Triad of Success: Emotional Intelligence, Self-Regulated Learning, and English Proficiency of Senior High School Students

Abstract

This study investigated the relationship between emotional intelligence, self-regulated learning, and English proficiency among senior high school students. The research employed a descriptive-correlational design and was conducted at Esperanza National High School, involving 320 senior high school students for the school year 2024–2025. A stratified sampling technique was used, with Senior High School Strands serving as the strata. Descriptive statistics, such as mean and standard deviation, were utilized to determine the levels of emotional intelligence, self-regulated learning, and English proficiency, while inferential statistics, specifically Pearson correlation, assessed the relationships between these variables. The results revealed a strong positive correlation between emotional intelligence and English proficiency r = 0.758, p < 0.001, and a weak positive correlation between self-regulated learning and English proficiency r = 0.282, p < 0.001. Despite high levels of emotional intelligence and self-regulated learning, students demonstrated only moderate English proficiency. The study concludes that emotional intelligence plays a pivotal role in enhancing English skills, suggesting the importance of integrating emotional intelligence development into educational programs. School may develop comprehensive programs and activities aimed at enhancing emotional intelligence among students. This can include workshops, seminars, and group activities that focus on developing empathy, self-regulation, and social skills.