EMOTIONAL INTELLIGENCE AND ACADEMIC SELF-REGULATION

AMONG ACCOUNTANCY, BUSINESS, AND MANAGEMENT (ABM)

STUDENTS OF LICEO DE DAVAO

In Partial Fulfillment of the Requirements for the

Senior High School Department
In Practical Research II

ARINGO, LADY
AUTIDA, DARYLL
ASUMBRADO, LOCILLE
DEBOQUE, MARIANNE
ESMOLO, KC JOY
ESPELLARGA, SHAEENA
NAUSAN, JOSHUA
TAGANILE, RESHAN AMIRAH
VELASCO, IAN

OCTOBER 2024
 APPROVAL SHEET

This Research entitled “EMOTIONAL INTELLIGENCE AND ACADEMIC SELF-

REGULATION AMONG ACCOUNTANCY, BUSINESS, AND MANAGEMENT (ABM)
STUDENTS OF LICEO DE DAVAO” prepared and submitted by the researchers, in
partial fulfillment of the requirements for the Senior High School Department in Practical
Research II has been examined and is hereby endorsed.

BIA A. MIJARES, MAED

Practical Research Adviser

STATISTICIAN
Approved Data Credibility

ARLYN RIVERA , LPT

Statistician

GRAMMARIAN

Approved and Improvised the grammar of the research study

DARLYN T. GONZAGA, LPT, MAED

Grammarian
 PANEL OF EXAMINERS

Approved by the Panel Member on Oral Examination with the Grade 12

BEAUTYCARE& CAREGIVING

JOAR E. MALLARI, LPT, MAED

Chairman of the Panel

MYRNA SARIO, LPT , MAED ALJAN Y. OBRIQUE, LPT

Member Member

Accepted and Approved in Partial Fulfillment of the Requirements for the Senior High
School Department in Practical Research II

ALJAN Y. OBRIQUE, LPT JOAR E. MALLARI, LPT, MAED

Academic Head Assistant Principal

JANET DELOS REYES-RIOGELON, Ed. D.

School Principal
 CHAPTER 1

THE PROBLEM AND ITS SETTINGS

Background of the Study

According to Edossa (2018), self-regulation was a distinct and reliable word.

Learners who are incapable of organizing or regulating their academic activities their

educational journey, assess their learning outcomes, and make modifications to their

endeavors based on Sa & Premila's research (2021). But to a certain degree, students

need to put in more effort to participate fully. Consequently, pupils must assist with

academic pursuits (Welmilla, 2020). As stated by Tuakova et al. In 2022, an individual

with low emotional intelligence will find it difficult to communicate and establish cordial

connections with other people. In the meantime, individuals usually underestimate the

personal attribute of emotional intelligence (Schoeps et al., 2019). Furthermore,

according to Valenzuela (2020), self-regulation concerns require attention to what was

intended to be completed.

As previously stated, self-regulation is crucial to human functioning, as

emphasized in the research by Saunders et al. (2022). They added that self-regulation

encompasses several key concepts, focusing on areas of agreement and identifying

aspects that could benefit from further exploration, including four critical factors: the

level of analysis, conflict, emotion, and mental function. High self-regulatory students

are more likely to be proactive, aggressive, and creative, which can significantly impact

their learning outcomes in the future (Lin, 2018). Academic self-control, also referred to

as independence, promotes student autonomy and supports self-directed

learning.”Sarnou and Zouar (2021). Moreover, they noted that academic self-regulation
pertains to how pupils organize, oversee, and evaluate their education in order to have

a successful education encounter. These concepts need to be understood as a

connected system in order to be examined to support adaptation and the SRL approach

(Lawson et al., 2019).

Examining the relationship between emotional intelligence and self-control

among students studying ABM. Social consciousness had a problematic substantial

relationship between the emotional intelligence subscales and self-regulation. Self-

regulation and emotional intelligence are connected by a shared framework, which

helps to explain why the results of Siregar et al. (2018) show such a substantial

correlation between them. An examination of the literature indicates that emotional

intelligence, self-control, and character development are positively correlated. Higher-

order cognitive capacities like people with emotional intelligence are better able to

recognize, understand, and utilize emotions. efficiently. Additionally, there is a positive

and direct association between students' self-control and emotional intelligence, per

a Siregal et al. study. 2018).

Even though numerous research projects have been carried out in diverse fields

to ascertain the traits associated with emotional intelligence through a variety of

methods, work should be further developed to ascertain the impact of emotional

intelligence on the way the ABM students performed. The most prevalent kind are

papers or case studies. of investigation. The results of the study could affect how

students arrange their academic careers. Therefore, the researchers sought to close

that gap and aid in understanding teaching pupils about the principles of academic self-
regulation in creating useful strategies that boost emotional intelligence in the classroom

and acting as a roadmap for the goals of ABM students.

Tagum City has witnessed significant growth in recent years, with an increasing

number of students seeking quality education in both public and private institutions.

Liceo de Davao, a private institution known for its strong educational standards, attracts

a diverse group of students from across the region, including those enrolled in the ABM

track. These students face unique challenges as they prepare for careers in business,

management, and entrepreneurship, fields that demand not only technical skills but also

emotional resilience and the ability to manage complex tasks.

At Liceo de Davao, ABM students are required to acquire a wide range of skills,

including analytical thinking, decision-making, and communication. These demands can

be stressful, and the pressure to excel can sometimes result in emotional burnout or

disengagement. As such, understanding how emotional intelligence and academic self-

regulation influence these students' academic performance and overall well-being is

crucial.

While the relationship between emotional intelligence and academic self-

regulation has been explored in various educational settings (Zimmerman, 2000;

Goleman, 1995), there is limited research focused on Filipino students, particularly

those in the ABM track in the context of Tagum City. Given the rapid urbanization and

the increasing emphasis on quality education in the region, it is essential to understand

how these psychological and emotional factors contribute to academic outcomes at

Liceo de Davao.
 This study aims to investigate the relationship between emotional intelligence

and academic self-regulation among ABM students in Liceo de Davao, exploring how

these variables interact and contribute to academic outcomes. By doing so, the

research seeks to provide insights into how educational institutions can foster emotional

intelligence and academic self-regulation, not only to improve academic performance

but also to prepare students for the challenges of the professional world.

Statement of the problem

The study aimed to determine the relationship between emotional intelligence

and academic self-regulation among ABM students of Liceo de Davao.Specifically, this

study answered the following questions:

1. What is the level of emotional intelligence of ABM students in terms of:

1.1 self-awareness;

1.2 managing emotions;

1.3 motivating oneself;

1.4 empathy; and

1.5 social skills?

2. What is the level of academic self-regulation of ABM students in terms of:

2.1 self-planning;

2.2 self-monitoring;

2.3 self-instruction;

2.4 self-evaluation; and

2.5 self-reaction?
 3. Is there a significant relationship between emotional intelligence and

academic self-regulation among ABM students of Liceo De Davao?

Hypothesis

The null hypothesis was analyzed at a 0.05 level of significance.

1. There is no significant relationship between emotional intelligence

and academic self-regulation among ABM students.

Theoretical Framework

This study is based on hypotheses that have been supported by several forms of

research on the relationship between the endogenous variable and certain dimensions.

According to Ryan (1995), Self-Determination Theory (SDT) places a strong emphasis

on freely regulated behavior, or conduct that is self-determined, as well as the social

and cultural elements that support it. Self-Determination Theory, outlined by Ryan

(1995), is a form of “organismic psychology,” which is part of a broader line of theories

in holistic psychology, including the works of Carl Rogers and Jean Piaget. It assumes

that individuals are dynamic, highly developed, and possess natural inclinations toward

growth and development in psychology. The spontaneous nature of self-motivation is a

fundamental tendency seen in humans from birth, driving them to seek opportunities for

learning, novelty, and challenges. Additionally, internalization refers to a person’s

enduring desire to understand and assimilate the values and social practices that

surround them as they discover who they are.

The foundation of emotional intelligence stems from Mayer, Matthews et al.

(2002), and Salovey’s Theory. This theory is a suitable method for analyzing cognition
and has contributed to exciting developments in the understanding of personal

emotional differences. Despite the existence of previous theoretical approaches

(Salovey & Mayer, 1990), the most widely acknowledged view sees emotional

intelligence as a cognitive ability, specifically: the ability to comprehend emotions and

emotional information. Emotional intelligence includes the capacity to relate to or

generate emotions to enhance thinking, the readiness to regulate one’s emotions, and

the ability to accurately evaluate, assess, and express emotions.

These ideas are essential to the research because they provide a conceptual

framework that organizes and guides the formulation of research topics, the

interpretation of data, and the overall understanding of phenomena. Additionally, they

ensure that researchers adopt a methodical and rigorous approach to the creation of

new knowledge. Just as the dependent variable benefits from Self-Determination

Theory, academic self-regulation plays a key role in deepening the understanding of this

study. By integrating behavioral innovation with Mayer and Salovey’s Emotional

Intelligence Theory, the study examines respondents’ ability to accurately perceive,

evaluate, and express their emotions.

Conceptual Framework

This paper develops a theorized model of the interaction between emotional

intelligence and academic self-regulation among students of Liceo de Davao. The

independent variable, emotional intelligence, is directly related to the dependent

variable, academic self-regulation, as seen in the conceptual paradigm. Cooper

and Petrides (2010) conceptualized the independent variable as: emotional intelligence

is measured by the following indicators: self-awareness, managing emotions, self-

motivation, empathy, and social skills. According to Yao et al. (2022), self-awareness

stems from a commonly held psychological idea. Managing emotions has long been a

major issue. Because it has a big impact on both the mind and the body (Singh, 2021).

Motivating self refers to managing, arranging, or containing emotions while working

toward a goal that is necessary for paying attention, mastery, and creativity (Firth)2020.

Empathy is a cognitive trait that combines comprehension of students' experiences,

concerns, and perspectives, as well as the ability to communicate this knowledge and a

desire to serve (Sharma, 2020), and finally, social skill talents. Allow for social

adaptation, the formation of new social relationships, and the maintenance of existing

ones (Maleki et al., 2019).

The dependent variable is academic self-regulation, taken from the Akhtar and

Mahmood (2013) identified five indications of self-management: planning, monitoring,

instruction, assessment, and interaction. Self-planning implies strengthening or

sustaining current levels of success while planning for future prospects (Monteiro et al.,

2021). Self-monitoring has the effect of increasing people's awareness and causing

them to reflect on their habits, disclosing destructive conduct, encouraging intrapersonal

competition, and aiding persons to accept responsibility for their conduct (Orji et al.,

2018). Self-instruction and cognitive restructuring are powerful methods for increasing

self-confidence. Self-instruction worked better than cognitive restructuring in terms of

boosting students' self-confidence after comparing the results of the two tactics

(Chandra). et al., 2019). Self-evaluation system is used in an introductory programming

course, and the findings are compared to existing performance indicators, including

exam grades (Duran et al., 2019). Lastly, self-reaction is the student's responses to their
self-evaluation, referred to as the self-reaction process. Their self-reaction can thus be

characterized by satisfaction, attachment, adaption, or a defensive

response (Matamala, 2019).

The conceptual model, as shown in Figure 1, illustrates the direct causal

relation of independent variables toward the dependent variable. This is

illustrated through a single-headed arrow connected with emotional intelligence towards

academic self-regulation. The study of Siregar et al. (2018) discovered a

positive relationship between self-regulation, emotional intelligence, and character

development. Emotional intelligence and self-regulation share a structure

that contributes to understanding their good relationship.

Emotional Emotional

Emotional Intelligence: Academic Self-Intelligence:

 Self-Awareness Self-planning

 Managing Emotions Self-monitoring

 Motivating oneself Self-instruction

 Empathy and Self-evaluation

 Social Skill Self-reaction

 -Emotional  -Emotional

Intelligence Intelligence

Figure 1. Schematic diagram showing the variable of the study.

Significance of the Study

 The purpose of this study was to evaluate the importance of academic self-

regulation. Knowledge is useful to pupils in classrooms and to support creative ways to

amplify your emotional intelligence. This leads to goals regardless of how it does so.

Permitting the potential for regulations and fostering desire to have an impact

honors Liceo de davao’s ABM students attaining the highest academic degree in

tackling difficult assignments, advancing their education, and developing a profound

comprehension of the material and making an attempt to succeed academically.

Additionally, people improve by forming a personal commitment to study and practice

the process of storing information and skills in memory, particularly for reading

understanding and composition. The following will benefit from this study's outcome:

Students. To improve their academic performance and to determine their

strength and weaknesses.

Teachers To help students if they are having trouble coping with the new set of

learning and to let them know how important emotional intelligence and academic self-

regulation are.

Researchers. To inform other researchers what resolutions will take in further

generations regarding emotional intelligence and academic self-regulation.

Scope and Delimitation

This study focuses on examining the relationship between emotional

intelligence (EI) and academic self-regulation among ABM students attending weekend

classes at Liceo de Davao. Emotional intelligence refers to the ability to recognize and
manage emotions, while academic self-regulation involves how students plan, monitor,

and adjust their learning strategies. The research will specifically target ABM students

enrolled in weekend classes to understand how these factors influence their academic

performance.

The scope is limited to students within the ABM program at Liceo de Davao,

specifically those attending weekend classes, which may differ from regular students in

terms of learning environment and schedules. The study does not account for other

factors like family background, mental health, or socioeconomic status, even though

these may also affect emotional intelligence and academic self-regulation.

Additionally, the study will rely on self-reported surveys to gather data, which

may introduce bias in the responses. The research will be conducted within a specific

academic term, limiting the findings to this particular group and time frame, and may not

be generalizable to students in other programs or those attending regular classes.

Definition of Terms

The following terms are defined operationally to understand the study better.

Academic self-regulation. According to Zimmerman (2000), academic self-

regulation is a “self-directive process through which learners transform their mental

abilities into academic skills.” Zimmerman emphasized that self-regulated learners are

proactive in their learning process—they set goals, monitor their understanding, and use

different strategies (such as organizing material, self-testing, and seeking help when

necessary) to improve performance. Additionally, they reflect on their learning after

completing tasks to ensure continued improvement.

(Sundoga ni sa taas. Dapat ang definition of terms naa sad author)

Emotional intelligence is the capacity of pupils to comprehend, make use

of, and effectively manage their emotions in order to reduce stress,

communicate effectively, interact with others, overcome challenges, and prevent

conflict. It comprises five domains that will guide their ability; self-awareness,

managing emotion, motivating oneself, empathy, and social skills.

Empathy is the capacity of students to be conscious, sensitive, and aware

of another person's thoughts and feelings in a situation from their point of view.

Managing emotions is called devising techniques to identify, recognize,

and manage these emotions.

Motivating oneself is the act of encouraging oneself to take action and carry on

moving toward a goal despite difficulties.

Self-awareness refers to students' capacity to comprehend and be conscious of

their actions, feelings, and emotions.

Self-evaluation aids students in assessing their work in light of a set of

requirements. This allows them to track or monitor their educational development

and pinpoint their knowledge and skill gaps.

Self-instruction strategies can assist a student in performing challenging tasks

or remembering the procedures in a task. It teaches them to work on

motivating processes and deal with difficult situations.

 Self-monitoring is an approach that educates students to examine their conduct

and keep track of the consequences. Though it does not teach students new skills or

knowledge, it does help and teach them how self-monitoring can increase or decrease

the frequency, intensity, or length of existing behavior.

Self-planning is a self-directed planning tool that assists individuals in

meeting particular learning objectives. This enabled the students to understand

and convey what they needed to do to build the abilities they desired when each

activity needed to occur and how to measure progress.

Self-reaction affords them insight into who they are and gives them a route for

self-improvement. It allows students to assist and make them aware of a core belief in

their potential to attain a goal, and this trait helps them thrive in all they do to achieve

success.

Social skills are the student's ability to communicate, handle, and

effectively affect the emotions of others in order to build healthy relationships.

 CHAPTER 2

REVIEW OF RELATED LITERATURE

This section summarizes the ideas, thoughts, and points of view of different

writers. concepts related to academic self-regulation and emotional intelligence.

Additionally, it displays a compilation of facts and published information pertinent to this

investigation that centers on providing comparable research that provides adequate

context and details essential to this research.

Emotional Intelligence

According to Abdel-Fattah et al. (2020), emotional intelligence is the ability to

identify and label a range of emotions, differentiate between and control your own

emotions, and apply emotional intelligence to affect both your own and other people's

behavior. According to some studies, emotionally intelligent persons have higher levels

of well-being, flourishing, and life satisfaction, as well as better psychological

adjustment, including higher levels of optimism, happiness, self-esteem, and social

support, as well as less depression (Tejada-Gallardo et al., 2020). Additionally,

a student's academic success and well-being are significantly influenced by their

emotional intelligence (Alam et al., 2020).

 People with emotional intelligence are better able to control their feelings

related to learning contexts (such as uneasiness, discontent, or test anxiety), and this

set of skills also aids in enhancing connections with peers and teachers, which is a

reasonable explanation for this important The MacCann group (2020). Consequently, a

number of underlying mechanisms, including emotions of optimism, emotional

regulation, and autonomous learning, have been examined in recent studies in an effort

to shed light on the connection between academic achievement and emotional

intelligence (Zhoc et al., 2018). Self-directed learning, emotional control, and pleasant

emotions are some of these strategies (Trigueros et al., 2019). According

to MacCann et al. (2020), some fundamental non-cognitive traits, like emotional

intelligence, may have an impact on academic performance as a result of recent

changes in education (such as an increase in group activities or group work teams),

which necessitate learning and provide peers with the opportunity to resolve conflicts,

make decisions, or solve problems in groups.

Self-awareness is a psychology concept that is often used and is what makes

someone feel self-conscious (Yao et al., 2022). In other words, Lou et al. (2020)

defined self-awareness as the sense of the self as an object in Cognitive is a tool for

self-monitoring and behavior management, with the purpose of The goal of self-

awareness is to improve one's understanding of oneself and enhance Make

improvements to account for flaws and discover ways to tolerate them. Allowing one

to analyze themselves in light of other people's opinions and critiques. It also tries to

make Purwanto et al. (2019) raise the subject of an individual's identity. Some students

possess this skill. Others disagree (De Waal, 2019). So, self-awareness is vital for a
student's personalSelf-awareness is a psychology concept that is often used and is

what makes someone feel self-conscious (Yao et al., 2022). In other words, Lou et

al. (2020) defined self-awareness as the sense of the self as an object in Cognitive is a

tool for self-monitoring and behavior management, with the purpose of The goal of self-

awareness is to improve one's understanding of oneself and enhance Make

improvements to account for flaws and discover ways to tolerate them. Allowing one

to analyze themselves in light of other people's opinions and critiques. It also tries to

make Purwanto et al. (2019) raise the subject of an individual's identity. Some students

possess this skill.

Others disagree (De Waal, 2019). So, self-awareness is vital for a student's

personal growth forging successful connections, and enhancing academic performance

(Rasheed et al., 2019). (Recheck this)

Managing emotions has long been a major issue because it greatly affects a

person's mind and body (Singh, 2021). Managing emotions is skill. It requires acquiring

a working understanding of one's emotions as well as abilities for dealing with them.

(Hoffmann et al. 2020). Emotions and worries may reduce Individuals' attention span

and effect decision-making (Shreekumar, 2022). Motivating oneself is controlling,

organizing, or containing emotions. When working toward a goal, it is vital for paying

attention, mastery, and creativity. Students will consider analyzing and encouraging

motivation for academics. professional duties using collaborative strategy, psychology,

and human resources. Management (Firth, 2020).

 Motivating oneself is critical when following a purpose. because it aids in the

persistence and resolve to pursue pleasure. having the ability to resist impulsive action

while feeling happy, impassioned, Confident and zealous (Akbar et al., 2020).

Empathy is a fundamental relationship skill that is necessary for person-

centered care. When adults demonstrate empathy for students, they must be

sympathetic and caring in reaction to positive and negative emotions while maintaining

the focus on their academic progress (Meyers et al., 2019). Empathy is a cognitive

quality that involves comprehending students' experiences, worries, and points of view

and having the ability to convey this comprehension and a desire to assist. Empathy is

crucial for efficient mental health care (Sharma et al., 2020).

Social skills are the acts we employ to express our thoughts and feelings. Mendo-

Lázaro et al. (2018) found that people use their ideas and affection to maintain or form

relationships with others. A component of social competence and social skills

influences Students' sentiments of isolation, hopelessness, and worry (Moeller

& Seehuus, 2019). Socially savvy people might make connections with others at

different times in their lives. Social talents enable social adaptation and the formation

of new social connections. and sustaining current ones. They have both long-term and

short-term effects on Person's life (Maleki, 2019). A set of social behaviors known as

social skills might Help one do interpersonal activities in a socially competent manner

(Del Prette). & Prette (2019).

Academic Self-Regulation

Academic self-regulation involves engaging in academic tasks

independently, critically, and strategically. Webb et. al. (2018) define self-regulation as
the method by which students may exert control over their concentration, feelings,

attitudes, and awareness in order to engage in actions that are goal-directed.

Furthermore, Park et al. (2019) said that self-regulation refers to the mental, social, and

psychological abilities which enable people to make progrestoward their dreams,

particularly when stressed. Al-Rab'a and Mukablah (2019) identify self-regulation as

an individual's capacity to grasp their learning, build knowledge and habits,

manage emotional behaviors, focus, participate fully in a team effort, and assess how

well goals are being achieved.

Self-planning. In order to encourage the growth of planning skills inside

the objective system, this article will outline how to create a new model for self-planning.

Accordingly, those with a high self-planning level often identify the acts or

behaviors they need to progress in their careers (Monteiro et al., 2021). This work

contributes by fostering planning abilities and modeling planning in a data-driven way.

The method gives the theory of self-direction skills a solid foundation and

enables students to practice their abilities in real-world situations (Zhang et al., 2019).

Self-planning may result in less livable dwelling units, which could negatively or

worsen the surrounding environment.

Self-monitoring has the effects of raising people's consciousness and

causing them to reflect on their behaviors, revealing harmful behavior,

promoting intrapersonal competitiveness, and assisting individuals in accepting

responsibility for their actions (Orji et al., 2018). Self-monitoring of a lack of movement is

essential to these behavior modification techniques. The researchers first provide a

synopsis of the theoretical underpinnings of self-monitoring and its measurement before

looking at its consequences for people and businesses (Kudret et al., 2019). In the past,

self-monitoring methods have been employ to enhance physical activity. In addition, as

more user-friendly equipment that aids in self-monitoring physical activity

becomesaccessible to the general population, it is crucial to research its application

in conjunction with self-monitoring (Page et al., 2020).

Self-instruction techniques and cognitive restructuring are effective ways to boost

self-confidence. Self-instruction outperformed cognitive restructuring in terms of raising

students' self-confidence after comparing the results of the two strategies (Chandra et

al., 2019). Compared to group therapy which used only one approach, self-instruction

and cognitive restructuring techniques were more effective at boosting self-efficacy in

career choice-making. It may be possible to use self-instruction and cognitive

restructuring approaches as an intervention (Ayuningtas et al., 2019).

Self-evaluation system is used in an introductory programming course, and the

findings are compared to existing performance indicators, CHAPTER including exam

grades (Duran et al., 2019). The impacts vary depending on the variable of interest in

any case. These findings should be used when drawing conclusions and making

(school) policy decisions within a School Self-Evaluation process framework, as they

may have significant repercussions (Faddar et al., 2018).

Self-reaction is the performance of the students that might be educational.

If advancement is made, one will have a sense of self-efficacy in obtaining what

one seeks (Pinto, 2023). Their self-reaction can thus be characterized by

satisfaction, attachment, adaption, or a defensive response (Matamala, 2019). In

higher education, self-assessment is essential for ensuring self-regulated and

lifelong learning. Although significant, the connection between these two ideas has

not received enough attention. The pertinent literature has discussed the development

of students' feedback literacy through self-assessment. However, it still needs to

be determined how feedback literacy might help students practice self-assessment

(Yan & Carless, 2021).

CHAPTER 3

METHODOLOGY

This section contains the relevant methods for the research. It covers the study's

research strategy, location, population and sample, research equipment, data collection,

interpretation, statistical tools, and ethical considerations.

Research Design

A quantitative study strategy using a descriptive-correlational method was used

adopted in this investigation. Descriptive research describes a specific element of a

group. Individuals' responses are continuous data with simple means on average. Gill

(2013) utilized this method to investigate the link between emotional intelligence and

academic self-regulation among accounting, business, and management students

from Liceo de Davao.

Research Locale
 The study was conducted in Liceo de Davao, Briz, Barangay Magugpo East,

City of Tagum and a Province of Davao del Norte. The survey was conducted among

the accountancy, business, and management students of Liceo de Davao. In the

mentioned location, the researchers distributed the survey questionnaires. The study of

academic self-regulation and emotional intelligence led the researcher to

choose Liceo de Davao as the study site for their convenience and establish what

problems or issues are there in the field that pertain to their strand. As of this writing, the

accounting, business, and management strand of Liceo de Davao were confident in

their ability to meet any challenge, regulate effectively and efficiently, and achieve their

objectives.
 The Map of Research Locale

Population and Sample

This study is conducted in Liceo de Davao of Tagum City in the school year of

2024-2025. The research respondents were chosen through total population sampling.

The respondents are seventy-nine (79) female students from Grade 11 SHS with total

population of one hundred ninety-eight (98). ( Ibutang pila kabuok male ug female sa

ABM) Additionally, the respondents are of all ages, genders, religious, and cultural

backgrounds.

Total Population Sampling (also known as Census Sampling) is a sampling

technique where the entire population is included in the study. This approach is used

when the population is small enough to be studied in its entirety or when the researcher

needs data from every individual in the population to ensure accuracy and

representativeness. In total population sampling, every member of the group or

population is surveyed, and no one is excluded.

According to Fowler (2014), total population sampling involves "surveying every

member of the population of interest rather than selecting a sample from that

population." In research where the sample size is relatively small or when researchers

require a comprehensive understanding of the whole group, this approach can provide a

more accurate and complete data set. It can be particularly useful in cases such as

studies of small, specific populations (e.g., students of a particular school, employees of

a company) where every participant’s input is needed.

Research Instrument

The study collected data on emotional intelligence and academic self-

regulation through survey questionnaires that the researchers used in conjunction with

developing related adapted questionnaires. The researchers presented this

form formally to make it more appealing to respondents. Then they adapted the

emotional intelligence survey from Cooper and Petrides (2010) and the academic self-

regulation from Akhtar and Mahmood (2013). Then they interpreted the participants

responses using the five (5) point Likert scale below.

Rating Scale Description

5 Strongly Agree (The statement is always true)

4 Agree (The statement is often true)

3 Moderately Agree (The statement is sometimes true)

2 Disagree (The statement is seldom true)

1 Strongly Disagree (The statement is almost never true)

Data Interpretation

Cooper and Petrides (2010) revised the emotional intelligence

survey questionnaire. Explain the design quickly due to the flow of information, and

teaching and learning methods are evolving, expanding knowledge in higher education

based on these five indicators: self-awareness, managing emotion, motivating

oneself, empathy, and social skills. The following is an interpretation of the

participant's responses.
 Range of Means Descriptive Level Interpretation

4.20 - 5.00 Very High This means that emotional

intelligence is always observed.

3.40 – 4.19 High This means that emotional

intelligence is oftentimes observed.

2.60 – 3.39 Moderate This means that emotional

intelligence is sometimes observed.

1.80 – 2.59 Low This means that emotional

intelligence is rarely observed.

1.00 – 1.79 Very Low This means that emotional

intelligence is not observed.

Akhtar and Mahmood's (2013) academic self-regulation survey was

modified. The design was explained quickly due to the flow of information; teaching

and learning methods are evolving. Expanding knowledge in higher education is

based on these five indicators: self-planning, self-monitoring, self-instruction, self

evaluation, and self-reaction. The responses of the participants were clarified below.

Range of Means Descriptive Level Interpretation

4.20 - 5.00 Very High This means academic

self-regulation is always observed.

3.40 – 4.19 High This means that academic

self-regulation is oftentimes
observed.

2.60 – 3.39 Moderate This means that academic

self-regulation is sometimes
observed.

1.80 – 2.59 Low This means academic

self-regulation is rarely observed.
 1.00 – 1.79 Very Low This means that academic
self-regulation is not observed.
Data Collection

This study examined emotional intelligence and academic self-regulation for

effective self-management and supervision. The data was statistically examined using

percentages and sample means. This research utilized a variety of methodologies. The

researchers obtain consent from multiple offices, including ABM Strand Head, SHS

Academic Coordinator, Research Coordinator, and Principals, to conduct this

study. The three professionals validated the questions. The validation result had a mean

of 4.66 and a very excellent description. After validation, the researchers ran a pilot test

with 20 ABM students. The result of the pilot testing for emotional intelligence is 0.84

with a description of very good, and for academic self-regulation is 0.87 with a

description of very good. After the pilot testing, the researchers conducted a complete

blast survey of the respondents. At last, the researchers collected all the questionnaires,

and the procedures were completed within October 2024 ;the outcomes were calculated

and explained.

Statistical Tool

The following statistical instruments were used to total and manage

the information gathered from the questionnaires:

Mean. This is used to assess the level of emotional intelligence and academic self-

regulation among ABM students of Liceo de Davao.

Person Product Moment Correlation. A person product moment correlation coefficient

was computed to assess the relationship between emotional intelligence and academic

self-regulation. The researchers used person correlation interpretation table of

Parvez Ahammad, presented by Jaadi (2019). The Pearson correlation interpretation

was utilized to determine the relationship between emotional intelligence and academic-

self regulation.

Rating Interpretation

±0.91- above Denotes high correlation, mark

relationship
±0.61-±0.90 Moderate correlation, denotes substantial
relationship
±0.31-±0.60 Slight correlation, definite but small
relationship
±0.00-10.30 Low correlation, denotes negligible
relationship