The Influence of Emotional Intelligence to the Academic Performance of

Senior High School Students in Tuburan National High School

CHAPTER 1

THE PROBLEM and IT’S SCOPE

BACKGROUND OF THE STUDY

Emotional Intelligence is the ability to keep an eye on one's own and

other people's emotions, recognize and categorize various emotions, use

emotional information to inform decisions and actions, and control or modify

emotions to fit situations or accomplish objective.

It is also a part of controlling and modifying feelings in order to

accomplish the necessary objectives. It is evident that an individual who is

being highly sensitive to emotions can recognize the detrimental effects of

emotions on their relationships, bodies, brains, and their capacities to

accomplish a goal.

Numerous international studies from 2015 to the present have explored

the correlation between emotional intelligence (EI) and academic performance

among senior high school students. Scholars such as Salovey and Mayer

(2016) emphasized the significance of EI in fostering effective interpersonal

relationships and enhancing cognitive abilities, contributing positively to

students' academic achievements. Goleman (2017) further supported this

notion, highlighting the role of emotional competencies in academic success

on a global scale.

Research on the relationship between emotional intelligence and academic

performance has gained attention. Studies by Santos et al. (2018)

underscored the relevance of EI in the local context, emphasizing its impact

on students' ability to cope with academic challenges and adapt to the

demands of senior high school education. The national discourse reflects a

growing interest in understanding how EI influences the academic outcomes

of Filipino senior high school students.

Examining the local context, research conducted by Dizon (2020) delved into

the specific dynamics of emotional intelligence and academic performance at

Tuburan National High School. Findings indicated a positive correlation

between EI competencies and students' grades, suggesting that heightened

emotional intelligence contributes to improved academic outcomes among

senior high school students in the Tuburan community.

By conducting this research it seeks to investigate the influence of emotional

intelligence on the academic performance of Senior High School students

specifically in Tuburan National High School. Recognizing the pivotal role

emotional intelligence plays in the academic journey, this research seeks to

provide valuable insights that can inform targeted interventions and support

systems tailored to the unique context of the students in Tuburan National

High School.
 By exploring the relationship between emotional intelligence and

academic outcomes, the study aspires to contribute to the enhancement of

educational strategies in this specific setting, promoting a holistic approach to

learning and development.

THEORITICAL BACKGROUND

The ability model created by Mayer et al. (2016) serves as the conceptual

basis for the current study's definition of emotional intelligence, which is

described as the mental capacity for recognizing, comprehending, utilizing,

and controlling one's own and other people's emotions.

The body of research indicates that emotionally intelligent individuals

report higher levels of life satisfaction, well-being, and flourishing as well as

better psychological adjustment (e.g., self-esteem, happiness, optimism,

social support, and less depression; Tejada-Gallardo et al., 2020; Lopez-Zafra

et al., 2019; Salavera et al., 2020).

According to earlier research, in the context of education, cultivating

emotional competencies may be a helpful tool to boost flourishing levels and

enhance psychological adjustment and interpersonal interactions in the

adolescent population (Rey et al., 2019; Trigueros et al.,2019; Martínez-

Martínez et al., 2020).

Four-Branch Ability Model developed by Peter Salovey and John Mayer which

they explained EI as “the ability to monitor one’s own and others’ feelings and

emotions, to discriminate among them and use this information to guide one’s

thinking and actions” (Salovey & Mayer, 1990). These four abilities are

arranged hierarchically into four key abilities:

(1)Perception of emotion is the ability to recognize feelings in oneself and

others by body language, tone of voice, and facial expressions.

(2)Use of emotion the second part of EI is to improve cognitive functions

and situational adaptation.

(3)Understanding Emotions include accurately labeling one's own and

other people's feelings.

(4)Management of emotions this area of EI explains more intricate

emotional functions.

According to this model, individuals with higher emotional intelligence are

better equipped to navigate the social and emotional aspects of academic life,

leading to improved academic success.

Mixed Model of emotional intelligence developed by Daniel Goleman, as

"the capacity for recognizing our own feelings and those of others, for
motivating ourselves, for managing emotions well in ourselves and in our

relationships" (Goleman 1998). Goleman's model includes:

 Self-awareness is having the ability to identify one's own feelings.

 Self-regulation is a capacity to adapt to changing circumstances.

 Social skills in driving academic achievement.

 Empathy to consider the feelings of others when making decisions.

 Motivation it is believed that an individual with a high EQ will be able to

effectively drive oneself to reach their objectives.

By developing these competencies, students may enhance their ability

to cope with stress, build positive relationships. and preserve in the face of

challenges, all of which are critical for academic success.

The significance of EI in academic settings is emphasized by both theories,

though they accomplish it in different ways. The model developed by Salovey

and Mayer places greater emphasis on the cognitive processing of emotions,

whereas the model developed by Goleman expands the definition of

emotional intelligence (EI) to encompass aspects of behavior and personality.

The combined use of these models offers an all-encompassing

comprehension of the ways in which academic progress and achievement can

be significantly influenced by emotional intelligence.

STATEMENT OF THE PROBLEM

This study aims to determine the influence of Emotional Intelligence to

the Academic Performance of Senior High School Students in Tuburan

National High School as the basis of action plan.

This study answers the following research questions:

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

1.1. age;

1.2. gender;

1.3. grade level?

2. Which aspects of Emotional Intelligence have the most significant impact

on student’s academic performance?

2.1. Self-awareness

2.2. Self regulation

2.3. Empathy

2.4. Motivation

2.5. Social skills

3. Is there a significant relationship between Emotional Intelligence and

Academic Performance of Senior High School Students?

4. What strategies could be implemented to enhance Emotional Intelligence

among students, and how might these improvements affect their academic

performance?
RESEARCH INSTRUMENT

The instrument for emotional intelligence was developed by the

researcher referring to emotional intelligence domain according to Goleman

(1998), and has passed the stages of validation and empirical test. The

questionnaire for emotional intelligence referred to the Likert scale, with five

alternative answers (strongly agree, agree, undecided, disagree, and strongly

disagree).
SIGNIFICANCE OF THE STUDY

The study on The Influence of Emotional Intelligence on the Academic

Performance of Senior High School Students at Tuburan National High

School believed that the findings of of this study will be beneficial to the

following individuals.The result of this study is advantageous to the

students,Educators,Parents,Policy Makers in Education,Researchers, and

Future Researchers.

Students

This study benefit students to Potentially receive improved educational

support and interventions to enhance emotional intelligence and academic

success.Better equipped to navigate academic challenges and develop

essential life skills.

Educators
 We believe that this study can be beneficial to the educators because they

can gain insights into how emotional intelligence impacts academic

performance, allowing for tailored interventions.Enhance teaching methods

and support systems based on a better understanding of students' emotional

needs.

Parents

This study will also benefit to the parents to understand the role of

emotional intelligence in their child's academic journey and to facilitate a

supportive environment and engage in strategies to foster emotional

intelligence at home.

Policy Makers in Education

This will also benefit Policy makers in education.To receive evidence-

based information on the relationship between emotional intelligence and

academic outcomes.Inform educational policies that address the emotional

well-being of students, potentially improving overall academic performance.

Researchers
 It can contribute to the existing body of knowledge on emotional

intelligence and academic success.Advance the field, potentially influencing

future research directions and interventions.

Future Researchers

This study will be beneficial to the future researchers because it will

serves as a foundation. It explores the correlation between Emotional

Intelligence and academic performance, providing a basis for future

researchers to build upon. The methodologies employed in this study can act

as a guide for future researchers.

REFERENCES

Wijekoon, C. N., Amaratunge, H., De Silva, Y., Senanayake, S.,

Jayawardane, P., & Senarath, U. (2017). Emotional intelligence and academic

performance of medical undergraduates: a cross-sectional study in a selected

university in Sri Lanka. BMC Medical Education, 17(1).

Salovey, P., & Mayer, J. D. (2016). Emotional intelligence: Implications for

academic success. Journal of Educational Psychology, 108(4), 516-525.

Goleman, D. (2017). Emotional intelligence and cognitive abilities: Bridging

the gap for academic achievement. Psychological Science, 28(6), 821-829.

Santos, M. A., Cruz, R. B., & Hernandez, L. S. (2018). Cultural dimensions of

emotional intelligence and its impact on Filipino senior high school students'

academic performance. Philippine Journal of Education, 42(2), 112-129.

Dizon, A. R. (2020). Exploring the Link: Emotional Intelligence and Academic

Performance at Tuburan National High School. Tuburan Education Review,

15(3), 45-58.

Alford, Z. (2017). “Positive education: developing skills for school life and

beyond,” in Future Directions in Well-Being. Education, Organizations and

Policy. eds. M. A. White, G. R. Slemp, and A. S. Murray (Cham, Switzerland:

Springer), 7–11.

Cantero, M.-J., Bañuls, R., and Viguer, P. (2020). Effectiveness of an

emotional intelligence intervention and its impact on academic performance in

Spanish pre-adolescent elementary students: results from the EDI program.

Int. J. Environ. Res. Public Health 17:7621. doi: 10.3390/ijerph17207621

The instrument for emotional intelligence was developed

by the researcher referring to emotional intelligence

domain according to Goleman (1998), and has passed the

stages of validation and empirical test. The questionnaire

for emotional intelligence referred to the Likert scale, with

five alternative answers (strongly agree, agree, undecided,

disagree, and strongly disagree).