The Effects of Student's Unstable Emotional Quotient (EQ) to their Academic

Performance"

Introduction

This chapter provides the study's background and highlights the key findings
in assessing how a student's unstable emotional quotient affects their academic
performance, as well as relevant research on the subject.

Background of the Study

A student's emotional health plays a vital role in his or her education. It supports
one's motivation to learn, to expand one's knowledge and to empathize with others but
having to face an unstable emotional health could lead to serious problems. There are
five key elements to Emotional intelligence: self-awareness, self-regulation, motivation,
empathy, and social skills that are also the benefits of having emotional intelligence.
Moreover, a students' poor manageability to his or her own emotions could result in a
substandard performance in his or her academics. According to ecolemondiale.org, a
student who is able to manage his or her emotions well is a student that will not allow
stress to rule their academic life. But on the contrary, those who cannot manage their
emotions well may have issues in dealing with difficult situations.

Emotional intelligence is a factor that is useful in understanding and predicting

one's performance at work and school (knowledge e) it deals with the growth and
development of a person in terms of his or her performance in education. A local study
on emotional intelligence by Dr. Boboy Sze Alianan, a clinical psychologist states that
Filipino adolescents who are believed to be more emotionally intelligent can handle their
situations more effectively and have fewer bouts of mental issues such as depression
and anxiety.
 On the other hand, those who are dealing with issues with their emotional health
may not handle stress and pressure effectively. Maintaining interest in one's education
is crucial in the student's educational field but without interest one may lose his or her
motivation in learning proactively.
In addition, this study aims to give significance in this subject matter, providing
more information about the effects of emotional quotient to a student's academic
performance.

Review of related literature

This section presents the review of related literature and studies relevant to the
understanding and clarity of the topic being studied. These are based on the different
researchers related to this study, I'd est, the effects of having emotional intelligence, the
benefits of emotional intelligence, and the impact of emotional intelligence on a
student's academic performance. Related studies provided the researchers with a basis
for the formulation of the framework.

International studies

The concept of emotional intelligence has garnered significant attention in

academic literature across the globe. Joshi et al. (2012) state that emotional
intelligence is becoming more widely accepted as a gauge of general performance in a
variety of fields. Over the past 20 years, there has been a problem with measuring
intelligence because most studies have concentrated on cognitive intelligence and
ignored non-cognitive aspects, the most important of which are the emotional aspects
(Samadony, 2007: 20). As a result, a novel idea known as emotional intelligence is
introduced (Mayor & Salovey, 1990). The ability to keep an eye on one's own and other
people's emotions, recognize and categorize various emotions, and use emotional cues
to inform decisions and actions is known as emotional intelligence.
 A conscientious attitude and cognitive intelligence are important, but so is
emotional intelligence. Several studies and pieces of evidence support the claim that eq
has significant impacts on students' academic performance. According to a 2023 study
from the university of Queensland, emotionally intelligent students are better able to
handle negative emotions that could interfere with learning. The study also found that
students with high emotional intelligence are able to quickly get over exam stress and
get on with answering the questions, as well as overcome boredom and maintain
concentration during boring topics. In addition, students can also recognize if they're
feeling stressed about an assignment and seek help, as well as avoid focusing on a bad
grade and instead concentrate on getting better which is essential in learning.

Moreover, An Indian website called varthana.com claims that one of the

advantages of emotional intelligence is that it helps students become more self-aware
by assisting them in identifying their emotions and triggers. Students are better able to
think logically when they are able to label, pause, reflect, and respond rather than just
react. It also helps them become more confident and growth-minded. They begin to own
up to their errors and acquire proactive learning. Emotionally intelligent students
express their opinions and ideas without hesitation, which helps them develop better
interpersonal relationships and communication skills. These improvements can enhance
a student's overall self-improvement. Additionally, it can help them build stronger
relationships and improve relationship building. This results in the child acting less
hurtfully and being more supportive of their peers.

According to Athanasios Drigas (2020 at Greece), during the COVID-19 pandemic,

the global community has recognized the importance of emotional intelligence in
addressing challenges, especially for students worldwide. The ability to comprehend
and manage emotions has become essential for students to navigate the uncertainties
and difficulties arising from the pandemic. Research suggests that students with strong
emotional intelligence handle stress better, employ resilient strategies, and maintain
composure in tough situations. Stress, in this context, is a condition where the body's
equilibrium is at risk, stemming from various external or internal factors. Psychologist
Daniel Goleman emphasizes that emotional intelligence is vital for preserving mental
health, particularly in stressful situations. The lack of emotional intelligence can lead to
adverse outcomes for students with potentially serious consequences. The COVID-19
pandemic, labeled a global health crisis by the World Health Organization, has caused
unprecedented stress, anxiety, and uncertainty worldwide, significantly affecting
students. However, individuals with high emotional intelligence are better equipped to
assist students in coping with such situations. Possessing a high Emotional Quotient
(EQ) doesn't grant immunity to stress but enables students to be mindful of their
emotions, exercise self-control, and effectively manage anxiety. Additionally, students
with high emotional intelligence can play a supportive role during crises, extending
assistance and understanding to fellow students overwhelmed by stress. Cooperation
and mutual concern for others become prevalent among students in times of crisis. The
results of this research underscore the critical role of emotional intelligence in helping
students navigate the challenges posed by the COVID-19 pandemic, promoting their
mental well-being and fostering a supportive community.

National

Based on (Aslam and Ahmad, 2010; Marquez, Martin, & Brackett, 2006; Nadinigwe
& Azuka-Obieke, 2012), Rowelie Maiquez et al. (2015) state that the majority of
research indicates that emotional intelligence—rather than IQ or intelligence itself—is
the basis for the majority of success in academic performances.

According to an article published by research gate, having less emotional

intelligence is related to having greater psychological issues. In cases like this unstable
mental health could lead to depression and anxiety causing the students to be more
pressured in their academic life.

Moreover, In the Philippines, 203 academic achievers between the ages of 16

and 21 were interviewed for a 2016 Santo Thomas University study. The results of this
study confirmed the idea that academic achievers are more likely to demonstrate
academic excellence the more emotionally intelligent they become. In the study, they
also stated that higher education courses would benefit to include intelligence-based
activities.

In relation to that , A 2019 study by Rajeena Aliah Simihag, Paulo Emmanuel

Agarin, Lyslei Calingasan, Monica Francisco, Rhem Isnain, Danica Mel Macliente,
Marynel Pilanga, Mhestie Santos, and Eladia U. Rivera on the effects of emotional
intelligence on the academic performance of student nurses found a significant
correlation between emotional intelligence and senior nursing students' academic
performance. The findings showed that students' academic performance is very good
and satisfactory when it comes to emotional intelligence (EI), both high and average.

Furthermore, According to Lea Daradal Canivel (2010 at Quezon City),

educational institutions, especially at the basic level, routinely encounter challenges that
necessitate effective resolution, heavily relying on individual principals' emotional
intelligence and leadership styles. Principals, as pivotal figures in schools, bear
substantial responsibilities for organizational development and the academic well-being
of students. Their leadership, infused with emotional intelligence, is crucial for
navigating the complexities of their roles. This study delves into how school principals,
in an often overlooked area of leadership training, respond to adversity. The
multifaceted nature of their roles puts pressure on principals' psychological well-being,
potentially influencing the school's overall health. With roles encompassing mentorship,
education, advisement, advocacy, and chief executive responsibilities, emotional
intelligence is underscored for effective leadership, especially in supporting students'
well-being. Principals often grapple with a capacity gap in emotional intelligence,
impacting their resourcefulness, adaptability, decision-making, and overall well-being.
Chronic stress may lead to a performance shortfall when leadership is crucial for
students. In the current educational landscape, schools face diverse challenges, and
principals, armed with emotional intelligence, play a pivotal role in responding to these
adversities.
Local

Within Mindanao, Dr. In Cagayan de Oro City, Chelo conducted a survey with
300 college students. She discovered that adolescents in the Philippines with high
emotional intelligence have a tendency to feel stronger in terms of handling their
circumstances and view themselves as more capable of handling the challenges they
encounter. They can also handle both tragic challenges and day-to-day inconveniences
with less difficulty. They also have a lower risk of anxiety and depression, the two most
common mental health conditions that can prevent them from performing well
academically.

Besides that, according to Lloyd Psyche T. Baltazar (2022 at Mindanao Davao

City, Philippines), which study examines the relationship between students' analytical
problem-solving abilities and emotional intelligence in the context of senior high school
mathematics classes, discovered.

Due to circumstances that are emotionally charged, a lot of students find it

difficult to solve analytical problems. The results show that students' emotional
intelligence is only moderate, which suggests their analytical problem-solving abilities
are insufficient. However, there is a strong correlation between analytical problem-
solving abilities and emotional intelligence, and the correlation is significantly influenced
by the self-awareness dimension. He also discovered that people with low emotional
intelligence could find it difficult to use unorganized strategies and ignore emotional
signals. On the other hand, people with high emotional intelligence are better at
gathering data, assessing pros and cons, and using an organized approach to problem-
solving, all of which have an impact on how quickly and effectively they can solve
challenges.

Furthermore, Lucila O. Bance & John Ray B. Acopio (2016) state that a pupil
who
possess emotional-social intelligence and academic performance accomplishment in a
class or profession they are a part of, they also possess the capacity to demonstrate it
in a sympathetic and empathetic manner. Their social and emotional intelligence is
enough to achieve academic achievement in the future and contribute to the growth of
their other abilities, such as student council, motivation, leadership, volunteer work, and
many more.

Statement of the problem

The study aims to investigate the impact of students' fluctuating emotional quotient
(EQ) on their academic performance, examining how varying emotional states may
influence learning outcomes, and overall scholastic achievement.

The study sought to answer the following questions:

1. How does the variability in student's emotional quotient (EQ) affect their daily
academic engagement and participation?
2. How can changes in mental health affect students' ability to maintain a constant
level of academic performance?
3. Are there observable patterns or correlations between students' unstable
emotional quotient (EQ) and specific aspects of their academic achievements,
such as grades or overall learning outcomes?

Significance of the study

This section presents the significance of the study to further determine its
benefaction towards people and its importance.
 Students - This study can help students who struggle with unstable emotional
intelligence by teaching them how to control their emotions and know when and how to
take the necessary actions so that they may be able to improve their academic
performance. This also serves as a helpful reminder to other students to assist those
who are struggling with regulating emotions rather than passing judgment on them.

Teachers: This makes them aware of the study so they can possibly help their
students who are struggling with handling their emotions and inform other students
about it as well.

Researchers: This helps researchers understand the exact effects of unstable

emotional intelligence on a student's academic performance.

Future Researchers: in the future, they can use the study as a reference for
their research, or they can use the study's data to further expound the study.

Parents: They can be aware of the challenges and obstacles that an unstable
emotionally intelligent person encounters and they can help their child to improve or
develop.

Scope of the study

Scope

Our study focuses on the relationship between emotional intelligence and

academic performance in HCM students. The students' experiences with controlling
one's emotions and empathy for others serve as a link between them. This primarily
focuses on the student's experience and opinions regarding their unstable emotional
quotient in relation to their academic performance, as expressed in their feedback and
comments. This study will determine whether a student's eq and academic performance
are related. It will create a motivating atmosphere where students can learn how to
control their emotions and feel inspired or positive about their academic performance.

Limitations

Our research does have its own limitations when it comes to feedback and
comments coming from another student, for example, the lack of participation or unsure
cooperation during the investigation. A lot of students lack the skill of socializing with
others so it might not be easy to make them cooperate during an investigation, moving
on, finding students who are able to relate to these kinds of situation are little, especially
when most of the students these days are satisfied with their performance (50%)
meanwhile the dissatisfied students (44%) are only so less compared to the satisfied
students.

Definition of terms

Emotional quotient (EQ)- A capacity of an individual to manage his/her own

emotions and to also understand the emotions of others.

Effects - The result of a certain thing.

Academic performance- the achievements of a student in certain subjects or

topics.