Essay about Emotional intelligence

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The following paragraphs discuss the significance of emotional intelligence, based on the General Weighted Average grades from the first semester School Year 2012-2014. Emotional intelligence (E') refers to the capacity to recognize, manage, and assess emotions, as well as understand and respond to others' emotions. Emotions are reactions that occur in response to real or imagined relationships. Intelligence pertains to effective reasoning abilities. Specific abilities related to emotional intelligence include perceiving emotions, utilizing emotions for thinking purposes, comprehending emotions and emotional knowledge, and regulating emotions for personal development (Salvoes et al., cited by Compton 2005; Salvoes et al., 2011).

According to Rolland (2003), emotion plays a role in motivating the learning process and impacting behavior direction. Affection is described as receiving caring touch, loving strokes, and tender embraces, which signifies feeling loved and cherished. The lack of affection can result in delayed physical and mental development, difficulties in relationships, fear of intimacy, and insecurity (Canyon ; Aquinas, 1975). The academic performance of students is an important concern in education at both national and local levels (Lantern, 2008).

Educators and parents are looking for the best way to improve students' performance in the classroom. Academic performance reflects students' achievements and is linked to their school activities. Coleman (1998) states that emotional competencies are not innate talents but learned skills that can be developed with effort to achieve outstanding performance. He argues that individuals have a natural emotional intelligence that affects their ability to acquire emotional competencies.

Salvoes and Mayer (1997) identified four aspects of emotional intelligence: perceiving emotions, reasoning with emotions, understanding emotions, and managing emotions. A.) To comprehend emotions accurately, the first step is to

perceive them correctly by interpreting nonverbal cues like body language and facial expressions. B. The next stage involves using emotions to stimulate thinking and cognitive activity.

The text emphasizes the importance of emotions in determining our focus and reactions. Our attention is often captured by things that elicit emotional responses, and understanding these emotions requires interpreting their significance as they can have different meanings. When someone displays anger, it is crucial for observers to decipher its cause and implications. For instance, if your boss appears angry, it could indicate dissatisfaction with your work or be unrelated to you, such as getting a speeding ticket or having an argument with their spouse.

Managing emotions is a vital aspect of emotional intelligence, which involves regulating one's own emotions, responding appropriately, and understanding and responding to others' emotions. The four branch model of emotional intelligence outlines four skill areas that encompass emotional intelligence: accurately perceiving emotions in oneself and others, utilizing emotions for adaptable thinking, comprehending emotional meanings, and effectively managing emotions (Salvoes et al., 2004).

Compared to previous generations, college students today are often less prepared for college-level work. Once they enter college, they allocate fewer hours to studying while dedicating more time to employment; some even work full-time.

The text implies that students who have effective stress management skills and strong social abilities may feel less anxious about their academic progress. The importance of considering emotional and social factors when evaluating academic success is emphasized in the text. Additionally, it suggests that emotional intelligence plays a role in influencing the connection between cognitive ability and academic achievement.

Furthermore, students with high trait El scores had lower occurrences

of unauthorized absences and school exclusions. These effects remained significant even after accounting for variations in personality. In conclusion, the collection of self-perceived emotional abilities and traits associated with the construct of trait El are linked to both academic performance and deviant behavior, especially among vulnerable or disadvantaged teenagers. (Peptides, Federations, ; Burnham, 2004).

In Bar On's (2007) perspective, having emotional and social intelligence allows individuals to understand and express their thoughts and feelings, build meaningful relationships with others, and effectively handle daily challenges. Bar On's model is made up of five main factors and fifteen subcomponents. The initial factor, Interpersonal, focuses on self-awareness and self-expression. It involves our ability to identify our emotions and sense of self, grasp our strengths and weaknesses, and communicate our emotions and thoughts in a positive way.

The idea of self-awareness encompasses various elements such as self-regard, emotional self-awareness, assertiveness, independence, and self-actualization. It also involves interpersonal skills that revolve around comprehending the emotions, concerns, and needs of others and establishing positive relationships. This includes empathy, social responsibility, and interpersonal connections. Lastly, stress management is a crucial aspect of self-awareness that concentrates on effectively managing emotions for beneficial purposes.

The text discusses various aspects of emotional intelligence, including stress, Lorraine, impulse control, and adaptability. Adaptability involves handling change and managing personal, interpersonal, and environmental changes. It includes reality testing, flexibility, and problem-solving. These insights from literature provide valuable understanding of emotional intelligence. Recognizing the connection between emotional intelligence and academic performance is crucial because higher emotional intelligence predicts success in academics.

According to Gulag et al. (2011), there is a strong connection between students' academic performance and their emotional

intelligence. The research indicates that it is crucial to include emotional intelligence in school curricula and teach it at schools. Wapato (2011) conducted a separate study exploring the factors that impact emotional intelligence and the variations observed among adolescents with high and low levels of this characteristic.

The study took place in Canaan De ROR City and included 300 college students. From this complex study, it was discovered that the young participants demonstrated higher levels of emotional intelligence under certain circumstances. These circumstances included having parents who practiced authoritative parenting, adolescents displaying less negative reactions to situations, and the youth willingly controlling their emotions before fully expressing them.

The research also discovered that Filipino teenagers who exhibited higher emotional intelligence levels tended to have a greater sense of effectiveness in dealing with their situations. According to Lantern (2008), a study on the "Factors Affecting the Academic Performance of Education Students in State Universities in Samara Island" revealed that the data analysis showed a favorable attitude from both teachers and students towards the course, with mean scores of 3.5 and 3.51 respectively. There was a significant difference between the perceptions of teachers and students regarding student-related factors, including student attitudes towards the course. These related studies have consistently shown that emotional intelligence and social competence are critical for achieving success. They have also highlighted a correlation between attitude, emotion, and learning performance.

The local empirical evidence indicates that emotional intelligence, also referred to as CEQ, plays a vital role in promoting psychological resilience and stress resistance. Therefore, being emotionally intelligent contributes to academic competence. Researchers aim to conduct this study to comprehend the significance of emotional

intelligence in the workplace.

This study seeks to investigate the potential of emotional intelligence in predicting academic success and motivating socially and emotionally competent students within the College of Education to have higher expectations as future teachers. The research methodology will incorporate descriptive, correlation, and comparative methods. To evaluate the relationship between emotional intelligence and learning performance, a questionnaire will be employed.

The research will involve analyzing the data using various statistical tools, including frequency count and percentage, mean, weighted mean, Pearson Product Moment Correlation, and t-test for independent samples. To collect primary data, a standardized Emotional Intelligence Questionnaire based on Daniel Coleman's model will be utilized. This questionnaire measures the students' emotional intelligence level using a 5-point Likert scale with numerical and descriptive equivalents such as Very High (4-5), High (3.5-4.49), Moderate (2.5-3.49), Low (1.5-2.49), and Very Low (0.5-1.49). It consists of two parts: Part I gathers personal background information like sex, course, and academic performance; Part II evaluates the students' emotional intelligence level. Each statement in the questionnaire is rated from 1 to 5 using options like Always (5), Almost Always (4), Sometimes (3), Rarely (2), and Never (1).

The validation of the instrument will involve the questionnaire being created and then reviewed by an expert during the pre-oral stage. All feedback and suggestions from the expert will be taken into account and included in a revised version of the draft.

For the sampling procedure, the Third Year students of the College of Education at Samara State University in Catalogue City will be chosen as respondents. To ensure the retrieval of all completed questionnaires, the researchers will personally administer them to the respondents.