The Moderating Influence of Trait Emotional Intelligence and Self-Efficacy on Academic Achievement

THE MODERATING INFLUENCE OF TRAIT EMOTIONAL INTELLIGENCE

AND SELF-EFFICACY ON ACADEMIC ACHIEVEMENT

OF SELECTED HIGH SCHOOL STUDENTS

OF TRINITY UNIVERSITY OF ASIA

____________________

A Baby Thesis

Presented to the Faculty of

Graduate School

Bulacan State University

____________________

In Partial Fulfilment of the

Requirements for the Subject

E503 – Research Methodology

by

Julius D. Somera

October 2014

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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

“Why?” is probably the most widely asked question in the English language. Why

did he do that? Why didn’t she come? Why didn’t that student complete the assignment?

Why would anyone want to be like that? Why does he always pay attention in class?

These are all questions that attempt to understand the “motive” that drives students to act

or not act in certain ways. They are questions which attempt to understand and explain

human motivation. According to Baron and Schunk (1992 & 1990), motivation is the

force that energizes and directs a behaviour towards a goal; therefore, motivation is a

crucial element to the learning process. Research clearly shows a positive correlation

between motivation and achievement (Ringness, 1965; Ugurogulu& Walberg, 1979;

Wang, Haertel, & Walberg, 1993, Singh, 2011). Therefore, knowledge of factors that

facilitate motivation to learn and achieve is critical for a teacher to be truly effective or

for a student to achieve.

One of the theories on motivation is the value and expectancy theory which

provides more useful way to conceptualize motivation, in contrast to simply identifying

motivation as intrinsic or extrinsic. This motivation theory includes expectancy as its

second component which deals with the degree to which a person expects to be able to

perform the desired task successfully. Albert Bandura (1982) suggested that an

individual’s belief about his/her ability to reach a goal will determine how much effort is

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expended and how long it will persist. This belief about what one can and cannot do in

particular situation Bandura termed as self-efficacy.

Meanwhile, in the article by Peter Salovey and John Mayer entitled “Emotional

Intelligence” in 1990, they defined emotional intelligence (EI) as, “the subset of social

intelligence that involves the ability to monitor one’s own and others’ feelings and

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

and actions’, which supported Howard Gardner’s Intrapersonal and Interpersonal

Intelligences (1983). However, the concept of emotional intelligence has made such a

strong heat in the last two decades after the publication of psychologist and New York

Times science writer Daniel Goleman’s book entitled, “Emotional Intelligence: Why It

Can Matter More Than IQ”.

Proposing different theoretical models to describe EI such as ability model, trait

model, and mixed model, many scales to measure it and studies to investigate its

relationship with other concepts and variables in various fields show the importance of EI

in modern psychology. Besides, since teachers dealing with human beings and their

emotions have rarely been probed in terms of EI and its position in diverse aspects of

teaching profession, a new trend of studies focused on EI and different aspects of

teaching profession.

For the researcher, it has been proven and experienced that most but not all

students failed in their classes not because of poor intellectual capability rather because

of lacks of motivation and academic responsibility. Therefore, this study intends to

investigate the moderating influence of trait emotional intelligence and self-efficacy on

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academic achievement of selected high school students at Trinity University of Asia

(TUA).

Statement of the Problem

The study aimed to determine moderating influence of trait emotional intelligence

and self-efficacy on academic achievements of selected high school students at Trinity

University of Asia (TUA).

Specifically, it sought to answer the following questions:

1. What is the demographic profile of the respondents based on age and gender?

2. What is the level of academic achievement of the selected high school students at

Trinity University of Asia?

3. What are the level of global trait emotional intelligence and its subscales of the

selected high school students at Trinity University of Asia?

4. What is the level of self-efficacy of the selected high school students at Trinity

University of Asia?

5. Is there a significant relationship between the academic achievement and self-efficacy

of the selected high school students at Trinity University of Asia?

6. Is there a significant relationship between the academic achievement and trait

emotional intelligence of the selected high school students at Trinity University of

Asia?

7. Based on the results of the study, what recommendations can be proposed to the

people concerned and for further researches?

5

Significance of the Study

The main significance of this study is to find the moderating influences of trait

emotional intelligence and self-efficacy to academic performance of the selected high

school students at Trinity University of Asia. The results of this study may be of benefits

to main actors of academic community such as students, teachers, parents, school

administrators and curriculum makers.

Students. Recognition and careful analysis of some factors to the performance in

academic achievements of students would surely be of benefit to the students themselves.

It gives them the opportunity to assess their trait emotional intelligence and their self-

efficacy. Knowing this, the students are hoped to somehow come up with workable

change in their academic performance and their study habits.

Parents. Basically, this study will also be helpful to the parents. This will give

them concrete assessment of the child’s emotional intelligence and self-efficacy.

Knowing the status of their children with regard to motivational factors for study, the

parents will be given the impetus to undertake measures to help their children improve

their study habits and so their academic performance. This could be in form of

cooperating and supporting school initiatives to help their children. As essential partners

of teachers in molding the minds of the children, this could be one of the factual links

towards fulfilment of a consensus that is to improve the quality of life of the children.

Teachers. The results of this study could have some direct use to the teachers.

Knowing the motivational levels of the students towards study, the teacher will be given

the knowledge of what teaching methodology is suitable for better acquisition and

understanding of the different subjects and at the same time, teachers can devise a

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reinforcement plan to help students motivate in their classes. It also attempts to suggest to

teachers that better techniques should be adopted other than they are using now, in order

to impart learning effectively.

School Administrators. The outcome of this study may enable the school

administrators to clarify basic points on the students’ choice of instructional method to be

adopted. It may serve as a challenge for school administrators to come up with a better

instructional technique and reinforcement method that will enrich the curricula to make

students more interested and motivated in studying and learning.

Scope and Delimitation of the Study

This study is limited to the study of moderating influence of trait emotional

intelligence and self-efficacy on academic achievement of selected high school students

in Trinity University of Asia.

Another limitation of this research is that some of the specific suggestions drawn

from this sample may not directly apply to other samples of students. Each student may

display their own unique trait emotional intelligence and self-efficacy.

This study was conducted at the Basic Education of Trinity University of Asia

during the school year 2014 – 2015. The respondents were selected students from Grade

7 up to Fourth Year High School.

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CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents the relevant theories, review of related literature, review of

related studies, conceptual framework, hypotheses of the study, and definition of

variables in relation with the study.

Relevant Theories

A. Self-Efficacy by Albert Bandura

The concept of self-efficacy is central to psychologist Albert Bandura’s social

cognitive theory, which emphasizes the role of observational learning, social experience,

and determinism in the development of personality. According to Bandura, a person’s

attitudes, abilities, and cognitive skills comprise what is known as the self-system. This

system plays a major role in how we perceive situations and how we behave in response

to different situations. Self-efficacy plays an essential part of this self-system.

According to Albert Bandura, self-efficacy is "the belief in one’s capabilities to

organize and execute the courses of action required to manage prospective situations." In

other words, self-efficacy is a person’s belief in his or her ability to succeed in a

particular situation. Bandura described these beliefs as determinants of how people think,

behave, and feel (1994).Since Bandura published his seminal 1977 paper, "Self-Efficacy:

Toward a Unifying Theory of Behavioural Change," the subject has become one of the

most studied topics in psychology. Why has self-efficacy become such an important topic

http://psychology.about.com/od/developmentalpsychology/a/sociallearning.htm

http://psychology.about.com/od/developmentalpsychology/a/sociallearning.htm

http://psychology.about.com/od/profilesofmajorthinkers/p/bio_bandura.htm

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among psychologists and educators? As Bandura and other researchers have

demonstrated, self-efficacy can have an impact on everything from psychological states

to behavior to motivation.Virtually all people can identify goals they want to accomplish,

things they would like to change, and things they would like to achieve. However, most

people also realize that putting these plans into action is not quite so simple. Bandura and

others have found that an individual’s self-efficacy plays a major role in how goals, tasks,

and challenges are approached.People with a strong sense of self-efficacy has ability to

view challenging problems as tasks to be mastered, develop deeper interest in the

activities in which they participate, form a stronger sense of commitment to their interests

and activities, recover quickly from setbacks and disappointments while people with a

weak sense of self-efficacy avoid challenging tasks, believe that difficult tasks and

situations are beyond their capabilities, focus on personal failings and negative outcomes,

quickly lose confidence in personal abilities.

B. Trait Emotional Intelligence by K.V. Petrides

Trait EI is defined as a constellation of emotional self-perceptions located at the

lower levels of personality hierarchies and measured via the trait emotional intelligence

questionnaire (Petrides, Pita, &Kokkinaki, 2007). Trait EI is the only operational

definition in the field that recognizes the inherent subjectivity of emotional experience.

That the trait EI facets are personality traits, as opposed to competencies or mental

abilities or facilitators, is also corroborated by research revealing that the same genes that

are implicated in the development of individual differences in the Big Five personality

traits are also implicated in the development of individual differences in trait EI (Vernon,

http://psychology.about.com/od/behavioralpsychology/ss/behaviorchange.htm

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Villani, Schermer, & Petrides, 2008).Trait EI theory connects the EI construct to

mainstream research on differential psychology and has been used as the main reference

framework in areas as diverse as nursing (Quoidbach&Hansenne,2009), psycho neuro

endocrinology (Mikolajczak, Roy, Luminet, Fillee, & de Timary,2007), relationships

(Smith, Heaven, &Ciarrochi,2008), behavioural genetics (Vernon, Petrides, Bratko, &

Schermer, 2008), and work (Johnson, Batey, & Holdsworth, 2009),among many others.

Therefore, this study intends to investigate the moderating influence of trait

emotional intelligence and self-efficacy on academic achievements of high school

students at Trinity University of Asia (TUA).

Related Literature

According to Bandura (1977), high self-efficacy is a function of a person’s

believing (a) that she can successfully perform the behavior required to produce the goal,

and (b) that the behavior will lead to the desired outcome. Thus, students who have low

self-efficacy may be demonstrating either (a) their belief that they cannot perform the

task (such as study, present a speech, memorize for a test) or (b) that they can perform the

needed action, but other factors will prevent that action from leading to the desired

outcome. Thus, a student who knows that she can study and memorize the material for

the spelling test may still not perform because he believes that even when he studies, the

teacher will find a way to give him a bad test result.

Self-efficacy is an important theoretical and practical concept for educators. As

one researcher noted, “A sense of efficacy for performing well in school may lead

students to expend effort and persist at tasks, which promotes learning. As students

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perceive their learning progress, their initial sense of efficacy is substantiated which

sustains motivation” (Schunk, 1990). Feelings of efficacy motivate students to tackle a

task. Further, this sense of efficacy can foster the ability to concentrate on the task at

hand, whereas feelings of inefficacy can lead to pre-occupation with feelings of

incompetence (Bandura, 1986, 1993; Schunk 1990, 1995). Therefore, fostering a

student’s feeling of efficacy is a valuable tool in a teacher’s tool box and may assist

students to set reasonable, achievable goals.

On the other hand, Trait emotional intelligence is formally defined as a

constellation of emotional self-perceptions located at the lower levels of personality

hierarchies (Petrides, Pita, & Kokkinaki, 2007). Trait EI essentially concerns people’s

self-perceptions of their emotional abilities. An alternative label for the same construct is

trait emotional self-efficacy. Trait EI does not assume that there is some archetypal

‘‘emotionally intelligent’’ individual whom all leaders, managers, and employees should

strive to emulate in order to succeed. Emotions are known to distort human judgment and

decision making (Shafir & LeBoeuf, 2002) as well as basic reasoning processes

(Oaksford, Morris, Grainger, & Williams, 1996). Emotion-based thinking tends to be

intuitive and automatic, with low scientific rigor and low detail in judgment, in contrast

with a more consciously analytic, low in emotional valence, thinking (Croskerry &

Norman, 2008). Certain emotion profiles will be advantageous in some contexts but not

in others. For example, being reserved and non-supportive are not marks of emotional

dimness, but personality traits that happen to be more adaptive than sociability and

emotional expression in, say, research contexts (Rushton, Murray, &Paunonen,1983).

Assessment in the field of EI will not be dramatically different from assessment in the

http://www.psychometriclab.com/Default.aspx?Content=Page&id=30#definition

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field of personality, in which individuals’ profiles have to be matched to specific job

descriptions, with different job descriptions calling for different personality profiles

(Pervin, 1968). It follows that no magic profile of the ‘‘emotionally intelligent’’

individual who will excel in all aspects of work life exists. Succinctly stated, trait EI

theory has several advantages relative to other approaches. First, it acknowledges the

subjective nature of emotional experience (Robinson & Clore, 2002), thus circumventing

a series of problems plaguing other models. Second, it integrates the construct into

mainstream theories of differential psychology rather than treating it as a novel entity

detached from accumulated scientific knowledge. Third, it is not tied to specific

proprietary tests, but rather it is general and provides a platform for the interpretation of

data from any questionnaire of EI or related constructs. Fourth, it is readily extendable

into cognate areas (e.g., social intelligence) rather than restricted to a single idiosyncratic

model.

Related Studies

Bandura’s Social Learning theory (1977, 1986) is the main theory this research is

chiefly based on. This theory emphasizes the interaction between behavior and

environment, focusing on behavior patterns the individual develops to deal with the

environment instead of instinctual drives. Models of behavior can be developed through

face to face experiences or through the monitoring of the responses of others. This theory

claims that we learn the way we behave by adapting ourselves to readymade models.

Consequently, the child is able to learn how to adapt himself to this new behavior by

watching the others do it. As Bandura puts it (1986), self-efficacy refers to personal

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confidence in one’s abilities for a successful accomplishment of a certain task. Self-

efficacy beliefs are significant influential factors of whether individuals will be able to

expend effort on a task and continue to cope with a difficulty. Individuals with a high

level of self-efficacy attempt tasks and keep up trying even though tasks might be

difficult, while individuals with a low level of self-efficacy most of the times end up

giving up easily. As Bandura explains (1986), an individual’s beliefs about his abilities

make up his sense of self-efficacy.

The two fundaments based on Bandura’s theory are related to the fact that

individuals make personal interpretations of their past achievements and failing

experiences and consequently they set goals upon these interpretations. According to

Bandura (1986), people tend to avoid situations they believe exceed their capacities, but

they are willing to undertake and perform those tasks or activities they consider

themselves to be capable of accomplishing successfully. The second fundament refers to

the fact that students set individual goals that become their personal standards for

assessing their performance.

According to Mento, Locke and Klein (1992), internal rewards for goal

attainment, in other words the satisfaction you receive due to performing a successful

task, can drive stronger influences on effort and achievement than external rewards such

as grades or academic performance. As described by Bandura (1997), self-efficacy

beliefs are different with different individuals, they vary under different circumstances,

undergo transformations with time, and increase the academic achievements as

determined by the following factors: mastery experience, vicarious experience, verbal

persuasion, and physiological and emotional states. An individual’s sense of self-efficacy

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is determined by a multitude of personal, social, and environmental factors. Under the

social-cognitive perspective of Bandura (1997) and Pajares (1996) these factors can be

altered not only to influence the individual’s level of self-efficacy, but also his future

performance.

Normative goal theory suggests that self-efficacy beliefs have a moderating effect

on the performance goals. It is worth posing a question on the essence of self-efficacy

and how it is related to the students’ academic performance. According to Bandura

(1997), an essential factor in a human activity is the belief in personal efficacy. As

Bandura describes self-efficacy, it is argued that beliefs influence human functioning by

motivational, decision-making, and affective processes. Based on Bandura (1977), the

more an individual believes in his self-efficacy, the more willing he is, which in itself

makes it possible for the individual to be fully accomplished.

A number of researches have been done for investigating and exploring the way

self-efficacy influences different spheres: psychosocial functioning in children (Holden,

Moncher, Schinke, and Barker 1990), academic achievement and persistence (Multon,

Brown, and Lent 1991), athletic performance (Moritz, Feltz, Fahrbach, and Mack 2000),

performance at work (Sadri and Robertson 1993). The findings disclosed a significant

impact of self-efficacy beliefs on the individual’s performance and motivation.

Individuals with high level of self-efficacy are inclined to perform activities in a

successful way.

According to Bandura (1986) there is a major difference in the way individuals

feel and act between those with low self-efficacy and those with a high level of self-

efficacy. Individuals suspicious of their own abilities tend to avoid challenges and

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difficult tasks. As Bandura described (1989), people who doubt their abilities tend not to

get engaged in difficult tasks. As stated above, individuals with a high level of self-

efficacy cope with challenging situations in a more mature way, while not considering

these as a threat.

According to the Social Cognitive theory, self-efficacy is one of the most

important variables that influence the academic performance and achievement. Collins

(1982) demonstrated in a clear way the importance of self-efficacy beliefs and skill

application on academic performance. The study showed that people may perform poorly

on tasks not necessarily because they lack the ability to succeed, but because they lack

belief in their capabilities.

Different researches indicate that the way learners make use of the learning

strategies increases their academic achievements (Hwang and Vrongistinos 2002;

McKenzie, Gow, and Schweitzer 2004; Pressley, Borkowski, and Schneider 1987;

Rollnick et al. 2008; Yip and Chung 2005). Bandura (1989) has also found that the

perceived self-efficacy increases academic achievement in a direct and an indirect way,

by influencing individuals’ goals. Self-efficacy, together with the goals, influences

academic performance. Individuals with a high level of self-efficacy assign higher goals

to themselves and exercise more effort and willingness to have them accomplished.

Locke and Latham (1990) defined that the more challenging the goals are, the more

motivation they stimulate. A high level of motivation and willingness bring about higher

academic accomplishments.

In the study conducted by Frank Malik and Sultan Shujja in 2013, the results

indicated a significant positive correlation between academic achievement and emotional

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intelligence. High and low achievers showed significant differences on overall emotional

intelligence; no gender differences were found in both groups for total EQ score but on

interpersonal and stress management scales; gender differences within groups were

significant. Children from public schools were high on EQ than private schools but low

on academic achievement.

Samuel Salami (2002) concluded that emotional intelligence, self-efficacy, and

psychological well-being contributed to students’ behaviors and attitudes and showed that

emotional intelligence, self-efficacy, happiness and life satisfaction over and above

depression predicted students’ behaviors and attitudes. This research indicates the need to

emphasize positive psychology in improving the positive elements in students proactively

rather than retroactively trying to solve problems that emerge in order to improve the

quality of higher education.

Lastly, in the study conducted by Mavroveli and Petrides (2009), trait El scores

were positively related both to peer-rated pro-social behavior and to overall peer

competence. They also predicted emotion perception accuracy beyond overall peer

competence. As hypothesized in trait El theory, the construct was unrelated to IQ

(Raven's matrices) and academic performance. Therefore, trait El is successfully

operationalized through the TEIQue-CF and has important and multifaceted implications

for the socialization of primary schoolchildren.

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Conceptual Framework

The main focus of this study is to find if there are significant relationships

between the trait emotional intelligence and self-efficacy to academic achievements of

selected high school students at Trinity University of Asia. The independent variables of

the study are the self-efficacy and the trait emotional intelligence including its subscales

namely well-being, self-control, emotionality, and sociability while the dependent

variable is the academic performance of the students.

Figure 1

The Diagram showing the Moderating Influence of Self-Efficacy and Global Trait

Emotional Intelligence and its Subscales on Academic Performance of the Selected High

School students of Trinity University of Asia

ACADEMIC

PERFORMANCE

SELF-EFFICACY

GLOBAL TRAIT

EMOTIONAL

INTELLIGENCE

Sociability

Emotionality

Self-Control

Well-Being

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Hypotheses of the Study

The following were the hypotheses tested in this study:

1. There is no significant relationship between the self-efficacy and academic

performance of the selected high school students at Trinity University of Asia.

2. There is a significant relationship between the global trait emotional intelligence and

academic performance of the selected high school students at Trinity University of

Asia.

3. There is a significant relationship between the well-being and academic performance

of the selected high school students at Trinity University of Asia.

4. There is a significant relationship between the self-control and academic performance


5. There is a significant relationship between the emotionality and academic


6. There is a significant relationship between the sociability and academic performance


Operational Definition of Variables

For further understanding, the following terms are defined within the context of

the study.

1. Academic Performance – the general weighted average of the selected high school

at Trinity University of Asia during the First Grading Period for School Year 2014 –

2015. It was interpreted using the DepEd K-12 Basic Education Curriculum Grading

System. The level of proficiency of the students should be labelled as Beginning

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(74% and below), Developing (75% - 79%), Approaching Proficiency (80% - 84%),

Proficient (85% - 89%), and Advanced (90% and above).

2. Trait Emotional Intelligence – defined as a constellation of emotional self-

perceptions located at the lower levels of personality hierarchies and measured via the

trait emotional intelligence questionnaire (Petrides, Pita, &Kokkinaki, 2007). It was

measured using the Trait Emotional Intelligence Questionnaire – Short Form

(TEIQue-SF).

3. Self-Efficacy – defined by Albert Bandura as "the belief in one’s capabilities to

organize and execute the courses of action required to manage prospective

situations." It was measured using the Generalized Self-Efficacy Scale (GSES).

4. Respondents – high school students at Trinity University of Asia selected using

convenience technique of sampling.

5. Global Trait Emotional Intelligence – the overall trait emotional intelligence of a

person. It was measured using the Trait Emotional Intelligence Questionnaire – Short

Form (TEIQue-SF).

6. Well-Being – one of the factors of the trait emotional intelligence which comprises of

happiness, optimism and self-esteem. It was measured using TEIQue-SF item

numbers 5, 20, 9, 24, 12, and 27.

7. Self-Control – one of the factors of the trait emotional intelligence which comprises

of emotion regulation, impulse control, and stress management. It was measured

using the TEIQue-SF item numbers 4, 19, 7, 22, 15, and 30.

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8. Emotionality – one of the factors of the trait emotional intelligence which comprises

of relationships, emotion expressions, emotion perception, and empathy. It was

measured using the TEIQue-SF item numbers 1, 16, 2, 17, 8, 23, 13, and 28.

9. Sociability – one of the factors of the trait emotional intelligence which comprises of

emotion management, assertiveness, and social awareness. It was measured using the

TEIQue-SF item numbers 6, 21, 10, 25, 11, and 26.

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CHAPTER III

METHODS OF RESEARCH

This chapter presents the methods and techniques of the study, the population and

sample of the study, the research instruments, the data gathering procedure, and the data

analysis and statistical treatment of the study.

Methods and Techniques of the Study

The study employed online survey and assessment using Google Drive

Application, which are both qualitative and quantitative in the aspect of data gathering.

The research design used was descriptive-correlational design.

Population and Sample of the Study

Due to limited time of the study, 69 out of 524 total population of Trinity

University of Asia – High School Department were taken as respondents for the study

using convenience technique of sampling. The respondents were composed of 32 male

students (46.38%) and 37 female students (53.62%).

Research Instruments

The following instruments were utilized in gathering pertinent data from the

study:

1. Trait Emotional Intelligence Questionnaire – Short Form (TEIQue-SF)

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TEIQue-SF was authored by Dr. K.V. Petrides from London Psychometric

Laboratory at University College London. TEIQue-SF is an integral part of the academic

research program on trait emotional intelligence. It is a scientific measurement

instrument based exclusively on trait EI theory. It is composed of 30-item statement

about emotional intelligence which are answerable using 7-point likert scales and divided

into four subscales namely: (a) well-being (item numbers 5, 20, 9, 24, 12, and 27); (b)

self-control (item numbers 4, 19, 7, 22, 15, and 30); (c) emotionality (item numbers 1, 16,

2, 17, 8, 23, 13, and 28); and sociability (item numbers (6, 21, 10, 25, 11, and 26). Note

that items 3, 18, 14, and 29 contribute only to the global trait EI score. The internal

consistency of the TEIQue-SF was .88 (N = 1119). The corresponding internal

consistencies for males and females were .89 (N = 455) and .88 (N = 653), respectively.

Some items of the questionnaire should be in reverse score.

2. Generalized Self-Efficacy Scale (GSES)

The Generalized Self-Efficacy Scale (GSES) is a ten-item scale, which has been

translated by Mary Wegner from the original German version by Schwarzer and

Jerusalem (in Schwarzer, 1992). It assesses the strengths of an individual’s belief in his or

her own ability to respond to novel and difficult situations and to deal with any associated

obstacles or setbacks. This is a self-administered scale which normally takes two to three

minutes to complete. Respondents are required to indicate the extent to which each

statement applies to them. In terms of scoring, for each item, there is a four choice

response from “Not at all true” which scores 1 to “Exactly true” which scores 4. The

scores for each of the ten items are summed to give a total score.

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Data Gathering Procedure

Two standardized instruments namely the Trait Emotional Intelligence

Questionnaire – Short Form (TEIQue-SF) and the Generalized Self-Efficacy Scale

(GSES) were used as questionnaires for the research upon the approval of the authorities.

With the permission of the Principal of Basic Education – High School

Department of Trinity University of Asia, the tests were administered to the selected,

available and willing students since the study used convenience technique of sampling.

The two standardized instruments were typed and encoded in Google Drive

Application, a free server for online surveys. Both questionnaires were administered last

August 25, 2014 wherein a hundred percent of responses are usable for the study.

Data Processing and Statistical Treatment

Both descriptive and inferential statistics were used in the treatment of the data

gathered.

1. Percentage was to determine the percent distribution of the respondents based on sex

and age. The formula for percentage is:

𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 = 𝑥

𝑁× 100

Where: x is the sample

N is the total population

2. Mean (�̅�) was used to determine the level of trait emotional intelligence and its

subscales and the level of self-efficacy of the selected high school students of Trinity

University of Asia.

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�̅� =∑ 𝒙

𝑵

Where: ∑ 𝑥 is the summation of students’ responses

N is the total number of respondents

3. Pearson Product – Moment Correlation Coefficient (r) was used to establish the

significant relationship between trait emotional intelligence and its subscales and

academic performance, self-efficacy and academic performance of the selected high

school students of Trinity University of Asia. The computed r-value was compared

against the critical values at 0.05 level of significance. Microsoft Excel was used to

compute the value of r.

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CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data gathered by the researcher, analysis and results

according to the problem advanced in the study and the interpretation of results focusing

on the implications of the same to teaching and management.

Data were presented according to the sequence of the specific problems and the

corresponding hypotheses enumerated in Chapter I and II, respectively. These are as

follows:

Table 1 shows the demographic profile of the selected high students of Trinity

University of Asia in terms of sex.

Table 1. Demographic Profile of Respondents in Terms of Sex

Sex Frequency Percent

Male 32 46.38

Female 37 53.62

Total 69 100.00

Based on Table 1, 46.38% of the respondents were male while 53.62% were

female. In other words, 32 out 69 respondents were male and 37 out of 69 respondents

were female. It was understood that the percentage of female is greater than the

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percentage of male since in the population of the entire high school students in TUA, the

number of female students are more than the number of male students.

Table 2 shows the distribution of the selected high school students of TUA

according to age.

Table 2. Demographic Profile of Respondents in Terms of Age

Age Frequency Percent

12 4 5.78

13 3 4.36

14 21 30.44

15 30 43.48

16 11 15.94

Total 69 100.00

Note: Mean = 14.62; Min = 12; Max = 16

As the Table 2 shows, generally the average age of the respondents is 14.62.

Respondents aged 15 have the greatest percentage of 43.48 and it means that 30 out of 69

respondents were from Fourth Year level. Respondents with age of 16 also contributed to

the number of respondents from Fourth Year level which added 11 more respondents. It

was also tabulated that respondents with age of 14 have a percentage of 30.44, second to

the highest, meaning 21 out of 69 respondents were from Grade 9 level. Respondents

with age of 12 and 13 have the lowest percentage of 5.78 and 4.36, respectively. They

came from the lower levels, Grade 7 and Grade 8.

26

Table 3 shows the level of academic performance of the respondents based on

their general weighted average during the first grading period of school year 2014 –

2015.

Table 3.The Level of Academic Performance of the Respondents Grouped

According to Sex

Sex Mean Verbal Interpretation

Male 85.21 Proficient

Female 88.23 Proficient

Overall 86.83 Proficient

Scales on the Level of Academic Performance (Based on DepEd K-12 Grading System):

74% and below - Beginning

75% - 79% - Developing

80% - 84% - Approaching Proficiency

85% - 89% - Proficient

90% and above - Advanced

In Table 3, male respondents have 85.21 of level of academic performance which

was in proficient level of standard while female respondents have 88.23 of level of

academic performance which was also proficient in level of standard. Generally, the

respondents have proficient level of academic performance with mean of 86.83.

As expected, female has greater level of academic performance compared to

male. It was supported by Schunk and Wegner’s study (2010) that female has greater

level of intellectual capability rather than male.

27

Table 4 shows the level of global trait intelligence of the respondents. Each items

of the TEIQue-SF were also included to carefully analyze which factor has greatest and

lowest level.

Table 4. The Level of Global Trait Emotional Intelligence of the Respondents

Item Responses

Mean Verbal

Interpretation 7 6 5 4 3 2 1

1. It’s easy for me to talk about my

feelings to other people. 7 7 16 19 12 4 4 4.28 Average

2. I often find it hard to see things

from someone else’s point of

view.

5 10 20 16 13 3 2 4.43 Average

3. I’m a very motivated person. 12 14 15 23 4 1 0 5.06 High

4. I find it hard to control my

feelings. 11 15 12 12 9 5 5 4.59 High

5. My life is enjoyable. 26 13 13 6 4 4 3 5.39 High

6. I’m good at getting along with

my classmates. 18 17 13 12 3 5 1 5.23 High

7. I change my mind often. 1 7 10 23 19 8 1 3.84 Average

8. I find it hard to know exactly

what emotion I'm feeling. 2 12 15 14 15 7 4 4.06 Average

9. I’m comfortable with the way I

look. 10 13 18 20 5 1 2 4.88 High

10. I find it hard to stand up for my

rights. 7 15 17 13 8 3 6 4.52 High

11. I can make other people feel

better when I want to. 18 18 11 16 3 2 1 5.32 High

12. Sometimes, I think my whole life

is going to be miserable. 13 11 12 15 7 8 3 4.59 High

13. Sometimes, others complain that I

treat them badly. 5 6 5 15 10 16 12 3.33 Low

14. I find it hard to cope when things

change in my life. 2 11 19 16 8 8 5 4.12 Average

15. I’m able to deal with stress. 6 19 17 12 11 3 1 4.77 High

28

(continuation) Table 4. The Level of Global Trait Emotional Intelligence of the Respondents

16. I don’t know how to show the

people close to me that I care

about them.

11 21 7 7 8 8 7 4.54 High

17. I’m able to “get into someone’s

shoes” and feel their emotions. 7 14 20 16 5 5 2 4.70 High

18. I find it hard to keep myself

motivated. 6 17 16 12 8 5 5 4.51 High

19. I can control my anger when I

want to. 19 13 7 16 9 5 0 5.03 High

20. I’m happy with my life. 23 9 20 10 5 2 0 5.42 High

21. I would describe myself as a good

negotiator. 6 12 15 18 9 6 3 4.39 Average

22. Sometimes, I get involved in

things I later wish I could get out

of.

2 3 14 23 14 7 6 3.71 Average

23. I pay a lot of attention to my

feelings. 10 7 11 21 13 4 3 4.36 Average

24. I feel good about myself. 9 14 25 13 6 2 0 5.01 High

25. I tend to “back down” even if I

know I’m right. 3 19 13 10 15 6 3 4.35 Average

26. I’m unable to change the way

other people feel. 1 10 10 26 13 6 3 3.99 Average

27. I believe that things will work out

fine in my life. 11 15 20 15 5 3 0 5.04 High

28. Sometimes, I wish I had a better

relationship with my parents. 3 4 7 14 13 16 12 3.17 Low

29. I’m able cope well in new

environments. 4 12 23 19 7 3 1 4.62 High

30. I try to control my thoughts and

not worry too much about things. 12 10 17 15 7 6 2 4.70 High

OVERALL 4.53 High

Scales on the Level of Trait Emotional Intelligence:

6.50 – 7.00 Excellent E

5.50 – 6.49 Very High VH

4.50 – 5.49 High H

3.50 – 4.49 Average A

2.50 – 3.49 Low L

1.50 – 2.49 Very Low VL

1.00 – 1.49 Poor P

29

As Table 4 shows, 18 out of 30 items pertaining to global trait emotional

intelligence have high level of trait emotional intelligence ranging from 4.51 to 5.43. The

item which states “I’m happy with my life” has the greatest mean of 5.43 which can infer

that students are contented and happy with their lives. The 28th statement, “Sometimes, I

wish I had a better relationship with my parents” has the lowest mean of 3.17 and with low level

of trait emotional intelligence. For three years of teaching experience of the researcher, it has

been observed that most but not all students in TUA – High School department has family

problems like separation of parents, single-parenting, etc. The low level of emotionality of the

students specifically the need for loving from their respective parents can affect their academic

studies and it is supported by a study conducted by Rusgianto H.S. (2009) which concluded that

there was a positive correlation between the emotional intelligence and academic performance of

students. Generally, the respondents has 4.53 level of global emotional intelligence with high

verbal interpretation.

Table 5 shows the level of well-being subscale of the respondents. Well-Being

subscale is one of the factors of the trait emotional intelligence.

Table 5.Level of Well-Being Subscale of the Respondents

Item Responses

Mean Verbal


1. My life is enjoyable. 26 13 13 6 4 4 3 5.39 High

2. I’m comfortable with the way I

look. 10 13 18 20 5 1 2 4.88 High

3. Sometimes, I think my whole life is

going to be miserable. 13 11 12 15 7 8 3 4.59 High

4. I’m happy with my life. 23 9 20 10 5 2 0 5.42 High

5. I feel good about myself. 9 14 25 13 6 2 0 5.01 High

6. I believe that things will work out

fine in my life. 11 15 20 15 5 3 0 5.04 High

OVERALL 5.06 High

30

Scales on the Level of Well-Being Subscale:



4.50 – 5.49 High H

3.50 – 4.49 Average A

2.50 – 3.49 Low L

1.50 – 2.49 Very Low VL

1.00 – 1.49 Poor P

Based on the results tabulated in Table 5, all of the statements regarding to the

well-being factors of trait emotional intelligence has high level ranging from 4.59 – 5.42.

“I’m happy with my life.” has the highest mean of 5.42 while “Sometimes, I think my

whole life is going to be miserable.” has the lowest mean of 4.59. These two extremes statements

are opposite in nature. “I’m happy with my life.” is a positive statement about their well-

being and respondents agreed with that, meaning they were contented and satisfied with

they had been going through with their lives. On the other hand, “Sometimes, I think my

whole life is going to be miserable.” is a negative statement about their well-being and it has the

lowest mean meaning it supported the statement “I’m happy with my life.” Being happy,

contented, and satisfied in life can be gained through avoiding negative mindset. Hence,

being optimistic about oneself can lead to better performance of the students. Overall, the

respondents has high level of well-being subscale of trait emotional intelligence with

mean of 5.06.

Table 6 shows the level of self-control subscale of the respondents. Self-Control


31

Table 6.Level of Self-Control Subscale of the Respondents

Item Responses

Mean Verbal


1. I find it hard to control my feelings. 11 15 12 12 9 5 5 4.59 High

2. I change my mind often. 1 7 10 23 19 8 1 3.84 Average

3. I’m able to deal with stress. 6 19 17 12 11 3 1 4.77 High

4. I can control my anger when I want

to. 19 13 7 16 9 5 0 5.03 High

5. Sometimes, I get involved in things

I later wish I could get out of. 2 3 14 23 14 7 6 3.71 Average

6. I try to control my thoughts and not

worry too much about things. 12 10 17 15 7 6 2 4.70 High

OVERALL 4.44 Average

Scales on the Level of Self-Control Subscale:



4.50 – 5.49 High H

3.50 – 4.49 Average A

2.50 – 3.49 Low L

1.50 – 2.49 Very Low VL

1.00 – 1.49 Poor P

One part of trait emotionality intelligence is self-control. Out of 6 statements

regarding self-control has high level of results ranging from 4.59 – 5.03. “I can control my

anger when I want to.” with the highest mean of 5.03 can infer that students, if aware of their

emotions, can control anger and other negative emotions. While “Sometimes, I get involved in

things I later wish I could get out of.” has the lowest mean of 3.71 and if you scrutinize the

statement, it tells unawareness of students with what they’re doing. Overall, the respondents has

average level of self-control subscale of trait emotional intelligence with mean of 4.44.

32

Table 7 shows the level of emotionality subscale of the respondents. Emotionality


Table 7.Level of Emotionality Subscale of the Respondents

Item Responses

Mean Verbal


1. It’s easy for me to talk about my

feelings to other people. 7 7 16 19 12 4 4 4.28 Average

2. I often find it hard to see things

from someone else’s point of view. 5 10 20 16 13 3 2 4.43 Average

3. I find it hard to know exactly what

emotion I'm feeling. 2 12 15 14 15 7 4 4.06 Average

4. Sometimes, others complain that I

treat them badly. 5 6 5 15 10 16 12 3.33 Low

5. I don’t know how to show the

people close to me that I care about

them.

11 21 7 7 8 8 7 4.54 High

6. I pay a lot of attention to my

feelings. 7 14 20 16 5 5 2 4.70 High

7. Sometimes, I wish I had a better

relationship with my parents. 10 7 11 21 13 4 3 4.36 Average

8. I’m able to “get into someone’s

shoes” and feel their emotions. 3 4 7 14 13 16 12 3.17 Low

OVERALL 4.11 Average

Scales on the Level of Emotionality Subscale:



4.50 – 5.49 High H

3.50 – 4.49 Average A

2.50 – 3.49 Low L

1.50 – 2.49 Very Low VL

1.00 – 1.49 Poor P

33

According to the tabulated result for the level of emotionality of the respondents,

2 out of 8 statements have high level of emotionality which are “I don’t know how to show

the people close to me that I care about them.” and “I pay a lot of attention to my feelings.” with

mean of 4.54 and 4.70, respectively. 4 out of 8 statements have average level of emotionality with

mean ranging from 4.06 – 4.43. Lastly, 2 out of 8 statements have low level of emotionality

which are “I’m able to “get into someone’s shoes” and feel their emotions.” and “Sometimes,

others complain that I treat them badly.” with mean of 3.17 and 3.33, respectively. Generally, the

respondents have average level of emotionality subscale of trait emotional intelligence with mean

of 4.11.

Table 8 shows the level of sociability subscale of the respondents. Sociability


Table 8.Level of Sociability Subscale of the Respondents

Item Responses

Mean Verbal


1. I’m good at getting along with

my classmates. 18 17 13 12 3 5 1 5.23 High

2. I find it hard to stand up for my

rights. 7 15 17 13 8 3 6 4.52 High

3. I can make other people feel

better when I want to. 18 18 11 16 3 2 1 5.32 High

4. I would describe myself as a

good negotiator. 6 12 15 18 9 6 3 4.39 Average

5. I tend to “back down” even if I

know I’m right. 3 19 13 10 15 6 3 4.35 Average

6. I’m unable to change the way

other people feel. 1 10 10 26 13 6 3 3.99 Average

OVERALL 4.63 High

34

Scales on the Level of Sociability Subscale:



4.50 – 5.49 High H

3.50 – 4.49 Average A

2.50 – 3.49 Low L

1.50 – 2.49 Very Low VL

1.00 – 1.49 Poor P

As the table shows, the statement “I can make other people feel better when I

want to.” has the highest mean of 5.32 and with high level of sociability. While the

statement “I’m unable to change the way other people feel.” has the lowest mean of 3.99

and has average level of sociability. Overall, the respondents have high level of

sociability subscale of trait emotional intelligence with mean of 4.63.

Table 9 shows the level of self-efficacy of the respondents. Self-efficacy of the

respondents was measured using instrument Generalized Self-Efficacy Scale (GSES).

Table 9. Level of Self-Efficacy of the Respondents

Item Responses

Mean Verbal

Interpretation 4 3 2 1

1. I can always manage to solve difficult

problems if I try hard enough. 29 28 11 1 3.23 High

2. If someone opposes me, I can find means

and ways to get what I want. 10 39 18 2 2.83 High

3. It is easy for me to stick to my aims and

accomplish my goals. 16 33 18 2 2.91 High

4. I am confident that I could deal efficiently

with unexpected events. 13 36 16 4 2.84 High

35

(continuation) Table 9. Level of Self-Efficacy of the Respondents

5. Thanks to my resourcefulness, I know how

to handle unforeseen situations. 21 32 13 3 3.03 High

6. I can solve most problems if I invest the

necessary effort. 29 31 7 2 3.26 High

7. I can remain calm when facing difficulties

because I can rely on my coping abilities. 22 30 15 2 3.04 High

8. When I am confronted with a problem, I can

usually find several solutions. 19 37 12 1 3.07 High

9. If I am in a bind, I can usually think of

something to do. 13 39 16 1 2.93 High

10. No matter what comes my way, I'm usually

able to handle it. 22 35 12 0 3.14 High

OVERALL 3.03 HIGH

Scales on the Level of Self-Efficacy:


2.50 – 3.49 High H

1.50 – 2.49 Average A

1.00 – 1.49 Low L

As Table 9 shows, all of the statements pertaining to self-efficacy of respondents

have high level with mean ranging from 2.84 – 3.26. Overall, the respondents have high

level of self-efficacy with mean of 3.03.

Table 10 shows the correlation between self-efficacy and academic performance

of the respondents. The computed r-value was compared against the critical value at 0.05

level of significance.

36

Table 10.Correlation between Self-Efficacy and Academic Performance of

Respondents

Variables r P Decision

Self-Efficacy 0.188 > 0.05 Cannot Reject Ho

As Table 10 shows, the computed r-value was 0.188 with negligible association of

correlation meaning there was irrelevant connection between self-efficacy and academic

performance of the respondents and therefore decided to accept the hypothesis and

concluded that there is no significant relationship between self-efficacy and academic

performance of the students. These results were contrary to the conclusions of other

research wherein they found out that there was a significant relationship between self-

efficacy and academic performance.

The relationship between self-efficacy and academic achievement has been a

topic of interest in social sciences researches like in education. Based on past literature,

there was a general agreement that self-efficacy was strongly related to one’s academic

achievement. For example, in Turner, Chandler and Heffer’s study (2009), they assessed

the influence of parenting styles, achievement motivation and self-efficacy on college

students’ academic achievement (p. 338). The results indicated that self-efficacy was a

significant predictor of one’s academic achievement. Also, in Lent, Larkin and Brown’s

research (1986), they also supported that academic self-efficacy was a reliable predictor

of one’s educational performance (p. 265). Although the vast majority of the existing

literature supported the notion that there was a significant relationship between self-

efficacy and academic achievement, there were also few researches did not support such

an argument. In the study conducted by Strelnieks (2005), she found that whether self-

37

efficacy could influence one’s academic achievement depended on some external factors,

like gender and socio-economic status. After analyzing the data collected, the researchers

found that self-efficacy could only successfully predict females’ academic achievement

while it failed to accurately foresee males’ educational performance. Apart from this

finding, it was also shown that self-efficacy could only predict the academic achievement

of students with higher socio-economic status. As reflected in the above research

findings, it could be seen that there were inconsistencies in contemporary understanding

on the relationship between self-efficacy and academic achievement. Even though most

of the existing studies supported there was a strong correlation between the two variables,

there were still researches arguing the opposite. Therefore, further investigation is

required to demonstrate a clearer understanding between the two constructs.

Table 11 shows the correlation between global trait intelligence and its factors and

academic performance of respondents.

Table 11. Correlation of Global Trait Emotional Intelligence and its Factors and

Academic Performance of Respondents

Variables r P Decision

Global Trait Emotional

Intelligence 0.974 < 0.05 Reject Ho

Factors:

Well-Being 0.834 < 0.05 Reject Ho

Self-Control 0.866 < 0.05 Reject Ho

Emotionality 0.796 < 0.05 Reject Ho

Sociability 0.800 < 0.05 Reject Ho

38

Global Trait Emotional Intelligence. Global trait emotional intelligence has

very high association with academic performance with r-value of 0.974. The computed r-

value of 0.974 was compared against the critical value at 0.05 level of significance and

found out that there is a significant relationship between global trait emotional

intelligence and academic performance of the students.

In the study conducted by K. V. Pertides (2004), he noted that Trait EI moderated

the relationship between cognitive ability and academic performance. In addition, pupils

with high trait EI scores were less likely to have had unauthorized absences and less

likely to have been excluded from school. Most trait EI effects persisted even after

controlling for personality variance. It is concluded that the constellation of emotion-

related self-perceived abilities and dispositions that the construct of trait EI encompasses

is implicated in academic performance and deviant behavior, with effects that are

particularly relevant to vulnerable or disadvantaged adolescents.

Well-Being Subscale. Well-Being factor has high association with academic

performance with r-value of 0.834. The computed r-value was compared against the

critical value at 0.05 level of significance and found out that there is a significant

relationship between well-being factors and academic performance of the students.

In the study conducted by Christian Berger, Lidia Alcalay et. al (2011), results

show that socio-emotional variables, and particularly teachers' ratings of their students'

well-being, are associated with academic achievement.

Self-Control. Self-Control factor has high association with academic


39


relationship between self-control factors and academic performance of the students.

According to the study conducted by Ingo Zettler (2010), self-control affects,

among other things, individuals’ performance and criminal or deviant behaviour. Herein,

the construct of self-control is linked to rather specific criteria in an academic context, as

derived from findings in the area of organizational psychology. Specifically, it is assumed

that students’ self-control impacts university citizenship behaviour positively and

counterproductive academic behaviour negatively. Therefore, being aware of our

emotions or things around us can lead also to better academic performance.

Emotionality. Emotionality factors has high association with academic



relationship between emotionality factors and academic performance of the students.

As the study conducted by Gail Gumora and William Arsenio in 2009, teachers

assessed students' positive and negative moods, and schools provided achievement test

results and student grades as measures of cognitive ability/achievement and school

performance, respectively. Results indicated that although students' emotion regulation,

general affective dispositions, and academic affect were related to each other, each of

these variables also made a unique significant contribution to students' general

performance average, over and above the influence of other cognitive contributors.

Overall, these results provide support for the role of socio-emotional factors in students'

school performance, while also clarifying some of the uniquely affective contributors

(rather than relationships or goals) to that performance.

40

Sociability. Sociability factor has high association with academic performance

with r-value of 0.834. The computed r-value was compared against the critical value at

0.05 level of significance and found out that there is a significant relationship between

well-being factors and academic performance of the students.

In the study conducted by Leslie Beach entitled “Sociability and academic

achievement in various types of learning situations”, it was concluded that the less social

student showed more achievement in the lecture group and the more social student

achieved more in the autonomous group.

41

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS

This chapter presents the highlights of the study, the summary of findings,

conclusions and their corresponding recommendations.

Summary of Findings

The findings of the study are summarized as follows:

1. The respondents obtained a mean score of 86.83 in academic performance which is

equivalent to Proficient level of academic performance. The scales on the level of

academic performance was based on the DepEd K-12 Grading System. Male

respondents (46.38%) have Proficient level of academic performance of 85.21 while

female respondents (88.23%) have Proficient level of academic performance of

88.23. It was also concluded that majority of the respondents were at 15 years of age

(43.48%) where 12 was the minimum age and 16 was the maximum. The average of

age of respondents was 14.62.

2. In assessing the Trait Emotional Intelligence (TEI) of the respondents, the results are

as follows: (a) Well-Being subscale of TEI has high level with average of 5.06; (b)

Self-Control subscale of TEI has average level with mean of 4.44; (c) Emotionality

subscale of TEI has average level with mean of 4.11; and (d) Sociability subscale of

TEI has high level with average of 4.63. In general, the Global Trait Emotional

42

Intelligence of the respondents has high level with grand mean of 4.53. The

respondents has high level of self-efficacy with mean of 3.03.

Conclusions

In view of the findings of the study, the following conclusions emerged:

1. There is no significant relationship between the self-efficacy and academic


2. There is a significant relationship between the global trait emotional intelligence and

academic performance of the selected high school students at Trinity University of

Asia.

3. There is a significant relationship between the well-being and academic performance


4. There is a significant relationship between the self-control and academic performance


5. There is a significant relationship between the emotionality and academic


6. There is a significant relationship between the sociability and academic performance


Recommendations

On the basis of the findings presented and the conclusions inferred, the following

recommendations are hereby endorsed:

43

1. Teachers, of course, play a vital responsibility in education process. It is hereby

recommended that use of “Emotional Literacy in the Middle School” program

(ELMS). ELMS provides teachers with six concrete “how to” steps for quick and

easy implementation. Each step can be completed in less than 15 minutes or can be

extended to the teacher’s liking. The steps should be completed in order, with one

new feeling word introduced per week. Below is a brief description of the six steps.

a. Introduction of Feeling Words. Teachers introduce the feeling word by relating

its meaning to students’ prior knowledge and personal experiences. For example,

before introducing the word “alienation,” teachers ask students to talk about a

situation in which they felt isolated or as if they did not belong. The first step

personalizes the learning experience by helping students to relate to the word both

intellectually and emotionally.

b. Designs and Personified Explanations. Students then interpret and explain

abstract designs in terms of their symbolic representations of feeling words. For

example, teachers ask students how a design consisting of several circles

separated by a line looks like the word alienation. This step encourages divergent

thinking and the visualization of the elements and actions that represent meanings

of feeling words.

c. Academic and Real World Associations. This step involves students relating

feeling words to social issues or academic topics. This exercise teaches students

to evaluate how the people around them and those of different societies and time

periods may experience, express, and manage emotions.

44

d. Personal Family Association. Next, students are instructed to have a discussion

about the feeling word with a family member at home. For example, students ask

parents or other relatives about a time when they felt alienated. This step

encourages parental/familial involvement in students’ academic work and fosters

good communication between children and their families.

e. Classroom Discussions. For this step, class discussions are initiated based on

student sharing of Academic/Real World Associations and Personal Family

Associations. A discussion ensues when the teacher asks other students to respond

to their associations or other students’ accounts of the situations. This step helps

students to expand each other’s knowledge base and perspectives through

exposure to others’ viewpoints.

f. Creative Writing Assignments. The final step involves writing assignments

using the feeling word of the week. For example, students are asked to write a

short story with a beginning, middle, and end about a person who went from

being alienated to feeling elated. In this exercise, students incorporate their own

ideas and personal experiences into writing and think creatively and critically

about how emotions progress and transform in life experiences. This step also

provides a means for student expression of a broad range of emotion knowledge.

2. Since it was found out that there were a significant relationship between the trait

emotional intelligence and academic performance, therefore students should develop

their emotional intelligence in relation with the increments of their academic

performance. Here are some suggestions and recommendations for students:

45

a. Know Yourself: The important factors here are the ability to name emotions and

develop an emotional literacy. This competency requires practice, just as we must

practice to develop our reading and comprehension skills to become literate. At the

same time, individuals must be “self-observers” in order to gather data about patterns

of behavior that have become a part of an individual’s behavior repertoire. Reflection

is an important part of this process. It is also necessary to journal in order to detect

patterns of behavior and their antecedent circumstances. A trusted friend, an EQ

Coach, a teacher, or a non-judgmental family member can help an individual reflect

on patterns of behavior.

b. Choose Yourself: For human beings, choice equals a feeling of control. Feeling in

control increases confidence in one’s abilities and capabilities. It is imperative that

students feel that they have choices in their classroom; a classroom that doesn’t allow

student-choice tells students that they are not capable. Choice also aids the

development of Optimism, an important EQ competency that allows a student to feel

that they have the ability to overcome obstacles. Adversity is ever-present in life; the

belief that it can be overcome lies in the development of optimism (Seligman, 1995).

Following on the heels of the competency of optimism, intrinsic motivation is an EQ

competency that develops when a student is able to execute, evaluate, and learn from

a choice made. Classrooms that allow students to make choices, encourage them to

think about the consequences of choices, and remind them to consider mistakes as

opportunities to learn help children develop self-efficacy, optimism, and intrinsic

motivation.

46

c. Give Yourself: Connecting to a purpose that is aligned with a student’s goals gives

the student the intrinsic motivation to pursue those goals. Classrooms that encourage

students to set and meet goals and to understand why those goals were chosen by the

student stimulate this connection. Student satisfaction derives not only from “a job

well done,” but also from the knowledge that completing the job satisfied an inner

connection to something larger than the self. Today, many schools require students to

complete a certain number of hours of community service. Service Learning is an

example of one of the ways schools attempt to help students develop the EQ

competency of pursuing noble goals. Leadership jobs in an organization also allow

students to test and develop their skills in this area. Finally, development of the

above EQ competencies creates empathy for others that is necessary for an

individual’s healthy emotional development. “Empathy shatters rigid ideologies and

destroys stereotypes” (Goleman, 1995). Students who develop the EQ competency

of empathy emerge as natural leaders, garner the respect of their classmates and

teachers, and enhance their own development as individuals with an understanding of

the richness and diversity in the world we inhabit.

3. Of course, as partner in developing every child holistically, every parents has crucial

role for this concern. Here are some suggestions on how to develop emotional

intelligence at home:

a. Observe your home environment. Take a few moments each day and just

observe your classroom or home environment. Which children appear relaxed

and happy? Which children talk incessantly? Which children are shy and

47

retiring? Get to know the patterns of behavior between your children and take

notes on how they are relating to each other. These notes will be valuable clues to

their learning style, approach to learning, and ability to manage their emotions

and relationships.

b. Create stories that will become a part of the fabric of your home. The brain

learns best through the context of stories. Stories stimulate multisensory

integration and help the brain to order and orient the things it needs to know. If

you think about your own school years, you will most likely realize that it is the

stories that you remember (about teachers, classmates, friends etc.) that stimulate

your memory and give depth to your learning. Creating classroom and family

stories fosters interdependence and a sense of “we” that builds emotional

intelligence. Research shows that anxiety reduces short-term memory, but does

not affect story memory (Cozolino, 2009).

c. Give choice/Encourage Connection. Choice stimulates intrinsic motivation

(Fatum, 2008). It is through the opportunity to make choices and evaluate the

consequences of those choices in a safe environment that we learn about

ourselves. Classrooms and homes that allow children to make age-appropriate

choices, within boundaries that allow feelings of safety, encourage self-efficacy

and independence.

d. Emphasize emotional meaning/Model the importance of emotions. Our

Western culture does not acknowledge the importance of emotional understanding

and meaning. The Behaviorist tradition of psychology and the “scientific”

approach to research have given individuals the idea that emotions are dangerous

48

and to be avoided. Nothing could be further from the truth (Damasio, 1994;

LeDoux, 1994). It is through understanding the message of our emotions that we

are empowered to act in ways that connect with our best judgment. In class and at

home, adults must model this understanding of emotions by validating children’s

feelings and then helping them explore options in response to those feelings.

e. Create an active and cooperative atmosphere. Research suggests that

competition builds stress and stressed brains have a difficult time learning

(Medina, 2008). Classrooms and homes that encourage a collaborative and

cooperative approach to problem-solving allow children to approach learning in a

calm and relaxed manner, opening the door to cognitive processing and memory

(Vail, 1981).

f. Make time each day for journaling and reflecting. The brain benefits from

time to reflect (Medina, 2008). Ideally, reflection should occur every 90 minutes

throughout the day, giving the brain time to integrate new learning with old and

encode it in memory. Practice of new concepts is vital also, allowing children to

experience what they are learning actively. The brain changes constantly with

new learning and rewires itself as new elements are stored in memory and

practiced as they are learned.

g. Reframe mistakes. An essential component of learning is to feel safe enough to

make mistakes and be able to reframe them in a way that allows learning to

occur. Homes and classrooms that allow children to learn to reframe mistakes

lower stress and increase cognitive processing capability. Reframing also builds

49

self-efficacy and intrinsic motivation as children can evaluate how to correctly

use their skills, as well as decide which new skills need to be developed.

h. Celebrate feelings. Celebration is such an important concept. Our brains are

naturally structured to focus on the negative elements. Celebration of

accomplishments allows children to build optimism in a realistic way and teaches

them to focus on the things that they do well. It is important to teach our children

to use their strengths to support their challenges. The child who can say, “I stink

at soccer, but I am very good at art,” is learning to balance his/her emotional

response to challenges and to value him or herself.

i. Take Children’s Aspirations Seriously. When children have a goal, support

them to pursue it. Pursuit of personal goals increases self-efficacy and a sense of

personal effectiveness. Children who set and monitor progress toward their goals

build an effective lifelong skill that enhances the development of executive

function.

j. Consciously model and teach EQ Skills. Recognize the power of role modeling,

start with yourself. Children are very aware of a sense of cognitive dissonance

when adult actions diverge from expectations set by those adults. Adults

increasing EQ appears to affect the development of children’s EQ skills. Children

of emotionally intelligent parents learn to trust their feelings, regulate their own

emotions, and solve problems (Grayson, 2012).

4. Furthermore, research related to this study is encouraged for future researchers to

discover more techniques that could improve the quality of educational process.

50

BIBLIOGRAPHY

A: BOOKS

Andres, Tomas Quintin D. et.al Curriculum Development in the Philippine Setting:

National Book Store, Inc., 2008

Carreon, Myrna L. et.al. Social Dimensions of Education: Lorimar Publishing Inc., 2006

Corpuz, Brenda B. and Lucas, Maria Rita D. Facilitating Learning: Lorimar Publishing

Inc., 2006

Corpuz, Brenda and Salandanan, Gloria G. Principles of Teaching I: Lorimar Publishing

Inc., 2007

Parsons, Richard D. et.al. Educational Psychology: Wadsworth – A Division of

Thompson Learning Inc., 2001

Tenedero, Henry S. Homemade Learning and Teaching Styles Recipes: Center for

Learning and Teaching Styles, Phils., Inc. 2002

B: THESIS AND DISSERTATION

Berger, Christian, et.al. “Socio-emotional well-being and academic achievement:

evidence from a multilevel approach”, 2011

Ingo Zettler. “Self-control and academic performance: Two field studies on university

citizenship behavior and counterproductive academic behavior”, 2010

Gail Gumora, et.al. “Emotionality, Emotion Regulation, and School Performance in

Middle School Children”, 2009

Beach, Leslie R. “Sociability and academic achievement in various types of learning

situations.” , Journal of Educational Psychology, Vol 51(4), Aug 1960, 208-212.

K. V. Petrides, et.al. “The role of trait emotional intelligence in academic performance

and deviant behavior at school”, 2011

Azuka Benard Festus. “The Relationship between Emotional Intelligence and Academic

Achievement of Senior Secondary School Students in the Federal”, Capital Territory,

Abuja National Mathematical Centre, P.M.B. 118, Abuja, Nigeria

51

APPENDIX A

Letter of Permission for Principal and Head of Math and Science Department

of Basic Education Trinity University of Asia

September 8, 2014

Mr. Briccio A. Corzon, Jr.

Head, Mathematics and Science Department

THRU: Prof. Juliet A. Demalen

Principal, Basic Education

Dear Sir,

Good day!

The undersigned is a Graduate School student in the degree Master of Arts in

Education major in Educational Management from Bulacan State University currently

enrolled in ED503 – Research Methodology.

As part of the requirement in the subject, I was tasked to study about the

moderating influence of trait emotional intelligence and self-efficacy on the academic

achievement of high school students.

In line with this, may I request for permission from your office to use your

students as my subjects of the study. Rest assured that all documents will solely be used

on the study is kept confidential. Thank you very much for your support.

Respectfully yours,

Julius D. Somera (sgd)

Researcher

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APPENDIX B

RESEARCH QUESTIONNAIRES

Note: The researcher used Google Drive applications for gathering data.

61

APPENDIX C

CURRICULUM VITAE

Somera, Julius De Vera

Lot 19 Block 5 Sunrays Village, Guyong, Sta. Maria, Bulacan, Philippines

Contact No.: +639175598348

E-mail Address: [email protected]

EDUCATIONAL ATTAINMENT

Graduate: Master of Arts in Education – Major in Educational Management

School: Bulacan State University

Year Graduated: On-going

Bachelor’s Degree: Bachelor of Secondary Education Major in Mathematics

School: Trinity University of Asia

Yr. Graduated: 2011

EMPLOYMENT AND ADMINISTRATIVE POSITION:

Position: Faculty

Date of Employment: June 7, 2011 – present

Employer: Trinity University of Asia

SEMINARS/WORKSHOPS ATTENDED:

Title of Seminar: Engaging the Youth on Community Based Population Education and

Human Sexuality Towards Environmental Sustainability in Riverine

Communities

Date and Venue: 27 – 29 June 2014 – Sitio Lucio Hotel and Resort, Sta Maria, Bulacan

Role: Participant – Faculty Mentor

Title of Seminar: Robotics Orientation

Date and Venue: 21 June 2014 – Basic Education Campus, Trinity University of Asia

Role: Participant

Title of Seminar: Effective Everyday Mathematics

Date and Venue: 16 May 2014 – Sequoia Hotel Quezon City

Role: Participant

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Title of Seminar: 2014 Training Program in Basic Robotics

Date and Venue: 15 May 2014 – Hytec Power Inc. Main Office, Novaliches, Quezon City

Role: Participant

Title of Seminar: Designing, Assessing and Facilitating Grade 9 Learning Units based on

the K to 12 Standards

Date and Venue: 5 – 7 May 2014 – FAPE Conference Center, Makati City

Role: Participant

Title of Seminar: Diwa Learning System, Inc. – Are your Students Ready for the 21st

Century?

Date and Venue: 25 – 26 October 2013 – Lima Park Hotel, Lima Technology Center,

Malvar, Batangas

Role: Participant

Title of Seminar: Vibal – K to 12 Mathematics Curriculum and Teaching Strategies

Date and Venue: 16 – 17 November 2012 – Island Cove Hotel, Kawit Cavite

Role: Participant

Title of Seminar: Seminar on Emotional Intelligence

Date and Venue: April 2012 – Mary Alston Hall, Trinity University of Asia

Role: Participant

Title of Seminar: Seminar-Workshop on Curriculum Mapping for K-12 Curriculum

Date and Venue: 30 April 2012 – 4 May 2012 – Cabanban Hall, Trinity University of Asia

Role: Participant

Title of Seminar: Seminar-Workshop in Student Centered Instruction

Date and Venue: 30 April 2012 – 4 May 2012 – Cabanban Hall, Trinity University of Asia

Role: Participant

Title of Seminar: Seminar-Workshop in Handling Behavioral Problems of Differently-

Abled Student

Date and Venue: 2 March 2012 – Wayland Mandell Hall, Trinity University of Asia

Role: Organizer

Title of Seminar: Echo Seminar on “The 1st New Teachers’ Conference”: Assessment and

Learning

Date and Venue: 5 November 2011 – HS Conference Room, Basic Education, TUA

Role: Facilitator

Title of Seminar: Mathematics Teachers Association of the Philippines, Inc. – DepEd –

NCR – Seminar Workshop on “Gearing Towards K – 12”

Date and Venue: 8 – 9 October 2011 – Quezon City Science High School, Quezon City

Role: Participant

Title of Seminar: The First New Teachers’ Conference

Date and Venue: 10 September 2011 – SMX Convention, Pasay City

Role: Participant

63

Title of Seminar: Interpreting and Utilizing Center for Educational Measurement

Achievement/Diagnostic Test Data

Date and Venue: 8 – 9 September 2011 – CEM Function Room, Makati City

Role: Participant

Title of Seminar: Leadership Training Seminar Workshop

Date and Venue: 24 – 26 February 2011 – Bible Nazarene School, Pico Road, Benguet,

Baguio City

Role: Facilitator

Title of Seminar: Campus Leaders’ Debate 2010

Date and Venue: 26 November 2010 – Wayland Mandell, Trinity University of Asia

Role: Participant/Debater

Title of Seminar: PAASA National interactive Youth Forum Third Edition

Date and Venue: 11 – 13 November 2010 – Venus Park View Hotel, Baguio City

Role: Participant

Title of Seminar: 2010 Association of Christian Universities and Colleges in Asia

(ACUCA) Student Camp

Date and Venue: 19 – 23 July 2010 – Keimyung University, Daegu, South Korea

Role: Participant

Title of Seminar: 2010 ACUCA Student Camp Orientation

Date and Venue: 18 June 2010 – Carson Hall, Trinity University of Asia, Quezon City

Role: Organizer

Title of Seminar: Values Development Seminar Workshop for Juniors

Date and Venue: 27 January 2010 – College of Education, Trinity University of Asia

Role: Participant

Title of Seminar: Philippine Youth Environment Network Inaugural Conference

Date and Venue: 19 – 20 November 2009 – Ateneo de Manila University, Quezon City

Role: Participant

Title of Seminar: 36th Annual Search for Math Wizard

Date and Venue: 14 February 2009 – UP Mathematics Bldg., University of the Philippines

Role: Participant

Title of Seminar: Values Development Seminar Workshop for Sophomores

Date and Venue: 17 September 2008 – College of Education, Trinity University of Asia

Role: Participant

Title of Seminar: 29th Peer Facilitators’ Training Program

Date and Venue: 25 – 27 July 2008 - Paraclete Retreat House, Barrio Iruhin, Tagaytay

City

Role: Participant

Title of Seminar: Values Development Seminar Workshop for Freshmen

Date and Venue: 1 August 2007 – College of Education, Trinity University of Asia

Role: Participant

64

MEMBERSHIP IN PROFESSIONAL ORGANIZATIONS:

Organization: Philippine Youth Environment Network (PhilYEN)

Position: Member

Organization: Band 31 Original of Sta. Maria, Bulacan Inc.

Position: Member/Treasurer

Organization: College of Education – Trinity University of Asia Alumni Association

Position: President

Organization: Mathematics Teachers Association of the Philippines (MTAP)

Position: Associate Member

AWARDS/FELLOWSHIPS:

Name of Award: Certificate of Appreciation as Trainer – MATH-TINIK sa TUA 2014

Year: 26 September 2014

Name of Award: Certificate of Recognition – Outstanding Alumni, College of Education -

TUA

Year: 21 September 2013

Name of Award: Certificate of Recognition – Coach, TUA Inter-School Quiz Bowl 2012

and Math Summit 2013 – Neo-Centennial: A Contemporary Prospective

of Mathematics

Year: 2 April 2013

Name of Award: Certificate of Appreciation as Guest Speaker – College of Education

Recognition Day

Year: 15 March 2013

Name of Award: Certificate of Recognition as Trainer – Grand Math Masters 2011

(DLSU)

Year: 29 March 2012

Name of Award: Trinitian of the Year School Year 2010 – 2011

Year: 14 March 2010

Name of Award: Most Committed Leader for School Year 2010 – 2011

College of Education – Trinity University of Asia

Year: 11 March 2010

Name of Award: Community Outreach Service and Involvement Appreciation Award

COPE Volunteer – College of Education, Trinity University of Asia

Year: 11 March 2010

65

Name of Award: Leadership Training Seminar Workshop Appreciation Award

Lecturer/Facilitator - College of Education, Trinity University of Asia

Year: 26 February 2010

Name of Award: Best Group Debater of the Year 2010 -2011 - Trinity University of Asia

Year: 26 November 2010

Name of Award: Math-Sci Mind Benders Quiz Bee 2010 Appreciation Award

Judge – Basic Education, Trinity University of Asia

Year: 1 October 2010

Name of Award: Academic Excellence Award – Dean’s Lister

Year: 16 March 2010

Name of Award: Philippine Youth Environment NetworkTrinity University of Asia Lead

Convener

Year: 11 March 2010

Name of Award: Most Outstanding University-Wide Organization

Auditor – Central Student Council, Trinity University of Asia

Year: 11 March 2010

Name of Award: Outstanding Student in Co-curricular Activities

College of Education, Trinity University of Asia

Year: 19 March 2009

Name of Award: Academic Excellence Award – Dean’s Lister

Year: 29 February 2008

RESEARCHES/PUBLICATIONS:

Research Title: Assessment and Comparison of Multiple Intelligence Profile of Selected Senior

High School Students in Trinity University of Asia with Varying Levels of

Mathematical Skill

Facts of Publication: October 2010

COMMUNITY SERVICE:

Role: Volunteer Teacher

Place: Community Outreach in Pre-School Education

Brgy. Tatalon, Quezon City

Date: February – March 2011

Role: Volunteer Music Instructor

Place: Band 31 Original of Sta. Maria, Bulacan, Inc.

Poblacion, Sta. Maria, Bulacan

Date: June 2010 – present

66

EXTENSION SERVICE (Participation outside the College):

Title: Annual Performer with Band 31 Original of Sta. Maria, Bulacan, Inc. at Concert at the

Park – Luneta Park, Manila

Role: Euphonium Player

PERSONAL INFORMATION:

Nickname: Jules

Age: 20

Gender: Male

Birth Date: November 5, 1990

Birth Place: Sta. Maria, Bulacan

Civil Status: Single

Citizenship: Filipino

Religion: Roman Catholic

Height: 5’5

Weight: 49 kl.

Father’s Name: Julian M. Somera

Occupation: Hospital Clerk

Mother’s Name: Cornelia D. Somera

Occupation: House Wife

Siblings’ Name:

Nilda R. De Luna

Jonel D. Somera

Josielyn D. Somera

I hereby certify that the above information is true and correct to the best of my knowledge and my

beliefs.

JULIUS D.V. SOMERA

The Moderating Influence of Trait Emotional Intelligence and Self-Efficacy on Academic Achievement

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