The Relationship of Emotional Intelligence and External Influences to the Academic Achievement of Grade-12 Senior High School Students in Perpetual Help College of Manila

Abstract

Emotional Intelligence is merely defined as the ability of understanding other individuals’ emotions as well as oneself. This enables an individual to create a good peer to peer bond wherein they understand and connect with the emotion of each other. In line with this would be the components of emotional intelligence which embodies a significant impact or relationship on the academic performance of an academic achiever. Individuals who gain awards through medals and certificates based on the grade point average (GPA) or general weighted average (GWA) are named as an academic achiever. These awards are categorized into three academic distinctions namely, with honors, with high honors and with highest honors. The researchers have used correlational research design in exploring the relationship between emotional intelligence and the achievement of Academic Achievers in Grade 12 Senior High School. The researchers used an extracted research questionnaire from NHS United Kingdom who followed the structure of Goleman’s EI assessment tool. These questionnaires were distributed on 257 academic achiever students of Grade 12 Senior High School at Perpetual Help College of Manila. After conducting the data gathering procedure, collected data were tabulated and interpreted. Based on the findings of the study, the p value of self-awareness (p = 0.077), managing emotions (p = 0.586), motivating oneself (p = 0.091), and social skills (p = 0.062) clearly shows no significance on the academic achievement. On the other hand, there is only one component that shows significance, it has a p-value of (p = 0.005) and it is the empathy. For the overall findings, a p-value of (p = 0.055), clearly shows no significance on the academic achievers of Grade 12 Senior High School at Perpetual Help College of Manila.