INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,  
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)  
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue XII, December 2025  
Correlational Analysis Between Emotional Intelligence and  
Academic Performance of The College of Business and Accountancy  
Students  
Earl Duane Paguia and Assoc. Prof. Dr. Merryrose Red Palma  
College of Business and Accountancy, Marinduque State University  
DOI : https://doi.org/10.51583/IJLTEMAS.2025.1412000044  
Received: 13 December 2025; Accepted: 20 December 2025; Published: 02 January 2026  
ABSTRACT:  
Students' academic performance and emotional intelligence (EI) were examined. The study's goals were to: (1)  
describe the sociodemographic profile of the respondents; (2) measure their emotional intelligence (EI); (3)  
calculate their academic performance using the General Weighted Average (GWA); (4) investigate the  
relationship between academic performance and emotional intelligence; (5) identify variations in academic  
performance and EI across demographic factors; and (6) suggest an intervention program to improve academic  
outcomes and emotional intelligence. A correlational, quantitative study design was used. A validated  
questionnaire was used to gather the data, which were then examined using one-way ANOVA, Pearson's  
correlation coefficient, and descriptive analysis. 203 of the respondents were female, between the ages of 18 and  
20, and from low-income families. The results showed that pupils had excellent emotional intelligence,  
especially when it came to motivation and self-awareness. In general, academic achievement was satisfactory.  
A statistically significant but weak inverse relationship (r = -0.10975, p = 0.0133) between emotional intelligence  
and academic achievement was found using Pearson's correlation analysis, indicating that higher EI is linked to  
higher grades. When respondents were categorized based on sociodemographic traits, one-way ANOVA  
findings revealed no significant differences in EI or academic achievement. These results suggested that  
emotional intelligence had a moderate and consistent impact on academic achievement across all demographic  
groups. Based on the findings, the study suggested that CBA students develop their emotional competencies by  
implementing an Emotional Intelligence Enhancement Program (EIEP). Marinduque State University could  
generate graduates who are socially responsible, emotionally mature, and intellectually capable of handling the  
challenges of modern society by incorporating EI development into academic and student activities.  
Keywords: Emotional Intelligence, Academic Performance, College of Business and Accountancy Students,  
Correlational Study, Emotional Intelligence Enhancement Program (EIEP)  
INTRODUCTION  
The ability to identify, comprehend, control, and influence one's own emotions as well as those of others is  
known as emotional intelligence (EI). It has received a lot of attention in educational studies lately, especially  
as academic settings get more demanding and competitive. Researchers and teachers are eager to learn how non-  
cognitive elements like emotional intelligence affect children' academic achievement. An increasing amount of  
research, both domestically and abroad, has shown a positive correlation between academic success and  
emotional intelligence (EI), indicating that students with higher EI typically do better academically, manage  
stress better, and form stronger interpersonal bonds.In a study of business and IT students at the International  
Islamic University Malaysia, Ismail Nizam (2016) discovered that aspects of emotional intelligence (EI),  
especially empathy and self-motivation, are crucial for academic success. The study, which involved 123  
students, highlighted the significance of these non-cognitive abilities in managing demanding academic  
environments. In a similar vein, Petrides et al. (2018) shown that emotional intelligence, mostly because of its  
beneficial impacts on emotional regulation, stress management, and motivation, significantly predicts academic  
achievement across a range of educational levels.Aguire and Sancon (2023) from Laguna State Polytechnic  
University investigated the relationship between EI and academic achievement among Filipino students at the  
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national level. According to their findings, kids with higher emotional intelligence are more capable of managing  
stress, staying motivated, and overcoming obstacles in the classroom, all of which lead to superior academic  
results. This is consistent with the Philippines' increasing realization that emotional intelligence is just as  
important to students' success as cognitive capabilities.This association has also been studied regionally in  
Southern Tagalog. At Batangas State University, Santos and del Rosario (2021) discovered that students'  
learning behaviors, classroom engagement, and GPA were all positively impacted by emotional intelligence.  
According to their research, incorporating EI development into programs can improve students' resilience and  
learning.The purpose of this study is to look at the connection between students' academic achievement and  
emotional intelligence. It evaluated CBA students' present EI levels and examined academic achievement using  
metrics like GPA. In order to identify the elements that have a major impact on academic success, the study also  
looked at the particular aspects of emotional intelligence, including self-awareness, self-regulation, motivation,  
empathy, and interpersonal skills. The study offered evidence-based suggestions for integrating emotional  
intelligence into college courses and student assistance programs by highlighting these crucial elements. The  
study's ultimate goals were to close a research gap in the area and support MarSU business and accounting  
students' overall development.  
Statement of the Problem  
This study aimed to examine the relationship between emotional intelligence and academic performance of  
students from the College of Business and Accountancy. Specifically, it sought to determine the socio-  
demographic profile of the respondents in terms of age, gender, year level and program or specialization, and  
socio-economic status, including family income level, monthly household income, sources of household income,  
and family structure. The study further assessed the level of emotional intelligence of the students across the  
dimensions of self-awareness, self-regulation, empathy, motivation, and social skills. It also examined the  
academic performance of the respondents as measured by their General Weighted Average (GWA). Moreover,  
the study investigated whether a significant relationship exists between emotional intelligence and academic  
performance, as well as whether emotional intelligence and academic performance significantly differ when  
students are grouped according to their socio-demographic characteristics. Finally, based on the results of the  
study, appropriate intervention programs were proposed to enhance emotional intelligence and improve the  
academic performance of College of Business and Accountancy students.  
Scope and Limitations  
This study's primary goal was to assess potential emotional intelligence treatments and their effects on students'  
academic performance at Marinduque State College's College of Business and Accountancy. A limitation of this  
study is the reliance on self-reported and voluntarily disclosed General Weighted Averages (GWA), which  
resulted in incomplete academic records for some respondents. Although stratified random sampling was initially  
applied, incomplete GWAreporting required supplementary convenience sampling. While this approach allowed  
adequate statistical analysis, future studies are encouraged to obtain direct institutional access to academic  
records to minimize missing data and strengthen measurement accuracy. Additionally, the correlational design  
precludes causal inference. The study focused on the particular goals and did not collect data unrelated to the  
main objective. Only CBA students from each school year were allowed to participate. The study ran for one  
month, from August 20, 2025, to September 26, 2025, and covered every stage, including participant recruiting,  
data collection, data analysis, and the creation of the final research report. Light refreshments were served to  
guarantee participants' comfort during the data collection process, even though there were no financial incentives  
for participation. There were no extra incentives or perks provided, and participation in the study was entirely  
voluntary. Participants were free to leave the study at any moment without incurring any fees or losing any  
benefits to which they were entitled.  
Research Hypotheses  
This study tested the null hypotheses that emotional intelligence has no significant relationship with the academic  
performance of College of Business and Accountancy students at Marinduque State University and that no  
significant differences exist in this relationship when students are grouped according to their socio-demographic  
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ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue XII, December 2025  
profiles. Correspondingly, the alternative hypotheses posited that emotional intelligence is significantly related  
to academic performance and that this relationship varies across socio-demographic groups.  
Theoretical Framework  
This study is anchored on two complementary psychological frameworks: Daniel Goleman’s Emotional  
Intelligence Theory (1995), interpreted through the Open System perspective, and Deci and Ryan’s Self-  
Determination Theory (SDT) (1985). Together, these theories provide a robust explanation of how emotional  
intelligence develops and how it influences academic performance among College of Business and Accountancy  
students at Marinduque State University. Goleman’s Emotional Intelligence Theory conceptualizes emotional  
intelligence as a dynamic and learnable set of competencies consisting of self-awareness, self-regulation,  
motivation, empathy, and social skills. When viewed through the Open System Theory, emotional intelligence  
is continuously shaped by interactions between individuals and their environments, including educational  
settings, social relationships, and personal experiences. Recent studies affirm that emotionally intelligent  
individuals are better able to adapt to academic demands, regulate stress, and respond effectively to  
environmental challenges (Goleman & Senge, 2024; Rivers & Brackett, 2023). The Schutte Self-Report  
Inventory (SSRI), grounded in both Goleman’s and Salovey and Mayer’s models, has been widely validated in  
higher education research as a reliable measure of emotional intelligence in academic and professional contexts  
(Schutte & Malouff, 2022; Petrides et al., 2023). Contemporary research further supports the Open System view  
of emotional intelligence development. Universities that integrate emotional intelligence training, mentorship  
programs, and collaborative learning environments demonstrate improvements in students’ emotional  
regulation, resilience, and academic engagement (Schutte, Malouff, & Thorsteinsson, 2021; Nelson & Low,  
2023). These findings confirm that emotional intelligence is not static but evolves through structured educational  
interventions and meaningful social interactions. Complementing this framework, Self-Determination Theory  
(SDT) explains academic performance through motivational processes driven by three basic psychological  
needs: autonomy, competence, and relatedness. SDT posits that when these needs are satisfied, students exhibit  
higher intrinsic motivation, stronger persistence, and improved academic outcomes. Recent educational research  
validates SDT’s relevance across traditional, blended, and digital learning environments, emphasizing that  
autonomy-supportive teaching and positive social relationships enhance student engagement and performance  
(Ryan & Deci, 2020; Vansteenkiste et al., 2020; Howard et al., 2021).Although this study does not directly  
measure autonomy, competence, and relatedness, academic performance operationalized through the General  
Weighted Average (GWA)—can be understood as an outcome of the motivational processes described by SDT.  
Emotional intelligence strongly aligns with these psychological needs, as self-regulation and motivation support  
competence, empathy and social skills foster relatedness, and self-awareness enhances autonomous learning  
behaviors (Lopes et al., 2021; Mega et al., 2023).The integration of Goleman’s Emotional Intelligence Theory  
and Self-Determination Theory strengthens the conceptual foundation of this study by linking emotional  
competencies to intrinsic motivation and academic success. This combined framework underscores emotional  
intelligence as a developable, environmentally influenced construct that enhances students’ resilience,  
engagement, and academic performance. It also provides strong theoretical justification for examining emotional  
intelligence as a predictor of academic achievement and for proposing Emotional Intelligence Enhancement  
Programs to support holistic student development and long-term professional readiness.  
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Conceptual Framework  
Figure 3  
IPO Model  
The study utilizes the Input-Process-Output (IPO) model to examine the relationship between emotional  
intelligence and academic performance among students in the College of Business and Accountancy at  
Marinduque State University.The input phase collects data on the respondents' emotional intelligence and  
sociodemographic  
traits,  
which  
are  
the  
main  
factors  
influencing  
academic  
achievement.  
In order to ascertain the type and intensity of the association between academic success and emotional  
intelligence, the gathered data are statistically examined during the process phase. While ANOVA is used to  
find significant differences between groups based on demographic factors, Pearson's correlation coefficient is  
used to evaluate the direction and strength of the link.The analysis's findings are shown in the output phase,  
demonstrating the connection between academic achievement and emotional intelligence. The study suggests an  
Emotional Intelligence Enhancement Program to improve students' emotional and cognitive skills considering  
these findings.  
METHODOLOGY  
This study employed a quantitative, descriptive correlational research design to examine the relationship between  
emotional intelligence and academic performance of students in the College of Business and Accountancy at  
Marinduque State University. Emotional intelligence, treated as the independent variable, was analyzed through  
five dimensions: self-awareness, self-regulation, motivation, empathy, and social skills, while academic  
performance, the dependent variable, was measured using the General Weighted Average (GWA). Demographic  
factors such as age, gender, year level, program, and socioeconomic status were considered as potential  
moderating variables. The study population consisted of 1,343 CBA students, from which a sample size of 380  
was initially computed using Cochran’s formula; however, 272 valid responses were obtained and analyzed.  
Stratified random sampling by program and year level was initially applied, supplemented by convenience  
sampling due to incomplete GWA disclosures. Data were collected through a validated emotional intelligence  
questionnaire and analyzed using descriptive statistics, Pearson’s correlation coefficient, and one-way ANOVA  
with the aid of Microsoft Excel. Results indicated a statistically significant but weak inverse relationship between  
emotional intelligence and GWA, and no significant differences were found when variables were grouped  
according to socio-demographic profiles. Ethical standards were strictly observed, ensuring objectivity,  
confidentiality, and integrity throughout the research process.The study's participants were students at  
Marinduque State University's College of Business and Accounting, Boac Campus. They were chosen to provide  
insights into the relationship between emotional intelligence, study habits, and academic achievement. To  
provide a diverse and representative sample, the study recruited students from all year levels (first to fourth year)  
and from a variety of academic programs. Respondents were also separated into groups based on their age,  
gender, and academic standing, as these factors might influence emotional intelligence and study habits.  
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Table 1  
Distribution of the Respondents  
Year Level  
BSA  
BSBA  
MM  
17  
BSBA  
FM  
12  
BSBA  
HRM  
16  
BS Entrep  
Total  
4th Year  
3rd Year  
2nd Year  
1st Year  
Total  
17  
10  
14  
5
17  
16  
12  
11  
56  
79  
74  
16  
17  
15  
13  
17  
17  
73  
8
12  
10  
46  
46  
54  
58  
58  
272  
The study was conducted at Marinduque State University–Boac Campus, specifically within the College of  
Business and Accountancy, chosen for its direct relevance to the research objectives and accessibility to the  
target population. Data collection was carried out on campus through both online and printed questionnaires,  
with assistance from CBA faculty. Prior to full implementation, the instrument underwent expert validation and  
pilot testing to ensure clarity, reliability, and suitability for the respondents.This study employed a quantitative  
correlational research design to examine the relationship between emotional intelligence (EI) and academic  
performance of College of Business and Accountancy (CBA) students at Marinduque State University, with  
study habits as a mediating variable. Data were collected using a structured survey questionnaire and students’  
Grade Point Averages (GPA).Emotional intelligence was measured using the Schutte Self-Report Emotional  
Intelligence Test (SSEIT), a validated 33-item instrument rated on a 5-point Likert scale. Although originally  
grounded in the Salovey and Mayer emotional intelligence framework, the instrument was reorganized based on  
Daniel Goleman’s five EI domains: self-awareness, self-regulation, motivation, social awareness, and  
relationship management. This restructuring allowed for a more applied assessment of students’ emotional  
competencies in relation to academic and social functioning. Academic performance was measured using  
students’ GPA obtained through official records or validated self-reports. The questionnaire also gathered socio-  
demographic data to provide contextual analysis.Data gathering followed strict ethical protocols, including  
securing institutional approval, obtaining informed consent, ensuring voluntary participation, and maintaining  
confidentiality and data privacy in accordance with national ethical guidelines.Statistical analysis included  
frequency counts, percentages, weighted mean, ranking, and Pearson’s correlation coefficient (r) to  
determine relationships between emotional intelligence components and academic performance. A 5-point  
Likert scale was used for interpretation of EI levels. These statistical tools enabled a systematic examination of  
associations among variables and differences across respondent profiles.The methodological approach ensured  
the validity, reliability, and ethical integrity of the study, providing a sound basis for analyzing how emotional  
intelligence relates to academic success among CBA students.  
RESULTS AND DISCUSSIONS  
This research presents, examines, and interprets the data obtained for the study "Correlational Analysis Between  
Emotional Intelligence and Academic Performance of College of Business and Accountancy Students at  
Marinduque State University".The presentation is arranged around the study's key themes. According to the  
Office of the Registrar, the statistical data was provided by 380 respondents, reflecting the entire CBA population  
of 1,343 students. The study uses a descriptive-correlational research methodology with statistical methods such  
as weighted mean, frequency, percentage, Pearson's r, and one-way ANOVA. This study is theoretically based  
on Goleman's Emotional Intelligence Model and Self-Determination Theory. Goleman's paradigm focuses on  
the five emotional intelligence domains-awareness, self-regulation, motivation, empathy, and social skills, which  
are critical for academic and personal success. According to Salovey and Mayer's ability model, emotional  
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intelligence is made up of cognitive talents for detecting, interpreting, and controlling emotions. Self-  
Determination Theory outlines how intrinsic motivation drives learning and performance through autonomy,  
competence, and relatedness. These ideas together form a framework for investigating the link between academic  
success and emotional intelligence.  
The modest role of emotional intelligence in predicting academic performance may be attributed to the highly  
structured and cognitively demanding nature of business and accountancy education. Academic outcomes in  
these programs are largely determined by examinations, technical competencies, and procedural knowledge,  
which may limit the direct influence of emotional competencies on grades. Emotional intelligence may therefore  
exert its influence indirectly, by enhancing students’ capacity for stress regulation, persistence, and academic  
discipline rather than directly determining performance outcomes.  
.
Socio-Demographic Profile of the Respondents  
The demographic profile consists of age, gender, year level, monthly household income, and family structure.  
These variables make it simpler to grasp the respondents' backgrounds and the possible impacts on their  
intellectual and emotional growth.  
Age  
Table 4  
Socio-demographic Profile According to Age  
Age  
Gender  
f
%
Total  
Total  
Frequency (f)  
Percentage (%)  
18–20 years  
old  
Male  
Female  
LGBT+  
Male  
42  
136  
7
15.44  
48.53  
2.57  
6.61  
24.6  
0.00  
1.10  
2.20  
0.00  
23.16  
74.26  
3.00  
178  
85  
65  
31  
4
21–23 years  
old  
18  
67  
0
Female  
LGBT+  
Male  
24 years old  
and above  
3
9
Female  
LGBT+  
Male  
6
0
Total  
63  
202  
7
272  
100  
Female  
LGBT+  
The chart reveals that 178 responders are aged 19–21, accounting for 65 percent of the total. This suggests that  
the CBA student body is primarily composed of regular college-age persons. According to Gonzales and Lim  
(2023), adolescents within this age range generally demonstrate heightened academic interest and increasing  
emotional management abilities, which improve learning efficiency. This conclusion corresponds with Salovey  
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and Mayer’s paradigm, which stresses that emotional intelligence grows progressively with cognitive maturation  
and social experience. Of the 380 responders, 178 (65.0%) are between the ages of 18 and 20, 85 (31%) are  
between 21 and 23, and 9 (4%) are older than 24. The data show that most students are in the late adolescent and  
early adult periods, marked by growing emotional maturity and independence.  
Gender  
Table 5  
Socio-demographic Profile According to Gender  
Gender  
Male  
Frequency (f)  
Percentage (%)  
63  
202  
7
23  
74  
3
Female  
LGBTQ+  
Total  
272  
100  
There are 202 female respondents (74%) and 63 male respondents (23%) in the pool of respondents. Of the 1,343  
CBA enrollees, 915 (68.1%) are female and 428 (31.9%) are male, according to the Registrar's records. This  
shows that women consistently outnumber men at the institution. The pattern aligns with the findings of Brackett  
and Rivers (2023), who report that women frequently enroll in business and management programs that require  
social awareness, organizational skills, and emotional flexibility all essential components of emotional  
intelligence. According to De Guzman (2019), female students tend to exhibit greater academic diligence and  
emotional awareness, traits associated with higher emotional intelligence scores. This supports Goleman’s claim  
that empathy and social responsibility—two competencies more frequently expressed among women—are  
critical elements of emotional intelligence. While Self-Determination Theory posits that relational motivation  
and the need for connection often drive women toward cooperative learning situations, Goleman’s Emotional  
Intelligence Model observes that women generally demonstrate greater empathy and social awareness.  
Consequently, the gender disparity reflects motivational and emotional characteristics that are consistent with  
CBA programs.  
Year Level and Program  
Table 6  
Socio-demographic Profile According to Year Level and Program  
Year  
and Program  
Level  
Gender  
Frequency (f)  
Percentage  
(%)  
M
F
LGBT+  
f
%
f
%
f
%
BSBA FM  
Fourth Year  
Third Year  
2
4
0.73  
1.47  
9
3.30  
4.41  
1
1
0.37  
0.37  
12  
17  
4.41  
6.25  
12  
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Second Year  
First Year  
Total  
8
4
2.84  
1.47  
6.61  
9
3.30  
0
1
3
0.00  
0.37  
1.10  
17  
12  
58  
6.25  
7
2.57  
4.41  
18  
37  
13.60  
21.32  
BSBA HRM  
Fourth Year  
Third Year  
Second Year  
First Year  
Total  
4
7
1.47  
3.00  
1.83  
1.10  
7.35  
12  
8
4.41  
2.94  
4.00  
3.00  
13.60  
0
0
1
0
1
0.00  
0.00  
0.37  
0.00  
0.37  
16  
15  
17  
10  
58  
6.00  
5.51  
6.25  
4.00  
21.32  
5
10  
7
3
20  
37  
BSBA MM  
Fourth Year  
Third Year  
Second Year  
First Year  
Total  
3
3
1.10  
1.10  
1.83  
1.10  
5.14  
14  
12  
8
5.14  
4.41  
2.94  
1.47  
14.00  
0
1
0
1
2
0.00  
0.37  
0.00  
0.37  
0.73  
17  
16  
13  
8
6.25  
5.88  
4.77  
2.94  
19.85  
5
3
4
14  
38  
54  
BSA  
Fourth Year  
Third Year  
Second Year  
First Year  
Total  
4
3
1.47  
1.10  
1.10  
0.73  
4.41  
12  
7
4.41  
2.57  
4.04  
1.10  
12.13  
1
0
0
0
1
0.37  
0.00  
0.00  
0.00  
0.37  
17  
10  
14  
5
6.25  
3.67  
5.14  
1.83  
16.91  
3
11  
3
2
12  
33  
46  
BS Entrep  
Fourth Year  
Third Year  
Second Year  
First Year  
Total  
7
5
1.10  
1.83  
1.83  
1.47  
7.35  
23.16  
10  
11  
7
4.00  
4.04  
0
0
0
0
0
7
0.00  
0.00  
0.00  
0.00  
0.00  
3.00  
17  
16  
6.25  
5.88  
5
2.57  
12  
4.41  
3
8
2.94  
11  
4.04  
20  
63  
36  
202  
13.23  
74.26  
56  
20.05  
100.0  
Overall Total  
272  
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The table shows that female students outnumber males in all programs except BS Entrepreneurship. Female  
students dominate the BSBA-Financial Management program. This gender pattern indicates that women have a  
cultural and vocational preference for sectors related to financial literacy, service, and administration. Herrera  
and Cruz (2021) argue that this reflects a gendered view of business as a sector that prioritizes communication,  
empathy, and collaboration all traits associated with higher emotional intelligence.The year-level distribution  
for 46 first-year students (16.91%), 73 second-year students (26.84%), 74 third-year students (27.21%), and 79  
fourth-year students (29.04%) is practically uniform. This balanced representation guarantees that students at all  
academic levels contribute equally to the study, representing a range of emotional and intellectual  
experiences.According to Goleman’s model, emotional intelligence develops through experience; as students’  
progress, they become more empathetic and self-reliant. Salovey and Mayer’s theory suggests that exposure to  
social and academic challenges enhances emotional understanding. Similarly, Self-Determination Theory  
emphasizes that students grow in competence and autonomy as they advance academically, strengthening their  
intrinsic motivation. These perspectives support the idea that intellectual engagement progressively fosters  
emotional and motivational development.  
Socio-Economic Status  
Table 8  
Socio-demographic Profile According to Socio-Economic Status  
Monthly  
Family  
Income  
Gender  
F
%
Total  
Frequency (f)  
Total  
Percentage (%)  
Below ₱10,000  
Male  
Female  
LGBT+  
Male  
38  
119  
7
14.00  
44.00  
2.57  
6.25  
21.00  
0.00  
1.47  
4.77  
0.00  
1.47  
4.77  
0.00  
23.16  
74.26  
3.00  
164  
74  
61  
27  
6
₱10,001–  
₱20,000  
17  
57  
0
Female  
LGBT+  
Male  
₱20,001–  
₱30,000  
4
17  
Female  
LGBT+  
Male  
13  
0
₱30,001  
and  
4
above  
17  
6
Female  
LGBT+  
Male  
13  
0
Total  
63  
202  
7
272  
100  
Female  
LGBT+  
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The survey shows that 61% of respondents (164) came from homes earning less than ₱10,000 per month,  
showing economic issues for over half of the pupils. Family income influences both emotional and academic  
functioning, since low-income kids commonly encounter difficulties due to restricted resources (De Castro &  
Aquino, 2020). However, Deci and Ryan's (1985) Self-Determination Theory implies that when intrinsic drive  
is encouraged, pupils may prosper despite contextual limits. This lends credence to the theory that emotional  
intelligence serves as a buffer for kids from low-income families.Among the 272 respondents, 164 (61%) are  
from households earning less than ₱10,000 per month, while 17 (6%) are from families earning ₱30,001 or more,  
indicating that a significant portion of the respondents come from low-income families.Many students continue  
to perform well academically despite financial constraints, demonstrating strong determination and resilience.  
Self-Determination Theory emphasizes that intrinsic motivation enables individuals to pursue goals despite  
external limitations. Salovey and Mayer’s Ability Model explains that emotionally intelligent students use  
emotions adaptively to maintain focus under stress, while Goleman’s Emotional Intelligence Model highlights  
that emotional self-regulation helps students manage financial pressures effectively. These findings suggest that  
low-income students rely on emotional intelligence and personal drive to overcome socioeconomic challenges.  
Family Structure  
Table 9  
Socio-demographic Profile According to Family Structure  
Family  
Gender  
F
%
Frequency (f)  
Percentage (%)  
Structure  
Single-Parent  
Family  
Male  
Female  
LGBT+  
Male  
14  
43  
7
5.14  
16.00  
3.00  
64  
23  
Two-Parent  
Family  
45  
144  
0
16.54  
53.00  
0.00  
189  
18  
69  
7
Female  
LGBT+  
Male  
Extended  
Family  
4
1.47  
Female  
LGBT+  
Male  
14  
0
5.14  
0.00  
Others  
0
0.00  
1
1
Female  
LGBT+  
Male  
1
0.37  
0
0.00  
Total  
63  
202  
7
23.16  
74.26  
3.00  
272  
100  
Female  
LGBT+  
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The total respondents, 189 (64%) are from nuclear homes. According to Dela Cruz and Reyes (2024), two-parent  
households usually give more regular emotional support, which improves kids' self-regulation and interpersonal  
stability both of which are critical components of emotional intelligence as articulated by Salovey and Mayer's  
Ability Model.Of the 380 respondents, 189 (64%) are from two-parent homes, 64 (23%) from single-parent  
households, and 18 (7%) from extended families. According to Goleman (2022), family has a significant impact  
on the development of empathy and emotional awareness, both of which are foundational components of  
emotional intelligence. According to Salovey and Mayer's approach, early family interactions teach people how  
to sense, analyze, and manage their emotions. According to Self-Determination Theory, families provide the  
initial context in which an individual's needs for support and relatedness are addressed. As a result, while non-  
traditional family arrangements can promote independence and flexibility, both of which are helpful to emotional  
health, strong family relationships give constant reinforcement for emotional development and learning.  
Level of Emotional Intelligence  
Table 10  
Level of Emotional Intelligence  
Dimension  
Gender  
Male  
N
63  
202  
7
Mean  
3.98  
4.05  
4.20  
3.92  
4.03  
4.15  
3.65  
3.75  
3.80  
3.61  
3.71  
3.75  
3.44  
3.54  
3.60  
Composite Mean  
Interpretation  
Motivation  
4.02  
Agree (High)  
Female  
LGBT+  
Male  
Self-  
Awareness  
63  
202  
7
4.00  
3.72  
3. 68  
3.51  
3.71  
Agree (High)  
Agree (High)  
Agree (High)  
Female  
LGBT+  
Male  
Self-  
Regulation  
63  
202  
7
Female  
LGBT+  
Male  
Social Skills  
Empathy  
63  
202  
7
Female  
LGBT+  
Male  
63  
202  
7
Agree  
(Moderate)  
Female  
LGBT+  
Overall  
Composite  
Mean  
High Level of  
Emotional  
Intelligence  
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The respondents’ overall emotional intelligence (EI) score is 3.71, which is considered high. Motivation is the  
most important of the five areas (M = 4.02), followed by self-awareness (M = 4.00), self-regulation (M = 3.72),  
social skills (M = 3.68), and empathy (M = 3.51). The overall EI mean score of 3.85 indicates that the respondents  
exhibit a high degree of emotional competence. Motivation has the greatest mean (4.02), while empathy has the  
lowest mean (3.51), which is still within the high range.Goleman's concept, which highlights the importance of  
motivation in attaining success, is supported by these findings. Salovey and Mayer's Ability Model states that  
emotional control improves concentration and problem-solving skills. The results also support the Self-  
Determination Theory, which holds that when students feel capable and independent, their intrinsic motivation  
increases, resulting in better emotional control and academic perseverance. As a result, kids with high emotional  
intelligence (EI) are able to transform their feelings into constructive learning activities. The findings show that  
students are self-aware and naturally motivated, while they may still need to work on managing their emotions  
and showing empathy for others. According to Goleman's concept, motivation and self-awareness are  
fundamental components of emotional intelligence, impacting how people manage stress and achieve their  
objectives. In a similar vein, motivated pupils with higher EI show more academic resilience, according to  
Fernandez and Lopez (2022). Deci and Ryan's Self-Determination Theory, which contends that kids who believe  
they are capable and independent have stronger intrinsic motivation and improve their learning results, is in line  
with the high motivation scores among CBA students.  
Academic Performance of Respondents  
Table 11  
Academic Performance of Respondents  
GWA  
Range  
Gender  
F
%
Total Frequency  
Total  
Percentage  
Rank  
1.51 – 2.00  
1.00 – 1.50  
2.01 – 2.50  
2.51 – 3.00  
Below 3.00  
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Male  
Female  
LGBT+  
Male  
31  
103  
0
11.40  
38.00  
0.00  
5.14  
15.07  
3.00  
7.00  
15.44  
0.00  
1.10  
4.00  
0.00  
0.00  
1.00  
49  
23  
22  
1
134  
14  
41  
7
2
3
4
5
62  
61  
13  
2
Female  
LGBT+  
Male  
19  
42  
0
Female  
LGBT+  
Male  
3
5
1
Female  
LGBT+  
Male  
10  
0
0
Female  
2
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LGBT+  
Male  
0
63  
202  
7
0.00  
23.16  
74.26  
3.00  
Total  
272  
100  
Female  
LGBT+  
According to the results, 62 pupils (23%) receive good ratings between 1.00 and 1.50, while 134 respondents  
(49%) have a GWA between 1.51 and 2.00. According to the data, CBA pupils often do well academically.  
Rosales and De Leon (2022) found that kids who have greater emotional regulation are more likely to perform  
better academically, demonstrating the obvious connection between academic discipline and emotional  
intelligence.These findings imply that despite socioeconomic difficulties, CBA students maintain their academic  
motivation. Due to improved stress management and sustained focus, students with stronger emotional  
intelligence, especially in self-regulation and motivation, typically perform better academically (Lopez &  
Santos, 2023; Reyes et al., 2022).  
Relationship Between Emotional Intelligence and Academic Performance  
Table 12  
Relationship Between Emotional Intelligence and Academic Performance  
Correlation  
Factor  
Mean  
SD  
Correlation  
Description  
p-  
values  
Interpretation  
Desicison  
(r)  
Emotional  
Intelligence  
Negligible  
Correlation  
Reject  
hypothesis  
and  
3.30  
0.85  
-0.10975  
0.0133  
Significant  
Academic  
Performance  
Academic performance in this study is operationalized using the General Weighted Average (GWA), a grading  
system in which lower numerical values indicate higher academic achievement. Consequently, a negative  
correlation coefficient signifies that higher emotional intelligence scores are associated with lower GWA  
values, which correspond to better academic performance. This clarification is essential for the accurate  
interpretation of the correlation results presented in the succeeding analysis. Pearson’s correlation analysis  
revealed a statistically significant but very weak inverse relationship between emotional intelligence and  
academic performance (r = −0.10975, p = 0.0133). While this finding suggests that students with higher  
emotional intelligence tend to achieve slightly better academic outcomes, the small magnitude of the correlation  
indicates limited explanatory power. Emotional intelligence therefore, appears to function as a supportive  
rather than dominant factor in academic performance, with cognitive ability, instructional quality, assessment  
structure, and study strategies likely exerting stronger influences.  
Goleman's model and Salovey and Mayer's theory, which contend that emotionally intelligent people perform  
better academically due to improved self-regulation, emotion-driven motivation, and enhanced coping strategies,  
are both supported by this finding. According to studies by Rosales and De Leon (2022) and Lopez and Santos  
(2022), there are statistically significant connections between academic performance in higher education and  
emotional intelligence. Since the p-value (0.0133) is less than 0.05, the null hypothesis (H₀₁: There is no  
significant relationship between emotional intelligence and academic performance of students in the College of  
Business and Accountancy at Marinduque State University) is rejected. This suggests a small but statistically  
significant correlation between academic achievement and emotional intelligence. Despite the correlation's tiny  
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magnitude, its relevance indicates that emotional intelligence has a moderate but consistent impact on academic  
performance. These results corroborate SOP 6's justification for creating a structured program to improve  
emotional intelligence.  
Test of Difference Across Socio-Demographic Profiles  
Table 13  
Difference Across Socio-demographic Profile  
Profile  
Sum of  
squares  
df  
Mean  
Square  
F
p-  
value  
Interpretation  
Decision  
Age  
Between  
Groups  
10.887  
2
5.443  
2.891  
Not  
Significant  
Accept  
Null  
Within  
Groups  
777.588 269  
1.883 0.1541  
0.868 0.4209  
3.404 0.1822  
Hypothesis  
Total  
788.475 271  
Gender  
Between  
Groups  
5.055  
2
2.527  
2.912  
Not  
Significant  
Accept  
Null  
Hypothesis  
Within  
Groups  
783.419 269  
Total  
788.474 271  
Year  
Level  
Between  
Groups  
28.941  
3
9.647  
2.834  
Not  
Significant  
Accept  
Null  
Hypothesis  
Within  
Groups  
759.532 268  
Total  
788.473 271  
Program  
Between  
Groups  
82.027  
4
20.507  
2.645  
7.751 0.6400 Not  
Significant  
Accept  
Null  
Within  
Groups  
706.447 267  
Hypothesis  
Total  
788.474 271  
Socio-  
economic  
Status  
Between  
Groups  
32.219  
3
10.739  
2.821  
Not  
Significant  
Accept  
Null  
Within  
Groups  
756.255 268  
3.805 0.1068  
Hypothesis  
Total  
788.474 271  
Income  
Between  
Groups  
6.787  
3
2.262  
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Resources  
Not  
Significant  
Accept  
Null  
Hypothesis  
0.774 0.5091  
Within  
Groups  
777.066 268  
783.853 271  
2.921  
Total  
Family  
Structure  
Between  
Groups  
4.993  
3
1.664  
2.923  
Not  
Significant  
Accept  
Null  
Within  
Groups  
783.481 268  
788.475 271  
0.569 0.6356  
Hypothesis  
Total  
The ANOVA results revealed that age, gender, year level, academic program, socioeconomic status, income  
sources, and family structure did not significantly influence students’ emotional intelligence (EI) or academic  
performance. These findings support the perspective of Salovey and Mayer (1990) that emotional intelligence is  
a developable set of skills shaped by experience and reflection, rather than a trait determined by demographic  
characteristics. Similarly, Villanueva (2021) emphasizes that emotional competencies are largely learned  
through social interaction and environmental exposure.Across all demographic groupings, students  
demonstrated comparable levels of emotional maturity and academic achievement, suggesting that when learners  
are provided with equitable educational opportunities, they can attain similar emotional and academic outcomes  
regardless of personal or socioeconomic background. Overall, the absence of significant differences highlights  
the universal and malleable nature of emotional intelligence, reinforcing the importance of institution-wide  
interventions rather than demographic-specific programs.  
CONCLUSIONS  
This study examined the relationship between emotional intelligence (EI) and academic performance among  
students of the College of Business and Accountancy (CBA) at Marinduque State University, with the primary  
aim of developing an evidence-based intervention program to enhance students’ emotional and academic  
competencies. Despite the modest magnitude of the relationship between emotional intelligence and academic  
performance, the consistency of emotional intelligence levels across demographic groups supports the  
implementation of institution-wide interventions. The Emotional Intelligence Enhancement Program (EIEP) is  
therefore positioned not as a sole determinant of academic success, but as a complementary developmental  
initiative aimed at strengthening students’ emotional regulation, motivation, resilience, and interpersonal  
competence capacities that support sustained academic engagement and long-term professional readiness. Using  
a quantitative correlational design, data were collected from 272 respondents representing the diverse  
demographic composition of the CBA student population. Statistical analyses included descriptive statistics,  
Pearson’s correlation, and One-Way ANOVA. Results showed that most respondents were female and came  
from low-income households, reflecting prevailing enrollment trends in Philippine higher education. Despite  
economic constraints, the majority of students demonstrated good to excellent academic performance, with  
General Weighted Averages (GWAs) ranging from 1.51 to 2.00. Findings revealed that students generally  
possessed high levels of emotional intelligence, particularly in self-awareness and motivation, while empathy  
emerged as a relatively weak area for improvement. Correlational analysis indicated a significant but modest  
relationship between emotional intelligence and academic performance, showing that students with higher  
emotional intelligence tended to achieve better academic outcomes. Furthermore, no significant differences in  
emotional intelligence or academic achievement were found across demographic variables such as age, gender,  
income level, and family structure, reinforcing the view that emotional intelligence is learned and developable,  
rather than demographically determined. The results support established emotional intelligence theories by  
Goleman and Salovey, and Mayer, affirming that emotional competencies contribute positively to academic  
success. These findings provided the empirical basis for proposing the Emotional Intelligence Enhancement  
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Program (EIEP), a structured, theory-driven intervention designed to strengthen emotional regulation,  
motivation, and interpersonal skills in support of sustained academic achievement among CBA students.  
RECOMMENDATIONS  
The following suggestions are put forth in light of the study's results and conclusions:  
For Students  
Through exercises that improve self-awareness, self-regulation, motivation, and empathy, students are  
encouraged to actively increase their emotional intelligence. It is strongly advised to take part in the Emotional  
Intelligence Enhancement Program (EIEP), which provides organized modules on stress management, peer  
mentorship, reflective journaling, and mindfulness. Engaging in these activities can strengthen emotional  
resilience and discipline, which are essential for managing academic pressure, maintaining motivation, and  
fostering positive interpersonal relationships. Active involvement in both pre- and post-assessment activities will  
allow students to monitor and recognize improvements in their emotional intelligence and academic  
performance.  
For Faculty Members  
Faculty members are encouraged to integrate emotional intelligence concepts into their teaching strategies.  
Methods such as reflective writing, group collaboration, and emotional check-ins can be incorporated into  
classroom instruction. Instructors should model emotional competence by demonstrating empathy, patience, and  
providing  
constructive  
feedback  
while  
cultivating  
a
supportive  
learning  
environment.  
Faculty participation in the EIEP pre- and post-assessments is advised to better understand students’ emotional  
needs and tailor teaching approaches accordingly. Additionally, professional development programs focused on  
emotionally intelligent teaching may enhance instructional effectiveness and student engagement.  
For College Administration  
The Marinduque State University administration is urged to formalize the EIEP as a student development  
program through the Office of Student Affairs and Services (OSAS) and the College of Business and  
Accountancy.  
To systematically assess intellectual and emotional development, the program should have organized pre- and  
post-assessment assessments. Integrating EI training into student orientation, leadership development programs,  
and extracurricular activities will promote a holistic learning environment that nurtures both intellectual and  
emotional capacities. Regular EI workshops, seminars, and counseling programs should receive adequate  
funding and administrative support to ensure long-term sustainability and impact.  
For the Guidance and Counseling Office  
The delivery and assessment of the EIEP pre- and post-assessment instruments should be overseen by the  
guidance and counseling office. These tests will track students' development in self-awareness, motivation,  
empathy, and social skills. They are based on validated tools like the Schutte Self-Report Emotional Intelligence  
Test (SSEIT). Counselors should collaborate with faculty to design EI-focused interventions that address stress  
management, motivation, and interpersonal skills. Regular counseling sessions may incorporate modules on self-  
regulation, empathy, and academic resilience. The results of these assessments can inform future evidence-based  
programs and initiatives.  
For Future Researchers  
To enable comparison analysis, future researchers are urged to duplicate or extend this study to other academic  
programs or institutions. Deeper understanding of students' emotional learning experiences may be obtained by  
using mixed-method approaches, such as focus groups or interviews. Research on the long-term effects of the  
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EIEP is recommended, particularly examining whether pre- and post-assessment improvements translate into  
sustained emotional well-being, academic success, and employability after graduation.  
The Emotional Intelligence Enhancement Program (EIEP), with its structured pre- and post-assessment  
framework, is strongly recommended as a long-term developmental initiative at Marinduque State University.  
By systematically integrating emotional education with academic training, the program fosters graduate who are  
intellectually capable, emotionally resilient, and socially responsible. The EIEP equips students with self-  
awareness, motivation, and empathy, enabling them to navigate academic and professional challenges with  
discipline, confidence, and compassion.  
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