 3.97 out of the scale of 5 with a verbal interpretation of agree. It is
evident that the socio-emotional competency of the respect to self-awareness

46
Tanay, Rizal
got to the higher average of 4.22 whereas self-management got the lowest
average of 3.42 wherein self-awareness is verbally interpreted as strongly
agree while self-management verbally interpreted as agree.
The data implies that female individuals in Generation Z
generally possess an agreeable level of socio-emotional competency. They
excel in self-awareness, which is strongly agreed upon, while self-
management skills are generally agreeable but may benefit from further
development.
emotional competency among female individuals in this group, with a
particularly strong emphasis on self-awareness. There may be value in
focusing on enhancing self-management skills to further strengthen their
overall socio-emotional competencies.

47
Tanay, Rizal
emotional competency of generation Z in terms of grade level (7) with respect
to self-management, social-awareness, relationship skills, responsible
Table 11


Interpretation


bad happens.

Average 3.52 A
Social-Awareness

facial expressions.
48
Tanay, Rizal
B2 It is easy for me to understand why people 4.14 A


B4 I understand why people react the way they 3.86 A


why.
Average 3.88 A
Relationship Skills

unintentionally.

are sad.

down.
Average 4.03 A
D1 When making decisions, I take into account 3.89 A

D2 I ensure that there are more positive 4.02 A

49
Tanay, Rizal


recommendation.

Average 3.97 A
Self-Awareness
E5 I can read people’s faces when they are 4.02 A

angry.
Average 4.04 A
Gen Average 3.89 A
The socio-emotional competency of generation Z in terms of grade
level (7) with respect to self-management, social-awareness, relationship

50
Tanay, Rizal
The data implies that students in grade level 7 generally possess an
agreeable level of socio-emotional competency. They excel in self-
awareness, which is strongly agreed upon, while self-management skills are
generally agreeable but may benefit from further development.
These findings suggest that there is a good baseline of socio-emotional
competency at this grade level, with a particularly strong emphasis on self-
awareness. There may be value in focusing on enhancing self-management
skills to further strengthen their overall socio-emotional competencies.

51
Tanay, Rizal
emotional competency of generation Z in terms of grade level (8) with respect
Table 12


Interpretation


bad happens.

Average 3.62 A
Social-Awareness
52
Tanay, Rizal

facial expressions.




why.
Average 3.84 A
Relationship Skills

unintentionally.

are sad.

down.
Average 4.01 A

53
Tanay, Rizal



recommendation.

Average 4.19 A
Self-Awareness
E1 I know what I am thinking and doing. 4.20 FALSE
E5 I can read people’s faces when they are 4.33 SA

angry.
Average 4.24 SA
Gen Average 3.98 A
average of 3.98 out of the scale of 5 with a verbal interpretation of Agree. It is

54
Tanay, Rizal
evident that the socio-emotional competency of the respect to Self-
Awareness got to the higher average of 4.24 whereas Self-Management got
the lowest average of 3.62 wherein Self-Awareness is verbally interpreted as
Strongly Agree while Self-Management verbally interpreted as Agree.
emotional competency at this grade level, with a particularly strong emphasis
on self-awareness. There may be value in focusing on enhancing self-
management skills to further strengthen their overall socio-emotional
competencies.
55
Tanay, Rizal

socio-emotional competency of generation Z in terms of grade level (9) with
Table 13


Interpretation


bad happens.

Average 3.71 A
Social-Awareness

facial expressions.

56
Tanay, Rizal



why.
Average 3.88 A
Relationship Skills

unintentionally.
C2 I always try to comfort my friends when they 4.15 A

are sad.
C5 I stand up for myself without putting others 4.20 FALSE

down.
Average 4.01 A



57
Tanay, Rizal

recommendation.

Average 4.05 A
Self-Awareness
E2 I understand why I do what I do. 4.20 FALSE
E3 I understand my moods and feelings. 4.25 SA

angry.
Average 4.26 SA
Gen Average 3.98 A
58
Tanay, Rizal
on self-awareness. There may be value in focusing on enhancing self-
management skills to further strengthen their overall socio-emotional
competencies.
59
Tanay, Rizal
emotional competency of generation Z in terms of grade level (10) with
Table 14


Interpretation
A2 I stay calm and overcome anxiety in new or 3.25 N


bad happens.

Average 3.58 A
Social-Awareness

facial expressions.

60
Tanay, Rizal



why.
Average 3.92 A
Relationship Skills

unintentionally.

are sad.

down.
Average 4.11 A



61
Tanay, Rizal

recommendation.
D5 I consider the strengths and weaknesses of 4.47 SA

Average 4.44 SA
Self-Awareness

angry.
Average 4.18 A
Gen Average 4.05 A
The socio-emotional competency of generation z in terms of grade
evident that the socio-emotional competency of the respect to responsible
decision-making got to the higher average of 4.44 whereas self-management
got the lowest average of 3.58 wherein responsible decision-making is

62
Tanay, Rizal
verbally interpreted as strongly agree while self-management verbally
interpreted as agree.

agreeable level of socio-emotional competency. They excel in responsible
decision-making, which is strongly agreed upon, while self-management skills
are generally agreeable but may benefit from further development.

on responsible decision-making. There may be value in focusing on
enhancing self-management skills to further strengthen their overall socio-
emotional competencies.
63
Tanay, Rizal
socio-emotional competency of generation Z in terms of religion (Catholic)
with respect to self-management, social-awareness, relationship skills,
responsible decision-making, and self-awareness.
Table 15

Interpretation


bad happens.

Average 3.59 A
Social-Awareness
64
Tanay, Rizal

facial expressions.




why.
Average 3.88 A
Relationship Skills

unintentionally.

are sad.

down.
Average 4.08 A

65
Tanay, Rizal



recommendation.

Average 4.15 A
Self-Awareness

angry.
Average 4.18 A
Gen Average 3.97 A
The socio-emotional competency of generation Z in terms of religion
(catholic) with respect to self-management, social-awareness, relationship

66
Tanay, Rizal
average of 3.59 but are both verbally interpreted as agree.
The data implies that Catholic individuals in Generation Z
excel in self-awareness, which is agreed upon, while self-management skills
are generally agreeable but may benefit from further development.
emotional competency among Catholic individuals in this generation, with a
particularly strong emphasis on self-awareness. There may be value in
focusing on enhancing self-management skills to further strengthen their
overall socio-emotional competencies.

67
Tanay, Rizal
emotional competency of generation Z in terms of religion (INC) with respect
Table 16

Interpretation

A4 I can control the way I feel when something 4.20 FALSE

bad happens.
A5 When I am upset with someone, I will wait till I 4.40 SA

Average 3.60 A
Social-Awareness
68
Tanay, Rizal

facial expressions.
B2 It is easy for me to understand why people 4.40 SA


B4 I understand why people react the way they 4.80 SA


why.
Average 4.00 A
Relationship Skills
C1 I always apologize when I hurt my friend 3.60 A

unintentionally.
C2 I always try to comfort my friends when they 4.00 A

are sad.

down.
Average 3.72 A

69
Tanay, Rizal



recommendation.
D5 I consider the strengths and weaknesses of 4.80 SA

Average 4.48 SA
Self-Awareness
E1 I know what I am thinking and doing. 4.20 FALSE
E3 I understand my moods and feelings. 4.20 FALSE

angry.
Average 4.12 A
Gen Average 3.98 A
The socio-emotional competency of generation z in terms of religion
(inc) with respect to self-management, social-awareness, relationship skills,

70
Tanay, Rizal
that the socio-emotional competency of the respect to responsible decision-
making got to the higher average of 4.48 whereas self-management got the
lowest average of 3.60 wherein responsible decision-making is verbally
interpreted as strongly agree while self-management verbally interpreted as
agree.
The data implies that individuals from the INC religion in Generation Z
excel in responsible decision-making, which is strongly agreed upon, while
self-management skills are generally agreeable but may benefit from further
development.
emotional competency among individuals from the INC religion in this
generation, with a particularly strong emphasis on responsible decision-
making. There may be value in focusing on enhancing self-management skills
to further strengthen their overall socio-emotional competencies.

71
Tanay, Rizal
Table 17
Obtained Mean and Verbal Interpretation of the Socio-Emotional
Competency of the Respondents With Respect to Self-Management,
Social-Awareness, Relationship Skills, Responsible Decision-Making, and
Self-Awareness
Religion = Baptist
Descriptive Statisticsa
Mean VI
Self-Management
A2 I stay calm and overcome anxiety in new or changing 3.92 A
situations.
A4 I can control the way I feel when something bad happens. 3.75 A
A5 When I am upset with someone, I will wait till I have calmed 4.08 A
down before discussing the issue.
Average 3.73 A
Social-Awareness
B1 I recognize how people feel by looking at their facial 4.08 A
expressions.
B2 It is easy for me to understand why people feel the way they 3.75 A
do.
B3 If someone is sad, angry or happy. I believe I know what 3.17 N
they are thinking.
B4 I understand why people react the way they do in different 4.00 A
situations.
B5 If a friend is upset. I have a pretty good idea why. 4.08 A
Average 3.82 A
Relationship Skills
C1 I always apologize when I hurt my friend unintentionally. 4.42 SA
C2 I always try to comfort my friends when they are sad. 4.17 A
C5 I stand up for myself without putting others down. 4.25 SA
Average 4.12 A
72
Tanay, Rizal

D2 I ensure that there are more positive outcomes when 4.08 A
making a choice.
D3 I weigh the strengths of the situation before deciding on my 4.08 A
action.
recommendation.
D5 I consider the strengths and weaknesses of the strategy 3.75 A
before deciding to use it.
Average 3.95 A
Self-Awareness
Average 4.17 A
Gen Average 3.96 A
Table 17 revealed that the socio-emotional competency of generation z
in terms of religion (Baptist) with respect to self-management, social-
awareness, relationship skills, responsible decision-making, and self-
awareness obtained a general average of 3.96 out of the scale of 5 with a
verbal interpretation of Agree. It is evident in the table that the socio-emotional
competency of the respondents with respect to self-awareness has the highest
average of 4.17, next to it is relationship skills with an average of 4.12
whereas self-management attained the lowest average of 3.73 but all are
verbally interpreted as Agree.
This implies that respondents belong in this certain religion are
competent in accurately recognizing one’s own emotions, thoughts, behaviors;

73
Tanay, Rizal
and in establishing and maintaining healthy and supportive relationships.
Although aspects of self-management need to be further developed.
Table 18
Obtained Mean and Verbal Interpretation of the Socio-Emotional
Competency of the Respondents With Respect to Self-Management,
Social-Awareness, Relationship Skills, Responsible Decision-Making, and
Self-Awareness
Religion = Others
Mean VI
Self-Management
situations.
Average 3.66 A
Social-Awareness
B1 I recognize how people feel by looking at their facial 4.24 SA
expressions.
B2 It is easy for me to understand why people feel the way they 4.24 SA
do.
they are thinking.
situations.
Average 3.87 A
Relationship Skills
C1 I always apologize when I hurt my friend unintentionally. 4.12 A
C2 I always try to comfort my friends when they are sad. 4.29 SA
74
Tanay, Rizal
C4 I am tolerant of my friend’s mistakes. 2.53 D

C5 I stand up for myself without putting others down. 4.12 A
Average 3.75 A
D2 I ensure that there are more positive outcomes when 4.29 SA
making a choice.
action.
recommendation.
Average 4.14 A
Self-Awareness
Average 4.16 A
Gen Average 3.92 A
The socio-emotional competency of generation z in terms of religion
(Others) with respect to self-management, social-awareness, relationship
average of 3.92 out of the scale of 5 with a verbal interpretation of Agree. It is
evident in the table that the socio-emotional competency of the respondents
with respect to self-awareness has the highest average of 4.16, next to it is
responsible decision-making with an average of 4.14 whereas self-
management attained the lowest average of 3.66 but all are verbally
interpreted as Agree.
75
Tanay, Rizal
This implies that respondents belong in these certain religions are
competent in accurately assessing one’s own strengths and limitations, and in
making constructive choices but there might be areas needed for continued
development in self-management (which involves managing stress and
emotions).
Table 19
Family Income = 900 and Below
Mean VI
Self-Management
A2 I stay calm and overcome anxiety in new or changing 3.00 N
situations.
A4 I can control the way I feel when something bad happens. 3.33 N
A5 When I am upset with someone, I will wait till I have calmed 3.33 N
Average 3.33 N
Social-Awareness
expressions.
do.
B3 If someone is sad, angry or happy. I believe I know what 2.33 D
they are thinking.
B4 I understand why people react the way they do in different 2.33 D
situations.
B5 If a friend is upset. I have a pretty good idea why. 2.00 D
76
Tanay, Rizal
Average 2.87 N
Relationship Skills
C3 I try not to criticize my friend when we quarrel. 2.67 N
C4 I am tolerant of my friend’s mistakes. 2.33 D
Average 3.53 A
D1 When making decisions, I take into account the 3.00 N
D2 I ensure that there are more positive outcomes when 4.00 A
making a choice.
D3 I weigh the strengths of the situation before deciding on my 3.33 N
action.
recommendation.
D5 I consider the strengths and weaknesses of the strategy 4.33 SA
Average 3.80 A
Self-Awareness
E1 I know what I am thinking and doing. 3.33 N
E4 I know when I am moody. 3.33 N
Average 3.73 A
Gen Average 3.45 A
The socio-emotional competency of generation z in terms of family
income (900 and below) with respect to self-management, social-awareness,
relationship skills, responsible decision-making, and self-awareness obtained
a general average of 3.45 out of the scale of 5 with a verbal interpretation of
Agree. It is evident in the table that the socio-emotional competency of the
respondents with respect to responsible decision-making has the highest
average of 3.80, next to it is self-awareness with an average of 3.73 and both

77
Tanay, Rizal
have the verbal interpretation of Agree whereas, on the other hand, social-
awareness attained the lowest average of 2.87 which is verbally interpreted as
Neutral.
This implies that respondents having this certain family income are
competent in anticipating and evaluating the consequences of one’s action but
are not that competent in taking other’s perspective and empathizing with
others. The data revealed that some aspects of the respondents’ socio-
emotional competency need to be given much attention to improve.
Table 20
Family Income = 1,000 - 10,000

Mean VI
Self-Management
situations.
A5 When I am upset with someone, I will wait till I have calmed 4.36 SA
Average 3.64 A
Social-Awareness
expressions.
78
Tanay, Rizal
do.
they are thinking.
situations.
Average 3.81 A
Relationship Skills
C2 I always try to comfort my friends when they are sad. 4.15 A
Average 4.02 A
D2 I ensure that there are more positive outcomes when 4.24 SA
making a choice.
action.
recommendation.
Average 4.07 A
Self-Awareness
Average 4.16 A
Gen Average 4.09 A
income (1,000 -10,000) with respect to self-management, social-awareness,

79
Tanay, Rizal
respondents with respect to self-awareness has the highest average of 4.16,
next to it is responsible decision-making with an average of 4.07 whereas,
self-management attained the lowest average of 3.64 but all are verbally
competent with identifying and understanding one’s own emotion; and in
anticipating and evaluating the consequences of one’s action. However, there
are areas of self-management that need to be improved for instance,
management of emotions, stress, thoughts, and behaviors.
Table 21
Family Income = 11,000 - 20,000

Mean VI
Self-Management
situations.
80
Tanay, Rizal
Average 3.52 A
Social-Awareness
expressions.
do.
B3 If someone is sad, angry or happy. I believe I know what they 3.29 N
are thinking.
situations.
Average 3.90 A
Relationship Skills
Average 4.12 A
D2 I ensure that there are more positive outcomes when making 4.29 SA
a choice.
action.
recommendation.
Average 4.23 SA
Self-Awareness
Average 4.25 SA
Gen Average 4.06 A
income (11,000 -20,000) with respect to self-management, social-awareness,

81
Tanay, Rizal
next to it is responsible decision-making with an average of 4.23 and both are
verbally interpreted as Strongly Agree whereas. self-management attained the
lowest average of 3.52 and is verbally interpreted as Agree.
showing good competency with identifying and understanding one’s own
emotion, and anticipating and evaluating the consequences of one’s action or
making of constructive choices. The data suggest more improvement in
managing one’s emotions in certain situations.
Table 22
Family Income = Php. 21,000 and above

Mean VI
Self-Management
situations.
82
Tanay, Rizal

Average 3.64 A
Social-Awareness
expressions.
do.
B3 If someone is sad, angry or happy. I believe I know what they 3.55 A
are thinking.
situations.
Average 3.93 A
Relationship Skills
Average 4.01 A
D2 I ensure that there are more positive outcomes when making 4.17 A
a choice.
action.
recommendation.
Average 4.14 A
Self-Awareness
Average 4.16 A
Gen Average 4.00 A
83
Tanay, Rizal
income (21,000 and above) with respect to self-management, social-
competency of the respondents with respect to self-awareness has the highest
average of 4.16, next to it is responsible decision-making with an average of
4.14 whereas, self-management has the lowest average of 3.64 but all are
competent with integrating personal and social identities; developing positive
relationships; and at the same time with anticipating and evaluating the
consequences of one’s action.
Table 23
Sibling Ordinal Position = First born

Mean VI
Self-Management
84
Tanay, Rizal
A2 I stay calm and overcome anxiety in new or changing 3.31 N

situations.
Average 3.44 A
Social-Awareness
expressions.
do.
are thinking.
situations.
Average 3.83 A
Relationship Skills
Average 3.97 A
D2 I ensure that there are more positive outcomes when making 4.20 FALSE
a choice.
action.
recommendation.
Average 4.13 A
Self-Awareness
Average 4.03 A
85
Tanay, Rizal
Gen Average 3.95 A
The socio-emotional competency of generation z in terms of sibling
ordinal position (first born) with respect to self-management, social-
competency of the respondents with respect to responsible decision-making
has the highest average of 4.13, next to it is self-awareness with an average
of 4.03 whereas, self-management has the lowest average of 3.44 but all are
This implies that respondents belong in this certain sibling position are
anticipating and evaluating the consequences of one’s action.
Table 24
Sibling Ordinal Position = Second

Mean VI
Self-Management
86
Tanay, Rizal

situations.
Average 3.68 A
Social-Awareness
expressions.
do.
are thinking.
situations.
Average 3.79 A
Relationship Skills
Average 4.03 A
D2 I ensure that there are more positive outcomes when making 4.08 A
a choice.
action.
recommendation.
Average 4.08 A
Self-Awareness
Average 4.17 A
Gen Average 3.93 A
87
Tanay, Rizal
ordinal position (second) with respect to self-management, social-awareness,
next to it is responsible decision-making with an average of 4.08 whereas,
self-management attained the lowest average of 3.68 but all are verbally
anticipating, evaluating, and reflecting the consequences of one’s action.
Table 25
Sibling Ordinal Position = Third

Mean VI
Self-Management
situations.
88
Tanay, Rizal

Average 3.68 A
Social-Awareness
expressions.
do.
are thinking.
situations.
Average 3.85 A
Relationship Skills
Average 4.09 A
a choice.
action.
recommendation.
Average 4.12 A
Self-Awareness
Average 4.34 SA
Gen Average 4.03 A
89
Tanay, Rizal
ordinal position (third) with respect to self-management, social-awareness,
respondents with respect to self-awareness has the highest average of 4.34
and is verbally interpreted as Strongly Agree. Next to it is responsible
decision-making with an average of 4.12 whereas, self-management attained
the lowest average of 3.68 but both are verbally interpreted as Agree.
showing good competency with identifying and understanding one’s own
emotion, and in anticipating and evaluating the consequences of one’s action.
Table 26
Sibling Ordinal Position = Others
Mean VI
Self-Management
90
Tanay, Rizal

situations.
Average 3.72 A
Social-Awareness
B1 I recognize how people feel by looking at their facial 4.28 SA
expressions.
B2 It is easy for me to understand why people feel the way they 4.28 SA
do.
B3 If someone is sad, angry or happy. I believe I know what they 3.86 A
are thinking.
situations.
Average 4.13 A
Relationship Skills
Average 4.11 A
a choice.
action.
recommendation.
Average 4.30 SA
Self-Awareness
Average 4.32 SA
Gen Average 4.15 A
91
Tanay, Rizal
ordinal position (third) with respect to self-management, social-awareness,
next to it is responsible decision-making with an average of 4.30 and both are
verbally interpreted as Strongly Agree whereas, self-management attained the
lowest average of 3.72 and is verbally interpreted as Agree.
This implies that competency of respondents belong in this certain
sibling position are high when it comes to identifying and understanding one’s
own emotions, thoughts, and values as well as anticipating and evaluating the
consequences of one’s action.
Table 27 presents the Proposed Socio-Emotional Activities to the Guidance
and Counseling Unit for the Improvement of Socio-emotional competency of
the Laboratory School Students

92
Tanay, Rizal
Table 27
Proposed Socio-Emotional Activities to the Guidance and Counseling Unit for
the Improvement of Socio-emotional competency of the Laboratory School
Students
Proposed activities Specific elements Mode of delivery
Encourage students to
Dean practice positive self
talk through silent or
Promote positive self Program head verbal using a list of
talk combination of
Faculty sentences to confirm
their confidence and
Students
self-belief.
Encourage the
Dean students to learn to
reflect on their
Program head achievement and
analyze how the
Encouraging self- Faculty process went, what
reflection they did right and
Students
wrong, and what they
could change in the
future to achieve an
even better result.
Facilitate deeper
Dean discussions with the
students about
Program head emotionally charged
Circle sharing topics and have them
Faculty positioned in a circle
encourage active
Students
listening and
strengthen empathy.
93
Tanay, Rizal
Chapter 4
FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions and
recommendations based on the gathered data on the questionnaire performed
by the respondents of the study to determine the Socio-Emotional
Competency Of Generation Z
Summary of Findings
Profile of the Respondents
Age. Respondents from the age of 11-15 years old has the greatest
number of respondents with the frequency of 152.
Sex. Majority of the respondents are female.
Year level. Majority of the respondents in laboratory school are grade 8
with the frequency of 45.
Religion. Majority of the respondents are catholic with the frequency of
127.
Family Income. Most of the respondents family income is range from
21,000 and above with the frequency of 83.

94
Tanay, Rizal
Sibling Position Order. Most of the respondents are first born child
with the frequency of 55.
Conclusions
Recommendations

RESEEEEEEEEARCH Na Walang Katapusan 3

Uploaded by

Copyright:

Available Formats

You might also like

RESEEEEEEEEARCH Na Walang Katapusan 3

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

RESEEEEEEEEARCH Na Walang Katapusan 3

Uploaded by

Copyright:

Available Formats

0

Republic of the Philippines

SOCIO-EMOTIONAL COMPETENCY OF GENERATION Z: BASIS FOR

Presented to the Faculty of College of Education

UNIVERSITY OF RIZAL SYSTEM

of the Requirements for the Degree

Bachelor of Science in Psychology

This chapter presents the background of the study, theoretical framework,

Background and Purpose of the Study

Socio-Emotional competency is the process in which adults and

and make wise decisions in life.1

It is observed by the researchers how important it is for every student to

be socially and emotionally competent especially now, in this generation

Competence in socio-emotional learning is recognized as having a

significant influence on a child’s school readiness, school adjustment and

academic achievement (Beamish & Saagers, 2014).2

The term socio-emotional learning term was introduced by a group of

effectively at school, interacting positively with people at school and being

academically successful at school, are governed by socio-emotional

Communication is a great way to build friendships or relationships with

other people in school. Without the skill to communicate, learning becomes

socially interact with others.

The main component of socio-emotional competence are social skills.

develop friendships via positive interactions with their classmates, it is crucial

forming relationships—a child who has experienced trauma requires support

to learn and develop.

Guidance is a process which helps every individual to understand and

is a form of assistance wherein it helps students to achieve and adjust to

school and life.

According to Crow and crow, Guidance is an assistance made available

by a competent counselor to an individual of any age to help him direct his

own burden.4 Guidance is an important process of resolving one’s problem by

family and friends.

a process which helps an individual to discover what skills and abilities he

Counseling is an interaction between a professionally trained counselor

It does not involve providing advice or information, brainwashing, or coercing

someone into changing their beliefs or conduct. Instead, it creates

circumstances that encourage voluntary transformation. It helps an individual

to understand himself and his environment.

Based from G.F. Smith, Counseling is essentially a process in which

the counselor assists the counselee to make interpretation of facts relating to

a choice, plan or adjustment which he needs to make. 6 Counseling is

considered to be an integral and central part of guidance. It helps an individual

to solve his problem or difficulties in life by seeking guidance from a

professional counselor. Seeking counseling helps a person by encouraging

them to face their problems.

As stated in DepEd Memorandum No. 055 series of 2021 that:

The Department of Education (DepEd) issues the enclosed

known as the Mental Health Law, Section 25 states that educational

institutions like Schools, Universities and Technical Schools should establish

counseling to educational institutions should be develop so that it helps many

affect their performance in school.

CASEL (2003) stated that Social and Emotional Learning (SEL) is an

educational movement gaining ground throughout the world. SEL can be

defined as the capacity to recognize and manage emotions, solve problems

effectively, and establish positive relationships with others. 8 As being stated,

Social and Emotional Learning (SEL) is a process in which individuals, mostly

According to Durlak et al. (2011), a large-scale meta-analysis of studies