Body Maam Racquel

Archdiocese of Tuguegarao PACUCOA LEVEL III ACCREDITED PROGRAMS:
LYCEUM OF APARRI Liberal Arts, Business Administration, Secondary Education

3515 Aparri, Cagayan
PACUCOA LEVEL I ACCREDITED PROGRAMS:
High School, Nursing Criminology, Computer Science
Telephone: 078-888-2075 Telefax: 078-888-2736 lyceumaparri@yahoo.com
Chapter 1
INTRODUCTION
The Problem and Its Background
The pandemic crisis caused by the COVID-19 virus has brought to light the psychological
studies with patience and optimism. Learners' psychological actions have been enhanced by positive
emotions, resulting in improved outcomes. Few research has examined the psychological effects of
the COVID-19 outbreak on the general population, medical personnel, patients, and children and
adults. To far, however, no exhaustive research has been undertaken on the Emotional Intelligence
and Personal Meaning of Filipino learners experiencing the COVID-19 crisis. Therefore, it is
essential to investigate what factors can reduce the high prevalence of psychological pressure among
learners. Although numerous studies have examined the emotional implications on learners'
academic performance, the impact of modular distance learning, personal significance, and
emotional pressure of diverse impacted groups. Learners' mental health and well-being are predicted
to be negatively impacted by the coronavirus' rigorous measures and delays in the opening of
colleges and universities globally. Indeed, emotions are regarded a crucial aspect of a learner's
psychology. Different emotionally taxing conditions, such as homework, assignments, quizzes, tests,
and deadlines, are associated to the psychological intentions of learners. Learners are urged to
approach their intelligence has received less attention (EI).
The feelings and emotions of learners are intimately related to their academic and
professional accomplishments; however, career accomplishments need a standard level of

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performance. Scholars found that learners' goals influence their conduct toward educational
accomplishments and academic success, whereas psychological pressure in the form of stress,
tension, fear, and various psychosomatic disorders is associated with a variety of negative results.
Psychological pressure is encountered when the physical and emotional requirements of academic
activities do not match the competencies, needs, and resources of the learners; hence, the COVID-19
epidemic has profoundly impacted the educational activities of learners in numerous ways.
In the present school year, Public Institutions in the basic education level has implemented
the Modular Distance learning through DepEd Order No. 12, s. 2020 or more commonly known as
Adoption of the Basic Education Learning Continuity Plan for school year 2020-2021 in light of
the COVID-19 public health emergency
Moderating the impact of modular distance learning on stress, burnout, and performance are
the learner's EI and personal meaning, although few studies have examined the direct and indirect
relationships between these variables. During unclear circumstances, the EI assists individuals in
identifying their expectations and determining how to act accordingly. Learners frequently encounter
such unanticipated situations. They must demonstrate good sentiments and emotions, such as
patience, focus, hope, and esteem, and meet the requirements of their academic curriculum. These
difficult circumstances increase psychological pressure and may have an effect on performance,
academic stress, and burnout. Nonetheless, EI can boost learner performance while simultaneously
eliminating the effects of burnout and study stress.
In this study, the researcher decided to put several variables that would probe the viable
relationship that exists within TLE performance and learners socio-demographic variables; personal
meaning; and their level of emotional intelligence. Of course, this study was conceptualized during
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the COVID-19 Pandemic, wherein learners are confronted with the challenges of learning amid a
novel modality commonly known as Modular Distance Learning. This study probes the association
of positive disposition of learners towards their studies even during a health crisis. Thus, the study
hypothesizes a no correlation between the aforementioned variables of the study.
Statement of the Problem
The study generally determined the contribution of emotional intelligence and personal
meaning profile in the performance of learners in Technology and Livelihood Education for the
School Year 2021-2022. The study was conducted to the Junior High School learners of Ballesteros
National High School.
Specifically, it specifically sought answers for the following problems:
1. What is the profile variable of the learners in terms of the following?
1.1. Age
1.2. Sex
1.3. Parents’ educational attainment
1.4. Parents’ occupation
1.5. Time Allotted for Module Learning
2. What is the personal meaning of the learners along the following dimensions?
2.1. Achievement
2.2. Relationship
2.3. Religion
2.4. Self-transcendence
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2.5. Self-acceptance
2.6. Intimacy
2.7. Fair treatment
3. What is the emotional intelligence of the learners in terms of:
3.1. Self-Awareness
3.2. Self-Regulation
3.3. Self-Motivation
3.4. Social Skills
4. What is the performance of the learners in Technology and Livelihood Education?
5. Is there a relationship between the TLE Performance of learners during the New Normal and the
following variables:
5.1. Learners’ emotional intelligence
5.2. Personal meaning
5.3. Profile Variables
Research Hypothesis
The present study hypothesized that there is no relationship between the TLE Performance of
learners during the New Normal and the following variables: Learners’ emotional intelligence;
Personal meaning; and their Profile Variables.
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Conceptual Framework
The current study was anchored on Salovey’s and Mayer’s Four-Branch Model. EI has
taken “literatures that are often left less integrated” (Salovey & Mayer, 1990), like emotion and
intelligence, and blended them into a heuristic construct (Salovey & Mayer, 1990). According to
Mayer and Salovey (1993), they could have chosen the label “emotional competence” over
emotional intelligence, “but we chose intelligence in order to link our framework to a historical
literature on intelligence”. Salovey’s and Mayer’s (1990) research subsumed Gardner’s personal
intelligence in the definition of emotional intelligence when they designed the first framework for
emotional intelligence, saying it was a “type of social intelligence”.
According to Goleman (1995), as the framers of emotional intelligence, Salovey and Mayer
(1990) have taken a wider view of the overarching construct of intelligence because life’s success is
predicated on more than IQ. To Mayer and Salovey (1993), EI involves intellectual processing and
mental aptitude, and mental abilities cannot be divorced from intellect. According to Mayer and
Salovey (1993), while they have been criticized for “connecting emotion and intelligence”, an
imperfect line between personality and intelligence exists. According to their prescribed definition,
emotional intelligence “involves the ability to monitor one’s own and others’ feelings and emotions,
to discriminate among them and to use this information to guide one’s thinking and actions”
(Salovey & Mayer, 1990). As an example, exhibiting an extraversion personality trait is the result of
a social skill or a “behavioral preference rather than an ability”. However, being able to discern the
feelings of another person, in contrast, “is a mental ability”. Therefore, according to Salovey and
Mayer (1990), EI is an ability and a type of intelligence.

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Prior to developing their four-branch model, Salovey and Mayer (1990) created an initial
conceptualization of EI, which involved three primary abilities: (1) appraisal and expression of
emotion; (2) regulation of emotion; and (3) utilization of emotion. Appraisal and expression of
emotion involves the ability to discern and express emotion in self and others, as well as using verbal
and non-verbal language (Salovey & Mayer, 1990). Empathy, or “comprehending another’s feelings
and to re-experience them oneself” (Salovey & Mayer, 1990), is a critical piece of EI and involves
appraising the emotion of others. Regulating emotion involves the ability to understand a wide range
of emotions, including why emotions are felt and avoided, and the ability to “regulate and alter the
affective reactions of others” (Salovey & Mayer, 1990). While the ability-based model is generally
void of personality characteristics, Salovey and Mayer (1997) said their initial definition (Salovey &
Mayer, 1990) of EI could be viewed more as a mixed-model.
As Salovey and Mayer continued to explore and develop EI, they expanded their initial
conceptualization of EI into a more formalized four-branch model. Salovey’s and Mayer’s (1997)
updated definition of EI, which involved the “abilities to perceive, appraise, and express emotion; to
access and/or generate 30 feelings when they facilitate thought; to understand emotion and
emotional knowledge; and to regulate emotions to promote emotional and intellectual growth”,
included four unique abilities, which Salovey and Mayer referred to as branches. According to
Salovey and Mayer (1997), the four branches are: (1) identifying emotions; (2) utilization of
emotion; (3) understanding emotion; and (4) managing emotion. Branch one, identifying emotions,
involves the ability to identify and express emotions accurately, or being able to discern between
authentic and disingenuous emotions (Salovey & Mayer, 1997). Branch two, using emotions,
involves the ability to create emotions that help in the decision-making process, understanding
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multiple points of view, and solving problems through a wide-variety of emotions (i. e., happiness
can help generate creative ideas) (Salovey & Mayer, 1997). The ability to understand emotions, as
discussed in branch three, involves the ability to understand the journey emotions take and to be able
to understand the causes of emotions (Salovey & Mayer, 1997).
The final branch, the ability to manage emotions, involves the ability to maintain self-
awareness in the midst of unpleasant emotions and to solve emotional problems without suppressing
emotions that are negative in nature (Salovey & Mayer, 1997). According to Zeidner et al. (2003),
Salovey’s and Mayer’s four-branch model has been called the most “scientifically rigorous model of
EI”. According to Weinberger (2002), Salovey and Mayer “are the only researchers to put forward a
more limited view of emotional intelligence, within the ‘ability model’ framework”. Abilities-based
models put greater parameters around emotional intelligence, including narrow definitions, and
exclude many personality characteristics included in the mixed-models (Weinberger, 2002), which,
according to Zeidner et al. (2003), create limitations with the model. Zeidner et al. (2003) said that
because of the correspondences between emotional intelligence elements and temperament
constructs like neuroticism and extraversion, a mixed-model is more applicable to the framework of
emotional intelligence because of its greater focus on personality-like dimensions (Zeidner et al.,
2003), which the ability-based model discounts.
Figure 1 shows the perceived relationship of TLE Performance of learners and the profile
variables, Personal meaning, and Emotional Intelligence. The dependent variables such as profile
variables include learners’ Age, Sex, Parents’ educational attainment, Parents’ occupation, and Time
Allotted for Module Learning. The personal meaning of learners was also included as a dependent
variable of the study which includes Achievement, Relationship, Religion, Self-transcendence, Self-
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Acceptance, Intimacy, and Fair Treatment. Lastly, the Emotional Intelligence of learners was also
considered to be a dependent variable of the learners such as Self-Awareness, Self-Regulation, Self-
Motivation, and Social Skills.
On the other hand, the TLE Performance of the Junior High School learners was considered
the Independent variable of the study. The researcher contends that the performance of learners is
affected by their Profile variables, Personal meaning and Emotional Intelligence.
Independent Variables Dependent Variable
I. Profile Variables
1.1. Age
1.2. Sex
1.3. Parents’ educational
attainment
1.4. Parents’ occupation
1.5. Time Allotted for Module
Learning TLE
II. Personal meaning of the PERFORMANCE
learners
2.1. Achievement OF LEARNERS
2.2. Relationship
2.3. Religion
2.4. Self-transcendence
2.5. Self-acceptance
2.6. Intimacy
2.7. Fair treatment
III. Level of Emotional Intelligence
Figure 1. Initial theoretical model of the study
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Significance of the Study
The achievement of any educational objective requires the cooperation of numerous
individuals. Teachers are the most important individuals in the field of education, second only to
learners. They are the primary agents that could affect the lives of their learners. It may be useful to
the following industries:
In terms of the emotional and personal significance of learners, the study's findings provided
School Administrators with vital information for enhancing the institution's existing policies,
programs, and services.
On the other hand, the study's findings would serve as a benchmark for teachers in assessing
the potentials of their learners and defending their rights and privileges.
It would also involve allowing learners the flexibility to express their emotional
intelligences and personal significance.
The guidance counselors would be provided with a greater understanding of the appropriate
use of emotional intelligences and personal meaning.
This study would also assist the community, as they are the external stakeholders of the
education system who are the learners' primary shapers.
Researchers may be provided with a summary of related concepts addressed in this study
based on the study's findings. This would serve as their guide.
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Scope and Delimitation of the Study
The study generally determined the contribution of Emotional Intelligence and Personal
Meaning Profile in the performance of learners in Technology and Livelihood Education for the
National High School, Ballesteros, Cagayan.
The current study utilized descriptive-correlation research design. The study is descriptive in
nature, as it determined the profile variables of learners which was delimited to: Age, Sex, Parents’
educational attainment, Parents’ occupation, and Time Allotted for Module Learning. The same
design was employed in describing learners’ emotional intelligence and personal meaning. Personal
meaning of learners was segmented into seven indicators namely Achievement, Relationship,
Religion, Self-transcendence, Self-acceptance, Intimacy, and Fair treatment.
On the other hand, Correlation technique was in placed to explore the relationship of the TLE
Performance of the learners and their Profile, Emotional Intelligence level, and Personal Meaning.
Definition of Terms
The terms used in the study was operationally defined to enable the readers to understand its
contents better.
Age is the number of years of existence of the learners from birth to the time of data
gathering.
Educational attainment refers to the highest educational attainment of the parents of the
learners.
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Emotional intelligence refers to the self- awareness, self-regulation, self- motivation,
empathy and social skills of the learners.
Fair treatment refers to treating others with respect and dignity, respecting individual's
rights, and abiding by reasonable standards of conduct.
Intimacy refers to the interpersonal relationship that involves physical and/or emotional
intimacy.
Occupation is an activity by which the breadwinner of the learners’ family earns for living
in a month.
Personal meaning is defined as making sense, order, or coherence out of one’s existence and
having a purpose and striving toward a goal or goals.
Sex determines the characteristics of the respondents classified as male or female.
Self-transcendence refers to the learner’s personality trait associated with experiencing
spiritual ideas such as considering oneself an integral part of the universe.
Review of Related Literature and Studies
This presents the review of related literature and studies that have direct bearing and
relationship with the present study.
Goleman’s Emotional Competence Framework
One of the earliest proponents of the emotional intelligence mixed-model was Goleman
(Weinberger, 2002). According to Weinberger (2002), through Goleman’s study within the fields of
psychology and neuroscience, he described emotional intelligence as a set of traits, which
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culminated into an individual’s character. According to Boyatzis (2008), “Goleman’s synthesis
introduced the physiological level of this model by relating findings from neuroscience, biology, and
medical studies to psychological states and resulting behavior”. Goleman (1998) defined emotional
intelligence as “the capacity for recognizing our own feelings and those of others, for motivating
ourselves, and for managing emotions well in ourselves and in our relationships”. While Goleman’s
(1995) seminal book titled, Emotional Intelligence, laid a solid foundation for his EI theory,
Goleman’s (1998) book titled, working with Emotional Intelligence, provided his full EI framework.
Goleman’s (1998) framework primarily focused on self-awareness, self-management,
socialawareness, and social (relationship) management.
According to Momeni (2009), Goleman’s framework placed heavy emphasis on social
relationships. According to Goleman (1998), the competencies that determine how to handle oneself
are: (1) self-awareness, or knowing and recognizing individual emotions; (2) self-regulation, which
involves managing individual emotions; and (3) motivation, which involves self-motivation and the
drive for achievement. The final two competencies that determine how to handle others (i. e.,
relationships) are: (4) empathy, or the awareness of others’ emotions and feelings; and (5) social
skills, which involve managing others’ emotions (Goleman, 1998). Singh (2007) summarized
Goleman’s thoughts on emotional intelligence, saying it was about self-awareness of internal
feelings, self-motivation, self-creativity, and effective relationship management. According to
Goleman (1995), individuals operate with two brains, creating two different intelligences, the
rational and the emotional. Individual life is determinate by both brains and both intelligences
(Goleman, 1995). A proper balance of intellect (rational) and emotion impacts individual and career
progression (Goleman, 1995). According to Dulewicz and Higgs (2000), Goleman believed that
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people who had a healthy mix of both IQ and emotional intelligence tended to be more successful in
life. According to Pfeiffer (2001), Goleman’s writings may be viewed as too broad and general in
nature; however, according to Boyatzis (2008), because Goleman’s concept of emotional
intelligence is more holistic in nature and more integrated in personality and relationships, it is a
better framework for addressing EI than Salovey’s and Mayer’s model.
From past to present, the definitions and models of EI tend to focus on the recognition of and
understanding of emotions in oneself and others and, furthermore, the ability to process and take
appropriate action based on the emotional information (Bar-On, 2005; Crowne, 2009). Because
differences in EI conceptualizations have created operational differences (Zeidner et al., 2003),
advocates have found legitimacy in both ability-based and mixedmethod models (Brown, Bryant, &
Reilly, 2006). According to researchers (Mayer & Salovey, 1993a; 1993; Salovey & Mayer, 1990),
the ability model is “scientifically derived and psychometrically independent from other measures of
personality” (Brown et al., 2006). According to research advocates (Bar-On, 2005; Goleman, 1995),
the mixed model of emotional intelligence “is highly correlated with desired organizational
outcomes and of great value to organizational and leadership development” (Brown et al., 2006).
The Salovey and Mayer (1997) model is measured using an ability-based measurement; Goleman
(1998) measures EI using a multi-rater assessment; and Bar-On’s (2005) ESI model is measured by a
self-reporting assessment. Because this study employed the EQ-i, Bar-On’s view of the ability-based
and mixed-method models is of particular relevance. Bar-On (2005) found that all models of
emotional intelligence, whether ability or mixed, have overlapping measurements relating to both
personality traits and cognitive intelligence. While the measurement overlaps may be small (no more
than 20%), it does not justify using ability or mixed descriptors when attempting to categorize such
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models or measures (Bar-On, 2005). According to Bar-On (2005), all models of human behavior
involve elements of cognitive intelligence, personality, motivation, and environmental influence, and
are, therefore, by explanation mixed. Thus, according to Bar-On (2005), EI models should not be
classified as ability or mixed, but simply as unclassified EI models. A foundation has been laid
regarding the historical lineage of intelligence, including the emergence of EI. A linkage between
intelligence and emotion has been provided, particularly in the writings of Salovey and Mayer
(1990), describing EI as a member of the intelligence classes (Mayer, Salovey, & Caruso, 2004).
Finally, establishing the similarities and differences between the ability-based and mixed-method
models of EI has been provided, along with an overview of the three primary models of Salovey and
Mayer (1997), Goleman (1998), and Bar-On (2005).
Learnability and Teachability of Emotional Intelligence
According to many researchers, including Goleman (1995), Bar-On (2005), Cherniss (1999),
and Cherniss and Goleman (1998), EI can be improved through learning. There are several studies
that have found EI to be both learnable and teachable. Freedman’s (2003) study, which employed
Bar-On’s youth version of the EQ-i, also referred to as the EQi:YV(Emotional Quotient Inventory
Youth Version), conducted a pretest-posttest experiment using seventh grade learners. Using the EQ-
i:YV, learners were tested at the beginning and the end of the school year to determine changes in
ESI scores. In between the assessments, learners were provided a curriculum rich in ESI. At the end
of the year, learners were more self-aware of their emotions, were better able to relate to other
learners, and handled their emotions more appropriately (Freedman, 2003). Freedman (2003) found
that between the beginning and the end of the academic year, ESI was enhanced after receiving a
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curriculum rich in EI. Another study conducted by Sjolund and Gustafsson (2001) determined that
ESI could be enhanced in adults. Sjolund’s and Gustafsson’s (2001) study evaluated 29 adults’ EQ-i
scores before and after attending a managerial skills workshop. In the workshop, several ESI
competencies from the EQ-i were discussed and taught. Mean scores increased from 97 at pretest to
106 at posttest. Additionally, of the 15 subscales within the EQ-i, nine showed significant
improvements (Sjolund & Gustafsson, 2001). Sjolund and Gustafsson found that training programs
could enhance EI. Slaski’s and Cartwright’s (2003) study found that EI training helped improve
health and well-being in managers. According to Slaski and Cartwright (2003), “the aim of the study
was to investigate whether emotional intelligence (EI) can be developed in managers, and if so,
whether increased EI has a beneficial impact on health, well-being, and performance”. Using the
EQ-i and General Health Questionnaire (GHQ), Slaski and Cartwright (2003) found that the training
group’s EI mean score increased significantly. According to Goleman (1998), “research and practice
clearly demonstrate that emotional intelligence can be learned”. While EI increases with age
(Goleman, 1998), it can still be learned, even as young as age 12 (Freedman, 2003).
While EI increases naturally with maturity (i.e., age), EI can be enhanced through training
programs (Goleman, 1998). The question, according to Goleman (1995), is at which stage of life are
EI interventions most effective? According to Dulewicz and Higgs (2000), teaching EI at later stages
of life may be too late, and because EI capabilities are still being learned at young ages, training at
young ages may be premature. According to Zeidner et al. (2003), as age increases, the parent-child
relationship shifts, and the parents’ roles may diminish while relationships with others (e.g., peers,
colleagues, professors) increases. Therefore, perhaps the timeframe to begin targeting emotional
intelligence training is at the traditional college ages of 18-23 and at the beginning phases of career
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development. The timing of EI interventions and their effectiveness goes beyond age as the sole
criterion. While age is certainly a factor, the issue is more engrained in educational curriculum and
the transition from academia to career.
As previously mentioned, individuals must possess unique skills in order to be considered
“workforce ready” (Casner-Lotto & Barrington, 2006). According to Seal, Naumann, Scott, and
Royce-Davis (2011), “although higher education is generally lauded for developing academic
knowledge in their learners, its leaders are routinely criticized for not adequately preparing learners
for the types of roles and leaders that organizations need”. If these unique skills that are directly
related to EI competencies are lacking, the transition from academia to career is hampered and may
create negative career effects (Yoshimoto et al., 2007). According to Seal et al. (2011), producing
solid technical experts is only a part of the piece to education. Seal et al. (2011) believed
“Universities must also address the whole learner (intellectual, emotional and social) to better
prepare graduates for future success”. Therefore, the age at which individuals typically enter
university, 18-24, is important to this study because this appears to be the demographic most likely
in need of understanding and increasing “social and emotional capacity” (Seal et al., 2011) in order
to minimize negative career effects and accelerate academic readiness. As academic and business
studies (Freedman, 2003; Sjolund & Gustafsson, 2001; Slaski & Cartwright, 2003) have shown, EI
appears to be learnable and teachable, at least within certain contexts. Because EI is still at the
beginning of the learning curve (Mayer, Caruso, & Salovey, 2004), Slaski and Cartwright (2003)
believe that EI training, specifically its potential and effectiveness, is an important area for future
research. A majority of the studies listed above used prescribed methods that included longer
treatment timeframes, some as long as one academic year (Freedman, 2003).

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Colleges and universities all over the world teach new concepts to learners in 50-minute
classes and then test them on the concepts to determine their levels of learning. This method of
teaching has been the modus operandi of academia for decades. Pittsburgh Science of Learning
Center (PSLC), which was founded by Carnegie Mellon University and the University of Pittsburgh
in 2004, attempted to study how people learn and how they can learn better (Carnegie Mellon,
2009). PSLC is devoted to the exploration of learner thinking and learning, including “how to make
learning faster, better, and more pleasurable” (Carnegie Mellon, 2009). Therefore, attempting to
teach a new construct, such as EI, in a 75-minute timeframe is by no means unorthodox. According
to Bacon and Stewart (2006), knowledge can be acquired in two distinct ways: surface level and
deep level learning. Bacon and Stewart (2006) defined surface learning as “rote memorization” or
shortlived learning. For learning to move to a deeper level, individuals must “find additional
meanings in the material” (Bacon & Stewart, 2006). That is, the learner must be able to draw upon
prior knowledge (Bowett, 2005). According to Bowett (2005), business learners “have been learning
about Business for much of their lives; from their own experience as consumers, from the hearsay of
friends and family members who are employees (and occasionally owners), and from the media”.
According to Bowett (2005), while the learning has been unstructured and sometimes
inaccurate, learners still have the ability to draw upon prior knowledge and can link newly acquired
knowledge to existing knowledge, allowing the learners to create their own individual relevance
through greater context. According to Bacon and Stewart (2006) and Bowett (2005), if material
presented has the ability to resonate with the learner, the greater the likelihood that the material will
be viewed as meaningful. While the timeframe is important, the ability to enhance EI may be more
firmly anchored if EI resonates with the individual. Therefore, the 75-minute intervention must be
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relevant, appealing, and provide ways for individuals to draw upon their prior knowledge and
experiences of emotion, while adding a new contextual perspective to emotional intelligence,
including its potential relevancy in business curriculum and professional careers. Relevancy
enhances retention (Bacon & Stewart, 2006; Bowett, 2005), and in order to increase the likelihood of
EI’s relevancy, the treatment methods employed must involve active learning pedagogies.
Conception of Emotional Intelligence
Emotional intelligence was described formally by Salovey and Mayer (2010). They defined
it as ‘the ability to monitor one’s own and others’ feelings and emotions, to discriminate among
them and to use this information to guide one’s thinking and actions’. They also provided an initial
empirical demonstration of how an aspect of emotional intelligence could be measured as a mental
ability (Mayer, DiPaolo, & Salovey, 2011). In both articles, emotional intelligence was presented as
a way to conceptualize the relation between cognition and affect. Historically, ‘emotion’ and
‘intelligence’ were viewed as being in opposition to one another (Lloyd, 2009). How could one be
intelligent about the emotional aspects of life when emotions derail individuals from achieving their
goals (Young, 2013)? The theory of emotional intelligence suggested the opposite: emotions make
cognitive processes adaptive and individuals can think rationally about emotions. Emotional
intelligence is an outgrowth of two areas of psychological research that emerged over forty years
ago. The first area, cognition and affect, involved how cognitive and emotional processes interact to
enhance thinking (Bower, 2011; Isen, Shalker, Clark, & Karp, 2013). Emotions like anger,
happiness, and fear, as well as mood states, preferences, and bodily states, influence how people
think, make decisions, and perform different tasks (Forgas & Moylan, 2013; Mayer & Bremer,
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2015; Salovey & Birnbaum, 2009). The second was an evolution in models of intelligence itself.
Rather than viewing intelligence strictly as how well one engaged in analytic tasks associated with
memory, reasoning, judgment, and abstract thought, theorists and investigators began considering
intelligence as a broader array of mental abilities (Cantor & Kihlstrom, 2017; Gardner, 1983 ⁄
1993; Sternberg, 2015). Sternberg (2015), for example, urged educators and scientists to place an
emphasis on creative abilities and practical knowledge that could be acquired through careful
navigation of one’s everyday environment. Gardner’s (1983) ‘personal multiple intelligences,’
including the capacities involved in accessing one’s own feeling life (intrapersonal intelligence) and
the ability to monitor others’ emotions and mood (interpersonal intelligence), provided a compatible
backdrop for considering emotional intelligence as a viable construct.
Emotional Intelligence and Academic Performance
Emotional intelligence refers to the ability to identify and manage one’s emotions, as well as
the emotions of others. According to Psychology Today (2019), emotional intelligence is generally
said to include at least three skills: emotional awareness, or the ability to identify and name one’s
emotions; the ability to harness those emotions and apply them to tasks like thinking and problem
solving; and the ability to manage emotions, which includes both regulating one’s own emotions
when necessary and helping others to do the same.
Emotional intelligence (EI) is defined as the ability to monitor one’s own and other people’s
emotions, to discriminate between different emotions and label them appropriately, and to use
emotional information to guide thinking and behavior and to manage and/or adjust emotions to adapt
to environments or achieve one’s goals (Coleman, 2008). Emotional intelligence comprises

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interpersonal and intrapersonal intelligence. Interpersonal intelligence is the outer intelligence one
uses to understand and manage relationships with other people. This is important for developing
qualities like empathy and building up effective relationships. Intrapersonal intelligence is the inner
intelligence one uses to know and understand oneself which is important for self-awareness, self-
regulation and self-motivation. It can be postulated that management of interpersonal and
intrapersonal emotions is vital for an individual’s academic and professional success. Those with
higher EI are more likely to understand, regulate and manage emotions better both in themselves and
in the others.
The concept of EI was first described by Salovey and Mayer more than two decades ago
(Salovey and Mayer, 2010). Subsequently, they described a four-branched model of EI (Salovey
and Grewal, 2015). The four branches or abilities were perceiving, using, understanding, and
managing emotions. These different dimensions of EI are likely to influence the academic and
professional success particularly in the field of medicine. The medical learners learn and doctors
work in a high-stress environment created by a multitude of factors which include demanding
workloads, long hours of working, and having to interact with different personnel ranging from
patients to healthcare teams. High level of stress and psychological distress among medical learners
and doctors are well documented (Dyrbye and Shanafelt, 2016). Studies have shown that higher EI
is associated with lower levels of stress and better coping ability among medical learners and other
healthcare workers (Joseph et al., 2015; Ranasinghe et al., 2017). The different dimensions of EI
help an individual to function effectively in a stressful environment. The first dimension of EI
described by Salovey et al. (2005) is, perceiving one’s own and others’ emotions. This is the first
step in generating an appropriate response to stressful situations. The second dimension is, using
20
emotions effectively to facilitate higher functions such as problem solving. It is a useful trait for a
medical learner to gain maximum use from the undergraduate training process and also to perform
better at the examinations. Understanding emotions is the third dimension. This dimension includes
the ability to be sensitive to own emotions and emotions of the others. This is an attribute that
inculcates empathy which in turn helps to build up better interpersonal relationships. Having good
interpersonal relationships with patients as well as with the ward staff is crucial for medical learners
to gain the maximum out of their clinical training. The fourth dimension is managing emotions in
self and in the others. Managing ones emotions is extremely important to maintain psychological
well-being during the stressful undergraduate years. Long term psychological well-being as well as
psychological status during the examinations is likely to affect an individual’s academic
performance. However, evidence indicates that the relationship between EI and anxiety during
examinations is complex (Thomas, et. al., 2017). Those who are better at perceiving, understanding
and managing emotions are considered to have better skills in handling emotional distress.
Nevertheless, it is suggested that sometimes those who are better at emotional perception are more
likely to pick up stressful stimuli which in turn could contribute to increased level of anxiety leading
to adverse outcomes (Thomas, et. al., 2017).
There are number of studies from different populations showing that EI is related to
academic and professional success in many fields including medicine (Romanelli, et. al., 2016;
Chew, et al., 2013; Victoroff and Boyatzis, 2012). Individuals with higher EI are perceived to have
better interpersonal relationships and considered by their peers to be more affable (Brackett, et. al.,
2011). The positive relationships could affect general intellectual development positively which
ultimately leads to higher academic performance (Ford and Smith, 2017). Furthermore, the
21
intrapersonal EI which is involved with self-regulation and self-motivation promotes behaviour
patterns that improve academic performance. A study done in a group of undergraduate learners in
USA demonstrated that EI was associated with performance beyond one’s general intellectual
abilities (Lam and Kirby, 2012).
Evidence indicate that in clinical practice, EI is related to improved empathy in medical
consultation (Arora, et. al., 2010), better doctor-patient relationships (Arora, et. al., 2010), better
clinical performance (Satterfield, et. al., 2009; Stratton, et. al., 2015) and higher patient
satisfaction (Blues, et. al., 2010). These findings highlight that EI plays a critical role in making a
balanced doctor who is competent in practicing both the art and the science of medicine. Moreover,
the doctors and medical learners with higher EI are likely to be more competent with regard to self-
care, thus preventing them becoming victims of the inevitable stress associated with the medical
profession.
Globally, data regarding the effect of EI on the academic performance of medical
undergraduates are limited and there is only one publication from Sri Lanka (Ranasinghe, et. al.,
2017). Being a relatively new concept may be partly responsible for the lack of data. Absence of a
universally accepted method or a gold standard to measure EI may be another contributing factor.
There are several tools to measure EI but all of them have their own strengths and weaknesses and
no single test is considered to be the gold standard (Romanelli, et. al., 2016).
derable evidence has appeared in the past 10 to

15 years concerning the vital role that working memory
plays in mathematical cognition. In LeFevre, DeStefano,
Coleman, and Shanahan’s (2005) view, the literature now
supports a clear generalization concerning the important
positive relationship between the complexity of arithmetic
22
or math problems and the demand on working memory for

problem solving. One aspect of this relationship involves
the numerical values being manipulated, and one aspect
examines the total number of steps required for problem
solution. We take these in turn.
It is now clear that working memory is increasingly
involved in problem solving as the numbers in an arith-
metic or math problem (the “operands”) grow larger. The
benchmark effect in this area is the problem-size effect,
the empirical result that response latencies and errors in-
crease as the size of the operands increases: For example,
6 1 7 or 9  6 will be answered more slowly and less
accurately than 2 1 3 or 4  5 (see Zbrodoff & Logan’s
2005 review). Part of this effect, we have argued, is due
to the structure of the mental representation of arithme-
tic facts in long-term memory, and the inverse relation-
ship between problem size and problem frequency—for
example, in textbooks (e.g., Hamann & Ashcraft, 1986).
That is, larger arithmetic problems simply occur less fre-
quently, and hence are stored in memory at lower levels of
strength (see Siegler & Shrager, 1984, for a comparable
approach); this is similar in most respects to the standard
word-frequency effect found in language processing re-
search. A second part of the effect, documented in the
Personal Meaning
In recent years, there has been increasing research activity in the study of personal meaning
across the life span (Reker & Chamberlain, 2010). Personal meaning is defined as the cognizance
of order, coherence, and purpose in one's existence, the pursuit and attainment of worthwhile goals,
and the accompanying sense of fulfilment (Reker & Wong, 2008). A person high on personal
meaning has a clear life purpose and a sense of direction, strives for goals consistent with life
purpose, feels satisfied with past achievements, and is determined to make the future meaningful.
Research largely shows that personal meaning has a positive correlation to psychological well-being
of individuals. Lexical meaning of psychological well-being is “a contented state of being happy,
23
healthy and prosperous” and it refers “optimal psychological experience and functioning” (Deci &
Ryan, 2008).
A theory known as Personal Meaning was developed by Wong (2008) which suggests that it
is “an individually constructed, culturally based cognitive system that influences an individual's
choice of activities and goals, and endows life with a sense of purpose, personal worth, and
fulfilment”. Thus, the role of meaning in an adolescent's life can be a central point for a successful
transition into adulthood. An adolescent may derive meaning from a variety of sources.
In the study of Ryff (2009) conceived psychological well-being as being from eudemonic
keys, such as personal development and commitment to existential challenges of life, and built the
psychological well-being scales, which include six dimensions: self-acceptation, (positive valuation
of oneself and of one's past life), positive relations (quality of interpersonal relationships), autonomy
(sense of self-determination), environmental mastery (ability to effectively manage one's own life
and the world around), and personal growth (sense of development as a person).
More so, Singh, et. al (2014) initiated a study on "Meaning in Life as a correlate of Mental
Health". This study investigated the associations between mental health (which was measured in
terms of emotional, psychological and social well-being) and meaning in life. A sample of 100 boys
and girls in the age range of 18-21years was taken. Two measures namely Mental Health Continuum
Short Form (MHC-SF) and Meaning in Life questionnaire (MLQ) was administered. Results
indicate a significant positive correlation between mental health and presence of meaning.
Furthermore, Santos, et. al., (2012) initiated a research study on “Meaning in life and
subjective well – being: Is a satisfying life meaningful?” The aim of the study was to determine the
relationship of meaning in life and subjective well-being among Filipino college learners. The results
24
of the study showed that meaning in life and subjective well-being had a significant positive
relationship. A better understanding of the relationship between meaning in life and subjective well-
being has implications relative to developing and achieving a greater sense of happiness and
satisfaction in living.
According to Schnell (2010), “sources of meaning represent generalized and relatively stable
orientations towards life... sources of meaning motivate commitment, give direction to life, and
increase its significance.”
According to Westerhof, Bohlmeijer, and Valenkamp (2014), sources of meaning can
come from (a) within the person (character traits, personal growth and achievement, self-acceptance,
pleasure, fulfilment, tranquility), (b) relationships (sense of connectedness, intimacy, quality
relationships, altruism, service, communal consciousness), (c) physical integrity (functioning, health,
appearance), (d) activities (work, leisure, hedonistic activities), and (e) material needs (possessions,
financial security, meeting basic needs).
The Personal Meaning Profile has been used to examine a wide variety of associations with
positive and negative constructs of health and well-being. DeLazzari (2010) found that scores on the
PMP (Personal Meaning Profile) were better than emotional intelligence at predicting life
satisfaction among high school learners. Mascaro & Rosen (2015) indicated that in young adult
population, individuals with high levels of meaning tend to have fewer symptoms of depression, to
be more characterologically hopeful, and to be more likely to be experiencing states of hope than
individuals with low levels of meaning.
In the study of Debats, Drost and Hansen (2015) found out that undergraduates who could
remember times when they had experienced their lives as meaningless were more likely to have had
25
psychological counselling in the past and were currently less satisfied with their lives than those who
could not recall times when had they felt their lives had no meaning.
A study of Rathi and Rastogi (2017) revealed that personal meaning variables
(achievement, relationship, religion, self-transcendence, intimacy, self-acceptance, and fair
treatment) are highly correlated to psychological well-being of adolescents. It shows that if a person
perceives his or her life to be meaningful then he or she will feel more psychologically well off than
those who do not perceive their life to be meaningful. This study has provided an insight of the
meaning in life and psychological well-being of learners of early and late adolescence period. It has
been well established by prior studies in this field, that a meaningful and purposeful life enhances
the psychological well-being of individuals. With a better understanding of meaning and
psychological well-being within adolescents, various counselling or educational implications can be
derived for assisting adolescents to develop holistically in terms of body, mind, and spirit as they
venture into the world of adulthood.
According to Ryff and Keyes (2015), the conviction and sense that life is meaningful is a
critical component of both mental health and personal growth (positively related to the perception
and experience of freedom, responsibility, self-determination, and the positive conception of life,
future, and oneself), related to the purpose and fulfilment of existential goals, and to the inclusive
acceptance of adversity, life satisfaction, and self-realization.
Meanwhile, Garcia-Alandete (2015) conducted a study on the implication of the meaning of
life and psychological well-being of Spanish College learners. Spanish versions of Crumbaugh and
Maholic's Purpose-In-Life Test and Ryff's Psychological Well-Being Scales were used. Analysis
included descriptive statistics, the scales were tested for internal consistency, and correlations were
26
analyzed with simple linear regression. The results showed a significant relationship between
meaning in life and psychological well-being dimensions, in terms of covariance and prediction,
especially with global Psychological Well-Being, Self-Acceptation, Environmental Mastery, and
Positive Relations. It is, therefore, concluded that the experience of meaning in life is important for
psychological well-being.
In the study of Ho, Cheung, and Cheung (2010), having a sample of 1,807 adolescents of
Hong Kong and using structural equation models, found that meaning in life and optimism were
significantly associated with life satisfaction. Ryff and Keyes (2015) obtained, by means of a
sample of 1108 adults, positive relationships between several variables associated with meaning in
life and different indicators of psychological well-being, as well as negative correlations between
these indicators and psychological discomfort.
Meaning in life may be a protective factor of mental health, enhancing the life satisfaction
and the psychological well-being (Psarra & Kleftaras, 2013). A Dutch translation of the Personal
Meaning Profile administered to cancer patients was found to be positively correlated with
psychological well-being and negatively correlated to distress (Jaarsma, Pool, Ranchor, &
Sanderman, 2017).
More so, Weiler (2011) examined the impact of personal meaning and attitudes towards
death and successful aging. Personal meaning was measured using the Personal Meaning Profile
(Wong, 2008). Participants were sixty years of age or older and living independently, 136 people
were included. Results were that (a) the Personal Meaning Profile subscales, fair treatment and
intimacy, accounted for the most unique variance of personal meaning on well-being; (b) fear of
death and approach acceptance were significantly related to well-being; (c) the association of
27
personal meaning with well-being was partially mediated by death attitudes and (d) self-acceptance
was strongly related to fear of death, and religion was strongly related to approach acceptance.
Studies also indicated that personal meaning can be used in helping learners to overcome
their problems related to academic responsibilities. Adams (2012) suggested that meaning in life be
included in the counselling process, to develop a meaning centered counselling, focusing on the
personal positive functioning and strengths, and integrating both the personal characteristics and
circumstances and the cultural values. Bano (2014) indicated that meaning in life is a highly
significant predictor of the levels of stress and psychological wellbeing; accounting for 17% of the
variance in positive psychological well-being and 19% of the variance in stress. She also found that
meaning in life is the same for both genders, concluding that meaning in life is a universal
phenomenon independent of gender. Moreover, the results of her study supported the stated
hypothesis that the perception of meaning in life will negatively predict stress and positively predict
psychological well-being among university learners.
Compilation of studies disclosed that optimism has a significant implication on performance
and adjustment, both directly on academic performance, and indirectly on expectations of coping
perceptions on classroom performance, and overall satisfaction and commitment to remain in
university (Chemer, Hu, & Garcia, 2011).
Individuals with an optimistic orientation are more likely to develop problem-focused and
emotion-focused coping strategies, and more likely to have lower levels of depression and anxiety
(Carver and Scheier, 2015). In addition, optimism has been linked to positive coping with stressful
life events in the college population (Chang, 2008).
28
Chapter 2
RESEARCH METHODOLOGY
29
This chapter presented and described the research design, locale of the study, respondents
and sampling techniques, research instrument, data gathering procedure and statistical analysis used
in the conduct of the study.
Research Design
nature, as it determined the profile variables of learners which were delimited to: Age, Sex, Parents’
design was employed in describing learners’ emotional intelligence and personal meaning. Personal
meaning of learners was segmented into seven indicators namely Achievement, Relationship,
Religion, Self-transcendence, Self-acceptance, Intimacy, and Fair treatment.
Locale of the Study
The study was conducted at Ballesteros National High School, Ballesteros, Cagayan for the
School Year 2021-2022. BNHS is composed of 3358 enrolled learners. The school is being led by a
Secondary School Principal II and 116 teaching workforce.
Respondents and Sampling Procedure
30
The respondents of the study were the Junior High School learners of Ballesteros National
High School. Simple random sampling was utilized to determine the number of respondents needed
for the study. The table below summarizes the distribution of learners per grade level:
Grade Level No. of Respondents
Grade 7 35
Grade 8 75
Grade 9 24
Grade 10 19
Total 153
Data Gathering Instrument
The study utilized a survey questionnaire as the main instrument to obtain information from
participants. The questionnaire was divided into three parts namely, profile variables, emotional
intelligence and personal meaning of the learners along certain dimensions. The emotional
intelligence instrument that was used in this study was adopted from Barcena (2016) and the
personal meaning instrument was adopted from the study of Molina (2016). The personal meaning
of the learners was categorized into seven potential sources: achievement, relationships, religion,
self-transcendence, self-acceptance, intimacy and fair treatment.
The performance of the learners was lifted from their Form 137.
Data Gathering Procedure
31
A written permission was secured from the office of the Division Schools Superintendent of
the Schools Division Office of Cagayan through channels in order to obtain full cooperation from
the learner-respondents. As soon as the permission was granted, the researcher personally arranged
appointment to the school head of the respondent school to conduct survey in the area.
The researcher personally administered the questionnaire and interviews were done and
facilitated to elicit further reliable data and additional information.
Statistical Treatment
There are several statistical tools that were used in the study. Descriptive statistics such as
frequency counts, mean, percentages, and standard deviation were used to determine the
performance and profile variables of the learners such as their age, sex, parents’ highest educational
attainment and parents’ occupation, and time allotted for Module learnng. More so, five-point Likert
scale and weighted mean determined the level of emotional intelligence and personal meaning of the
learners.
The scale below was used in determining the learners’ emotional intelligence.
Scale Descriptive Value Further

Descriptive Value
5 1.00-1.79 Strongly Agree Very High
4 1.80-2.59 Agree High
3 2.60-3.39 Undecided Average
2 3.40-4.19 Disagree Low
1 4.20-5.00 Strongly Disagree Very Low
32
For the personal meaning, the following scale was used.
Scale Adjectival Rating

5 1.00-1.79 Strongly Agree
4 1.80-2.59 Agree
3 2.60-3.39 Undecided
2 3.40-4.19 Disagree
1 4.20-5.00 Strongly Disagree
To determine the relationship between the independent and the dependent variables, Pearson
Product Moment Correlation was used. It was interpreted at 0.05 level of significance.
Chapter 3
33
DISCUSSION AND INTERPRETATION OF RESULTS
Learners’ Profile
The distribution of the respondents in terms of their profile variables can be gleaned in Table
1. In terms of age, the study found out that majority (66.01 percent) of the learners are age 14. The
study also revealed that the mean age of the respondents is at 13.69 years with an equal difference of
0.50 years. Moreover, in terms of sex, the study revealed that majority (64.71 percent) of the learners
are female, while the other 35.29 percent of the respondent population belongs to their male
counterpart.
In terms of their Parents’ Educational Attainment, the study found out that 55.56 percent of
the fathers finished Basic Education level, while 49.02 percent of the learners’ mothers finished up
to the secondary level of education as well. Along their occupation, the study revealed that Farming
(37.25 percent) and Forestry and Mining (29.41) was two of the most frequent field that fathers of
the learners are employed to. On the other hand, it is noteworthy that over 66 percent of the learners’
mothers are housewives.
Meanwhile, in terms of the time allotted by learners for their Module learning, the study
revealed that majority (56.86 percent) of the learners spend one to two hours in their Modules per
day. Also, as a group, the learners accrued 2.96 hours per day when working with their SLMs.
Table 1. Distribution of the Respondents in Terms of Profile Variables
34
Frequency
Variable Percentage
(n=153)
Age
13 years old 49 32.03
14 years old 101 66.01
15 years old 3 1.96
Mean= 13.69 SD= 0.50
Sex
Female 99 64.71
Male 54 35.29
Fathers’ Educational Attainment
2 1.31
Elementary Level
0 0
Elementary Graduate
33 21.57
High School Level
85 55.56
High School Graduate
5 3.27
Technical/Vocational Graduate
2 1.31
College level
20 13.07
College Graduate
0 0
With Masteral Units
0 0
Masteral Graduate
With Ph.D units 0 0
35
1 0.65
Ph.D. Graduate
Mothers’ Educational Attainment
1 0.65
Elementary Level
7 4.58
Elementary Graduate
23 15.03
High School Level
75 49.02
High School Graduate
8 5.23
Technical/Vocational Graduate
9 5.88
College level
28 18.30
College Graduate
2 1.31
With Masteral Units
0 0
Masteral Graduate
0 0
With Ph.D units
0 0
Ph.D. Graduate
Fathers’ Occupation
6 3.92
Military/Police force
5 3.27
Trading and Trade related
1 0.65
OFW
5 3.27
Education (teacher)
5 3.27
Administrative/clerical job
3 1.96
Service worker in shop
36
2 1.31
Sales worker
57 37.25
Farming
8 5.23
Fishing
45 29.41
Forestry and mining
6 3.92
Carpentry/laborer
9 5.88
Unemployed
1 0.65
Housekeeper
Mothers’ Occupation
1 0.65
Military/Police force
1 0.65
Trading and Trade related
32 20.92
OFW
1 0.65
Education (teacher)
4 2.61
Administrative/clerical job
7 4.58
Service worker in shop
0 0
Sales worker
0 0
Farming
0 0
Fishing
0 0
Forestry and mining
0 0
Carpentry/laborer
2 1.31
Unemployed
101 66.01
Housekeeper
37
Time Allotted for Module Learning
30 minutes to 1 hour 20 13.07
1-2 hours 87 56.86
3-4 hours 33 21.57
4 and Above 13 8.50
Mean 2.96
Learners’ Personal Meaning
Achievement
Table 2 summarizes the responses of the learner-respondents in terms of their Personal
Meaning along the Achievement indicator. The respondents generally “agree” to the statements
delimited in the Achievement indicator as reflected from the Category mean of 3.45.
The statements on “I strive to achieve my life goals” and “I am enthusiastic about what I do.”
were both rated with the highest weighted mean of 4.05 which has a descriptive value of “agree” as
well. On the other hand, it can be noticed that there are statements where Junior High School
learners seemed to have not assessed themselves on particular scenarios such as pursuing objectives,
being creative, actualizing their full potentials, taking initiative, being committed on his/her personal
growth, and valuing what they actually.
The researcher contends that these statements were rated as “undecided” because of the
effect that the Pandemic has on their lives and educational career. Similarly, the study of Saavedra,
(2020) highlighted that there are alterations on how learners would perceive themselves in the New
38
Normal. Being locked out in their homes can be too degrading for them, which may lead to not being
able to maximize their full potentials because of the limited opportunities they have with their
studies.
Table 2. Learners’ Personal Meaning along Achievement

Preparation of Modules Mean (n=153) Descriptive Value
1. I engage in creative work. 3.30 Undecided
2. I am successful in achieving my aspirations. 3.43 Agree
3. I pursue worthwhile objectives. 3.35 Undecided
4. I strive to achieve my life goals. 4.05 Agree
5. I believe in the value of my pursuits. 3.53 Agree
6. I seek to actualize my potentials. 3.39 Undecided
7. I like challenge. 3.43 Agree
8. I take initiative. 3.10 Undecided
9. I am able to make full use of my abilities. 3.30 Undecided
10. I strive to do my best in whatever I am 3.43 Agree

doing.
11. I am committed to my work. 3.35 Undecided
12. I am enthusiastic about what I do. 4.05 Agree
13. I do not give up when I encounter setbacks 3.53 Agree

or obstacles.
14. I strive toward personal growth. 3.39 Undecided
15. I am persistent and resourceful in attaining 3.43 Agree

my goals.
16. I value my work. 3.10 Undecided
Category Mean 3.45 Agree

Statistical
Scale Descriptive Value
Limit
5 4.20-5.00 Strongly Agree 39
4 3.40-4.19 Agree
3 2.60-3.39 Neutral/Undecided
Relationship
Table 3 abridges the responses of the learner-respondents in terms of their Personal Meaning
along the Achievement indicator. The respondents generally “agree” to the statements delimited in
the Relationship indicator as reflected from the Category mean of 3.51.
The statements on “I care about other people.” and “I am trusted by others.” were both rated
with the highest weighted mean of 3.78 which has a descriptive value of “agree”. On the other hand,
it can be discerned that there are statements where Junior High School learners seemed to have not
fully-assessed themselves on particular scenarios such as having a number of friends, being altruistic
and helpful, and in bringing happiness to others. Similarly, the research claims that these statements
were rated as "undecided" due to the impact of the pandemic on the respondents' lives and
educational careers.
The researcher intends to cite the study of Ava Manning, (2022) wherein she revealed that
building rapport and relationship during the Pandemic is ten times challenging because of the lack of
physical contact with learners’ friends during the pre-Pandemic era. As a resolution, the researcher
recommends that despite the challenge of socializing with classmates and friends during a public
health crisis, students can make friends through social media, online classes, and campus jobs.
Table 3. Learners’ Personal Meaning along Relationship

Relationship Mean (n=153) Descriptive Value
40
1. I care about other people. 3.78 Agree
2. I relate well to others. 3.52 Agree
3. I have a number of good friends. 3.32 Undecided
4. I am trusted by others. 3.78 Agree
5. I am higher regarded by others. 3.52 Agree
6. I am altruistic and helpful. 3.32 Undecided

7. I am liked by others. 3.53 Agree
8. I bring happiness to others. 3.39 Undecided
9. I contribute to the well-being of others. 3.43 Agree
Statistical
Limit
4 3.40-4.19 Agree
Religion
Table 4 presents the responses of the learner-respondents in terms of their Personal Meaning
along the Religion indicator. The respondents generally “agree” to the statements delimited in the
Religion indicator as reflected from the Category mean of 3.68.
The statement on “I am at peace with God.” was rated with the highest weighted mean of
4.49 which has a descriptive value of “strongly agree”. Moreover, learners “agree” that they believe
in afterlife (4.15); they seek to glorify God (3.96); that one can have a personal relationship with
41
God (3.65); that life has an ultimate purpose and meaning (3.61); seek to do God’s will (3.43). They
also agree that they have a sense of mission or calling (3.39); and that that life has an ultimate
purpose and meaning (3.30).
Meanwhile, it is noteworthy that of the nine indicators, only one statement was rated with a
descriptive value of “undecided”. This particularly dwells on the belief that human life is governed
by moral laws. The researcher contends that this response stems from the fact that Junior High
School learners have not fully developed their sense of understanding regarding moral laws that
govern humans.
The researcher intends to cite the study of Zubairu & Sakariyau, (2016) wherein they
studied about the effect of Religiosity to learners’ Academic Performance. Their study revealed a
positive correlation between the perception of learners towards their religion and their Academic
Performance. Many students who connect with God made comments about constantly working to
emulate and please God, which led them to try to be conscientious and cooperative.
Table 4. Learners’ Personal Meaning along Religion

Religion Mean (n=153) Descriptive Value
1. I am at peace with God. 4.49 Strongly Agree
2. I believe that life has an ultimate purpose and 3.61 Agree

meaning.
3. I have a sense of mission or calling. 3.39 Agree
4. I seek to do God’s will. 3.43 Agree
5. I believe that human life is governed by moral 3.10 Undecided

laws.
6. I seek to glorify God. 3.96 Agree
7. I belief in afterlife. 4.15 Agee
42
8. I believe that one can have a personal 3.65 Agree

relationship with God.
9. I believe that there is order and purpose in the 3.30 Agree
universe.
Statistical
Limit
4 3.40-4.19 Agree
Self-Transcendence
The responses of the learner-respondents in terms of their Personal Meaning along Self-
transcendence is shown in Table 5. As revealed, respondents generally “agree” to the statements
delimited in the Self-transcendence indicator as reflected from the Category mean of 3.58.
The statement on “It is important to dedicate my life to a cause.” was rated with the highest
weighted mean of 4.05 which has a descriptive value of “Agree”. It is noteworthy that all eight
indicators were rated with a descriptive value of “agree”. This means that learners have understood
that they are a part of a larger community wherein they have roles to fill in the society to achieve
harmonious relationship among the population.
The researcher mentions the study of Clodie Tal, (2014) entitled “Self-Transcendence
Values, Relationships, and Participatory Practice”. The study found out that high school learners are
already familiar with their role in the school. In the interviews conducted, majority of the students
43
revealed that they are in the school because they have the purpose of improving oneself to attain
greater things in life.
Moreover, the researcher also mentions Self-actualization as the top most indicator in
the hierarchy of needs with esteem below it, then love/belonging, then safety, and
physiological needs at the bottom. Maslow considered self-actualization the pinnacle of
human development and the highest human need: the realization of one’s full potential.
This indicates that physiological needs are vital for survival and that they must be sated
before one can move up towards actualization and fulfillment.
Table 5. Learners’ Personal Meaning along Self-Transcendence

Self-Transcendence Mean (n=90) Descriptive Value
1. I believe I can make a difference in the world. 3.58 Agree
2. I strive to make this world a better place. 3.70 Agree
3. It is important to dedicate my life to a cause. 4.05 Agree
4. I have a purpose and direction in life. 3.53 Agree
5. I seek higher values – values that transcend 3.39 Agree

self-interests.
6. I have a sense of coherence and continuity in 3.43 Agree
my life.
7. I make a significant contribution to society. 3.64 Agree
8. I attempt to leave behind a good and lasting 3.35 Agree

legacy.
Statistical
Limit
4 3.40-4.19 Agree
2 1.80-2.59 Disagree 44
Self-Acceptance
The responses of the learner-respondents in terms of their Personal Meaning along Self-
transcendence is presented in Table 6. As revealed, respondents generally “agree” to the statements
delimited in the Self-acceptance indicator as reflected from the Category mean of 3.73.
The statement on “I have learned that setbacks and disappointments are an inevitable part of
life.” was rated with the highest weighted mean of 4.05 which has a descriptive value of “Agree”. It
is noteworthy that all six indicators were rated with a descriptive value of “agree”. This finding
infers that learners have positively accepted their unique qualities, setbacks, and realities of life. This
makes it easier for them to cope with the challenges of the New Normal because they have positive
outlook in life, regardless of the several setbacks that they encounter.
More so, the researcher cites the study of Orth et al., (2012) wherein they emphasized that a
positive sense of self in learners (adolescence) leads to future outcomes including relationship
satisfaction, job satisfaction, occupational status, emotional regulation, and physical health.
Table 6. Learners’ Personal Meaning along Self-Acceptance

Self-Acceptance Mean Descriptive Value
1. I have learned that setbacks and 4.05 Agree
disappointments are an inevitable part of life.
2. I am at peace with myself. 3.39 Agree
45
3. I accept any limitations. 3.91 Strongly Agree
4. I am at peace with my past. 3.53 Agree
5. I accept what cannot be changed. 3.78 Agree
6. I have learned to live with suffering and make 3.70 Agree

the best of it.
Statistical
Limit
4 3.40-4.19 Agree
Intimacy
Table 7 signposts the responses of the learner-respondents in terms of their Personal Meaning
along Intimacy. As revealed, respondents generally “agree” to the statements delimited in the
Intimacy indicator as reflected from the Category mean of 3.48.
The statement on “I have a good family life.” was rated with the highest weighted mean of
3.64 which has a descriptive value of “Agree”. It is worth mentioning that all five indicators were
rated with a descriptive value of “agree”. This finding means that the Junior High School learners
have established intimate relationship with their families and friends in the community where they
belong. This further implies that aside from their family, they can turn to their friends and circles
when faced with challenges and problems in their studies.
The researcher cites the study of B. Perry, (2017) wherein she highlighted that Positive
social connections with people at all stages of life help ensure healthy development, both physically
46
and emotionally. Just remember, children learn by example and when they witness positive
relationships or are emotionally supported, that observed behavior will aid in their emotional skills
and cognitive functioning later on. Moreover, she explained that as your developing child grows
from a baby into a toddler, and then into a teenager and an adult, their social networks will shift and
change dramatically. However, through each stage of development, there are specific mental and
behavioral needs that are met through socialization.
Table 7. Learners’ Personal Meaning along Intimacy

Intimacy Mean Descriptive Value
1. I have a good family life. 3.64 Agree
2. I have someone to share intimate feelings with. 3.30 Agree
3. I have confidants to give me emotional 3.43 Agree

support.
4. I have a mutually satisfying loving 3.61 Agree
relationship.
5. I have found someone I love deeply. 3.42 Agree
Statistical
Limit
4 3.40-4.19 Agree
Fair Treatment
Table 8 divulges the responses of the learner-respondents in terms of their Personal Meaning
along Fair treatment. As revealed, respondents generally “agree” to the statements delimited in the
Intimacy indicator as reflected from the Category mean of 4.18.
47
The statements on “I have received my fair share of opportunities and rewards”; and “I am
treated fairly by my family” were rated with the highest weighted means of 4.65 and 4.58
respectively which has a descriptive value of “Strongly Agree”. More so, three statements were rated
by the learners with a descriptive value of “Agree”. The findings of the highlight the fact that
learners at their age, are given fair treatment by their parents, peers, and the society they belong to.
This is possible because the 1987 Constitution mandates the government and its citizens to give
utmost importance to the youth, who are considered the hope of the nation.
For example, the study of Izou, (2014) entitled “Students' Perceptions Regarding the
Fairness of Learning Environment” revealed that secondary learners are treated fairly in school and
at home because of the belief that when learners are treated well, they are more motivated and more
gauged towards their education.
Table 8. Learners’ Personal Meaning along Fair Treatment

Fair Treatment Mean Descriptive Value
1. I have found that there is divine justice in this 3.53 Agree
world.
2. Life has treated me fairly. 4.00 Agree
3. I am treated fairly by my family. 4.58 Strongly Agree
4. I am treated fairly by my peers and inner circles. 4.12 Agree
5. I have received my fair share of opportunities 4.65 Strongly Agree

and rewards.
Statistical
Limit
4 3.40-4.19 Agree
48
Learners’ Emotional Intelligence
Self-Awareness
Learners’ Emotional Intelligence along Self-Awareness is shown in Table 9. As presented,
the learners tallied a category mean of 3.84 which has a descriptive value of “agree”. This finding
means that learners have “high level” of Emotional Intelligence when it comes to being aware of
themselves.
The statement on “I know when I can/cannot handle pressure/stresses in my Academics. “has
tallied the highest weighted mean of five statements with 4.56 with a descriptive value of 4.56. On
the other hand, the learners were undecided whether or not they can list their strengths and
weaknesses (3.16). On the other hand, three statements were rated with a descriptive value of
“agree”.
In a study on Emotional Intelligence and Self-Awareness by Aldwell, (2021) he concluded
that Acquiring a high level of self-awareness is vitally important in developing a healthy personal
identity and is a key requirement of Emotional Intelligence. Additionally, Jacoby, (2022)
highlighted in her study that having self-awareness gives us the power to influence outcomes; helps
us become better decision-makers and gives us more self-confidence. We can communicate with
clarity and intention, which allows us to understand things from multiple perspectives. It frees us
from assumptions and biases.
Table 9. Learners’ Emotional Intelligence along Self-Awareness

Self-Awareness Weighted Descriptive
49
Mean Value
1. I am aware of my emotions. 3.90 Agree
2. I can accurately evaluate myself. 3.50
Agree
3. I can exactly list my strengths and weaknesses. 3.16 Undecided
4. I have high self-confidence. 4.10 Agree
5. I know when I can/cannot handle
4.56
pressure/stresses in my Academics. Strongly Agree
Statistical
Limit
4 3.40-4.19 Agree
Self-Regulation
Table 10 presents the responses of the learner-respondents in terms of their Emotional
Intelligence along Self-Regulation. The learners accrued a category mean of 4.11 which has a
descriptive value of “Agree”. The study exposed that the learners are Innovative (4.75); Adaptable
(4.35); and Trustworthy (4.28). All of the aforementioned statements were rated with a descriptive
value of “strongly agree”.
On the other hand, two of the five statements were rated with a descriptive equivalence of
“agree”. The findings only mean that the learners have a high level of Emotional Intelligence when it
comes to comprehending and controlling one's own actions and reactions. As a result, these students
have a better likelihood of studying effectively, conduct properly, get along with others, and mature
independently.
In a study by Sara Sahranavard, et. al., (2018) they revealed that students with better
cognitive self-regulation can have better educational performance by managing their emotions and
50
emotional influences. They also have a great motivation to study and can make targeted planning.
There was a significant positive relationship between external self-regulation and planning. In other
words, the higher the individual's external self-regulation, the better he plans. In explaining this
finding, one can say that self-regulation can empower a person to plan and target in the future and
can achieve many successes.
Table 10. Learners’ Emotional Intelligence along Self-Regulation

Self-Regulation Weighted Descriptive Value
Mean
1. I have a high level of self-control. 3.80 Agree
2. I am trustworthy. 4.28
Strongly Agree
3. I am conscientious. 3.35 Agree
4. I am adaptable. 4.35 Strongly Agree
5. I am innovative. 4.75 Strongly Agree
Statistical
Limit
4 3.40-4.19 Agree
Self-Motivation
Table 11 reveals the responses of the learner-respondents in terms of their Emotional
Intelligence along Self-motivation. The learners accrued a category mean of 4.18 which has a
51
descriptive value of “Agree”. The study underscored that the learners are always committed in what
they do (4.40); Always Optimistic (4.22); and that they consider challenges as extra motivation to
succeed in my studies (4.55). All of the aforementioned statements were rated with a descriptive
value of “strongly agree”. On the other hand, two of the five statements were rated with a descriptive
equivalence of “agree”. The findings only mean that the learners have a high level of Emotional
Intelligence when it comes to motivating themselves in learning during the Modular Distance
learning modality. It further implies that learners have oriented themselves on how to stay positive
and motivated throughout the course of their educational career.
The researcher cites the study of Nauzer & Junky, (2019) wherein they found out that
learners have a high level of Self-motivation because of the adversities they encountered on their
way to College. This means that the experiences acquired by learners in their secondary level will
help them succeed in their studies because of the lessons that these setbacks taught these learners.
Table 11. Learners’ Emotional Intelligence along Self-Motivation

Self-Motivation Weighted Descriptive Value
Mean
1. I have high achievement orientation. 4.14 Agree
2. I am always committed in what I do. 4.40
Strongly Agree
3. I always display initiative. 3.60 Agree
4. I am always optimistic. 4.22 Strongly Agree
5. I consider challenges as my extra
4.55
motivation to succeed in my studies. Strongly Agree
Statistical
Limit
4 3.40-4.19 Agree
52
Social Skills
The responses of the learner-respondents in terms of their Emotional Intelligence along
Social skills is presented in Table 12. The learners accrued a category mean of 3.81 which has a
descriptive value of “Agree”. The study underscored that the learners get along well with others
(4.60); and manage their problems well (4.22). All of the aforementioned statements were rated with
a descriptive value of “strongly agree”. On the other hand, four of the seven statements were rated
with a descriptive equivalence of “agree”. Meanwhile, two indicators were rated with a descriptive
value of “undecided” when it comes to working in a team or group, and having a high level of
leadership. Overall, the findings only mean that the learners have a high level of Emotional
Intelligence when it comes to interacting and communicating with their classmates, peers and
extended circles.
The researcher cites the study of Sharma, et. al., (2016) wherein they found out that a child
having good social skills is able to perform better in academic achievement in school, behave
positively and establish and maintain relationships with others effectively. As he is able to seek the
cooperation of others, he can handle every situation confidently.
Table 12. Learners’ Emotional Intelligence along Social Skills

Social Skills Weighted Descriptive Value
Mean
1. I have a high level of leadership. 3.25 Undecided
2. I get along well with others. 4.60
Strongly Agree
3. I am a good influence to others. 3.80 Agree
53
4. I manage my problems well. 4.30 Strongly Agree

5. I get to easily bond with others. 3.60 Agree
6. I love to work in a team. 3.34 Undecided
7. I prefer soliciting ideas from my 3.80 Agree
groupmates and classmates during an
activity.
Statistical
Limit
4 3.40-4.19 Agree
Learners’ Performance
Table 13 presents the distribution of the learners in terms of their T.L.E performance for the
School year 2021-2022. As shown, majority (108 or 70.59 percent) of the learners have outstanding
grades with 90 percent and above; while 44 or 28.76 percent have grades ranging from 85-89 while
only one or 0.65 percent have satisfactory grades. The overall mean of 91 indicates that the learners
of Ballesteros National High School for the School Year 2020-2021 have a very outstanding
performance in their T.L.E subject.
Table 13. Distribution of Learners in Terms of their TLE Performance

Grade Frequency (n=153) Percentage
90 – above (Outstanding) 108 70.59
85 – 89 (Very Satisfactory) 44 28.76
80 – 84 (Satisfactory) 1 0.65
75 – 79 (Fairly Satisfactory) 0 0
54
Mean 91
S.D. 2.87
Relationship between the Learners’ Performance and Selected Variables
The study hypothesized that there is no significant relationship between the learner’s
academic performance in T.L.E and their profile variables; Learners’ Personal Meaning; and
Emotional Intelligence, Table 14 shows that sex, mothers’ educational attainment and occupation;
Personal meaning along Achievement; and Emotional Intelligence along Self-Regulation, thus, the
null hypothesis is rejected.
As shown, sex is significantly related to performance as reflected by the coefficient of -
0.5551 with a probability of 0.0218. This finding means that female is better than male in T.L.E.
This finding is parallel to the study of Ramos (2019) which shows that female learners now
outperform male learners in most subjects. The results revealed that boys’ and girls’ skills were
almost different, although boys at an average acquired a slightly higher level of points in life skills,
and home economic skills. In a study about the performance of learners in Technology and
Livelihood Education subject, Valera, (2015) found out that female learners were better in Home
Economics, “adequate” for Agricultural Arts “high” for Industrial Arts and “high” for
Entrepreneurship than their male counterparts.
Moreover, mother’s educational attainment is also significantly related to T.L.E performance
as reflected by the coefficient of 0.2037 with a probability of 0.036. This finding means that the
mother’s educational attainment directly affects the achievement of their children. The higher the
educational attainment of the mother, the greater is the probability that she can help their children on
55
her studies. On the other hand, father’s main role is breadwinning; thus, he has little chance to take
part on the advance studies and Modular sessions of his children. Furthermore, this finding is
parallel to the findings of the study of Raza (2019) that learners whose parents had less than high
school education obtained lower grades in T.L.E than those parents who have higher levels of
education.
More so, the study also found out a significant relationship between the Personal meaning of
learners along Achievement and their T.L.E performance as reflected by the coefficient of 0.5931
with a probability of 0.0318. This finding means that the higher level of assessment that these
learners have in their Personal meaning along Achievement, the greater likelihood that these learners
are going to perform better in the class. This happens because as the learners positively perceive
about their works, requirements, and examinations in the school the more willing they are to do such
work which will then translate to an improved performance in the subject.
Meanwhile, the correlation test also revealed that learners’ T.L.E performance and Emotional
Intelligence along Self-regulation is significantly associated with each other through the computed r
value of 0.1321 and a probability value of 0.0322. This finding means that learners’ traits such as
purposive and goal oriented, incorporating and applying a variety of strategic behaviors are designed
to optimize their academic performance in any subject. Resnick et al, (2016) found out that self-
regulation strategies are positively correlated with learners’ performance. This means that if learners
exhibit great flexibility in adapting to the variable and sometimes uncertain demands that exist in the
classroom, the better their performance will be.
Table 14. Relationship between the Learners’ Performance in T.L.E and Selected Variables
56
Variables r value Probability Inference
I. Profile Variables
Age -0.2162 0.0367 Not Significant
Sex -0.5551 0.0218 Significant
Mothers’ educational attainment 0.2037 0.0360 Significant
Fathers’ educational attainment 0.0401 0.4102 Not Significant
Mothers’ occupation 0.2277 0.1052 Not Significant
Fathers’ occupation -0.0862 0.0763 Not Significant
Time Allotted for Module learning 0.6104 0.2993 Not Significant
II. Personal Meaning

Achievement
0.5931 0.0318 Significant
Relationship 0.3417 0.0611 Not Significant
Religion 0.2074 0.4011 Not Significant
Self-transcendence 0.1182 0.4211 Not Significant
Self-Acceptance 0.4217 0.1494 Not Significant
Intimacy 0.0181 0.3710 Not Significant
Fair Treatment -0.1040 0.9737 Not Significant
III. Emotional Intelligence

Self-Awareness 0.0143 0.1834 Not Significant
Self-Regulation 0.1321 0.0322 Significant
Self-Motivation -0.7147 0.9040 Not Significant
Social Skills 0.2106 0.6027 Not Significant
*Significant at 0.05 level
Chapter 4
57
SUMMARY, CONCLUSION, AND RECOMMENDATIONS
Summary
The study generally determined the contribution of the emotional intelligence and personal
meaning profile in the performance of learners in Technology and Livelihood Education for the
National High School, Ballesteros, Cagayan.
nature, as it determined the profile variables of learners which was delimited to: Age, Sex, Parents’
design employed in describing learners’ emotional intelligence and personal meaning. Personal
meaning of learners wa
s segmented into seven indicators namely Achievement, Relationship, Religion, Self-transcendence,
Self-acceptance, Intimacy, and Fair treatment.
The study found out that majority of the learner-respondents are female who are age 14 years
old. Both of their parents mostly finished Basic Education level. The study also revealed that
majority of learners’ fathers are inclined with Farming, while learners’ mothers are plain
housewives. In terms of time allotted for Module learning, learners generally spend almost 3 hours
in Module learning.
58
Furthermore, the study revealed that the Junior High School learners agree on all of the seven
indicators of Personal meaning. The study found out that Learners’ Personal meaning along Fair
treatment was rated the highest among the indicators. Moreover, the study also found out that
learners have a “high level” of Emotional intelligence. Learners’ Emotional Intelligence along Self-
motivation was rated the highest among four indicators of EI.
More so, the study found out that the Junior High School learners of Ballesteros National
High School have an outstanding performance in Technical and Livelihood Education (TLE).
Finally, the study found significant correlation between learners’ TLE Performance and learners’
Sex, and Mothers’ Educational Attainment; learners’ TLE Performance and Personal meaning along
Achievement; and learners’ TLE Performance and Emotional Intelligence along Self-regulation.
Conclusion
Based on the findings of the study, the researcher concludes that the Personal meaning of
learners along achievement and Emotional Intelligence along Self-regulation have significant effect
on the performance of learners. The study revealed that when a learner sets a positive attitude
towards improving himself/herself, they will have a higher likelihood of attaining a high level of
performance. Likewise, through Self-regulation, learners are able to plan for a particular task to be
accomplished (SLMs), monitors their performance, and then reflects on the outcome of their
performance. This indicator is considered a cycle that repeats as the student uses the reflection to
adjust and prepare for the next task which leads to an improved performance in the subject.
Recommendations
59
In the light of the foregoing findings of the study, the following are hereby recommended:
1. The Department of Education must enforce best practices of teachers and institutions in upholding
healthy Emotional Intelligence, and in improving the Personal meaning or perception of learners
towards themselves. In this way, the education watchdog and its institutions could help in improving
the overall performance of the learners in school, and their well-being outside of it.
2. School Heads must utilize the result of the study to reflect on the state of learners’ Personal
meaning and Emotional intelligence during a Public Health emergency.
3. Teachers should carefully supervise learners in actualizing their Personal meaning and Emotional
intelligence of learners in terms of their Achievement and on how they regulate their performance
and development in class.
4. Future researchers must conduct a similar study that will compare their Personal Meaning and
Emotional Intelligence during the Public Health Emergency (Modular Learning) and in the post-
pandemic era (reintroduction of F2F Classes).
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65
APPENDICES
Appendix A
Questionnaire for Learners
66
Name:___________________________________
Age:___________________________________
Sex: ( ) Male ( ) Female
Parent’s educational attainment:
Educational Attainment Father Mother
Elementary Level () ()
Elementary Graduate () ()
High School Level () ()
High School Graduate () ()
Technical/Vocational Graduate () ()
College level () ()
College Graduate () ()
With Masteral Units () ()
Masteral Graduate () ()
With Ph.D units () ()
Ph.D. Graduate () ()
Occupation of Parents (Please check)
Occupation Father Mother

Military/Police force () ()
Trading and Trade related () ()
Overseas employment () ()
Education (teacher) () ()
Administrative/clerical job () ()
Service worker in shop () ()
Sales worker () ()
Farming () ()
Fishing () ()
Forestry and mining () ()
Carpentry/laborer () ()
Not employed () ()
Housekeeper () ()
PERSONAL MEANING PROFILE

(Wong, 1998)
This questionnaire measure learner’s perception of personal meaning in their lives.
Generally, a meaningful life involves a sense of purpose and personal significance. However, people
67
often differ in what they value most, and they have different ideas as to what would make life worth
living.
The following statements describe potential sources of a meaningful life. Please read each
statement carefully and indicate to what extend each item characterizes your own life. You may
respond by circling the appropriate number according to the following scale.
5 Always
4 Often
3 Sometimes
2 Seldom
1 Never
It is important that you answer honestly on the basis of your own experience and beliefs.
Achievement
17. I engage in creative work. 1 2 3 4 5
18. I am successful in achieving my aspirations. 1 2 3 4 5
19. I pursue worthwhile objectives. 1 2 3 4 5
20. I strive to achieve my life goals. 1 2 3 4 5
21. I believe in the value of my pursuits. 1 2 3 4 5
22. I seek to actualize my potentials. 1 2 3 4 5
23. I like challenge. 1 2 3 4 5
24. I take initiative. 1 2 3 4 5
25. I am able to make full use of my abilities. 1 2 3 4 5
26. I strive to do my best in whatever I am doing. 1 2 3 4 5
27. I am committed to my work. 1 2 3 4 5
28. I am enthusiastic about what I do. 1 2 3 4 5
29. I do not give up when I encounter setbacks or obstacles. 1 2 3 4 5
30. I strive toward personal growth. 1 2 3 4 5
31. I am persistent and resourceful in attaining my goals. 1 2 3 4 5
32. I value my work. 1 2 3 4 5
Relationship
33. I care about other people. 1 2 3 4 5
34. I relate well to others. 1 2 3 4 5
35. I have a number of good friends. 1 2 3 4 5
36. I am trusted by others. 1 2 3 4 5
37. I am higher regarded by others. 1 2 3 4 5
38. I am altruistic and helpful. 1 2 3 4 5
39. I am liked by others. 1 2 3 4 5
40. I bring happiness to others. 1 2 3 4 5
41. I contribute to the well-being of others. 1 2 3 4 5
Religion
42. I am at peace with God. 1 2 3 4 5
43. I believe that life has an ultimate purpose and meaning. 1 2 3 4 5
68
44. I have a sense of mission or calling. 1 2 3 4 5

45. I seek to do God’s will. 1 2 3 4 5
46. I believe that human life is governed by moral laws. 1 2 3 4 5
47. I seek to glorify God. 1 2 3 4 5
48. I belief in afterlife. 1 2 3 4 5
49. I believe that one can have a personal relationship with 1 2 3 4 5
God.
50. I believe that there is order and purpose in the universe. 1 2 3 4 5
Self-Transcendence
51. I believe I can make a difference in the world. 1 2 3 4 5
52. I strive to make this world a better place. 1 2 3 4 5
53. It is important to dedicate my life to a cause. 1 2 3 4 5
54. I have a purpose and direction in life. 1 2 3 4 5
55. I seek higher values – values that transcend self-interests. 1 2 3 4 5
56. I have a sense of coherence and continuity in my life. 1 2 3 4 5
57. I make a significant contribution to society. 1 2 3 4 5
58. I attempt to leave behind a good and lasting legacy. 1 2 3 4 5
Self-Acceptance
59. I have learned that setbacks and disappointments are an 1 2 3 4 5
inevitable part of life.
60. I am at peace with myself. 1 2 3 4 5
61. I accept any limitations. 1 2 3 4 5
62. I am at peace with my past. 1 2 3 4 5
63. I accept what cannot be changed. 1 2 3 4 5
64. I have learned to live with suffering and make the best of 1 2 3 4 5
it.
Intimacy
65. I have a good family life. 1 2 3 4 5
66. I have someone to share intimate feelings with. 1 2 3 4 5
67. I have confidants to give me emotional support. 1 2 3 4 5
68. I have a mutually satisfying loving relationship. 1 2 3 4 5
69. I have found someone I love deeply. 1 2 3 4 5
Fair Treatment
70. I have found that there is rough justice in this world. 1 2 3 4 5
71. Life has treated me fairly. 1 2 3 4 5
72. I am treated fairly by others. 1 2 3 4 5
73. I have received my fair share of opportunities and 1 2 3 4 5
rewards.
69
EMOTIONAL INTELLIGENCE:
(modified from the work of Salovey and Mayer [2007])
Please check the cell that corresponds to your perspective where each number means:
5-I highly possess this characteristic
4-I fairly possess this characteristic
3-I sometime possess this characteristic
2-I seldom display this characteristic
1-I do not possess the characteristic at all
5 4 3 2 1
1. SELF-AWARENESS
a. I am aware of my emotions.
b. I can accurately evaluate myself.
c. I can exactly list my strengths and weaknesses.
d. I have high self-confidence.
2. SELF-REGULATION
a. I have a high level of self-control.
b. I am trustworthy.
c. I am conscientious.
d. I am adaptable.
e. I am innovative.
3. SELF-MOTIVATION
a. I have high achievement orientation.
b. I am always committed in what I do.
c. I always display initiative.
d. I am always optimistic.
4. SOCIAL SKILLS
a. I have a high level of leadership.
b. I get along well with others.
c. I am a good influence to others.
d. I manage my problems well.
e. I get to easily bond with others.
f. I love to work in a team.
g. I love to effect change.
70

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Archdiocese of Tuguegarao PACUCOA LEVEL III ACCREDITED PROGRAMS:

LYCEUM OF APARRI Liberal Arts, Business Administration, Secondary Education

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The Problem and Its Background

approach their intelligence has received less attention (EI).

professional accomplishments; however, career accomplishments need a standard level of

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the COVID-19 public health emergency

eliminating the effects of burnout and study stress.

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hypothesizes a no correlation between the aforementioned variables of the study.

Statement of the Problem

National High School.

Specifically, it specifically sought answers for the following problems:

1. What is the profile variable of the learners in terms of the following?

1.3. Parents’ educational attainment

1.4. Parents’ occupation

1.5. Time Allotted for Module Learning

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2.7. Fair treatment

3. What is the emotional intelligence of the learners in terms of:

3.4. Social Skills

4. What is the performance of the learners in Technology and Livelihood Education?

5.1. Learners’ emotional intelligence

5.2. Personal meaning

5.3. Profile Variables

Personal meaning; and their Profile Variables.

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emotional intelligence, saying it was a “type of social intelligence”.

Mayer (1990), EI is an ability and a type of intelligence.

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Mayer, 1990) of EI could be viewed more as a mixed-model.

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to understand the causes of emotions (Salovey & Mayer, 1997).

because of the correspondences between emotional intelligence elements and temperament

2003), which the ability-based model discounts.

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considered to be a dependent variable of the learners such as Self-Awareness, Self-Regulation, Self-

Motivation, and Social Skills.

affected by their Profile variables, Personal meaning and Emotional Intelligence.

Independent Variables Dependent Variable

Figure 1. Initial theoretical model of the study

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Significance of the Study

The achievement of any educational objective requires the cooperation of numerous

the following industries:

programs, and services.

intelligences and personal significance.

use of emotional intelligences and personal meaning.

education system who are the learners' primary shapers.

based on the study's findings. This would serve as their guide.

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Scope and Delimitation of the Study

National High School, Ballesteros, Cagayan.

Religion, Self-transcendence, Self-acceptance, Intimacy, and Fair treatment.

Telephone: 078-888-2075 Telefax: 078-888-2736 lyceumaparri@yahoo.com

Emotional intelligence refers to the self- awareness, self-regulation, self- motivation,

empathy and social skills of the learners.

Fair treatment refers to treating others with respect and dignity, respecting individual's

rights, and abiding by reasonable standards of conduct.

having a purpose and striving toward a goal or goals.

Sex determines the characteristics of the respondents classified as male or female.

Self-transcendence refers to the learner’s personality trait associated with experiencing