“The Influence of Emotional Intelligence on the Academic Performance of Senior

High School Students at Tuburan National High School”

THEORETICAL BACKGROUND

The theoretical background of emotional intelligence (EI) in the context of academic success
can be understood through two prominent models: the Four-Branch Ability Model and the Mixed
Model.
Four-Branch Ability Model developed by Peter Salovey and John Mayer which they
explained EI as “the ability to monitor one’s own and others’ feelings and emotions, to
discriminate among them and use this information to guide one’s thinking and actions” (Salovey
& Mayer, 1990). These four abilities are arranged hierarchically into four key abilities:
(1) Perception of emotion is the ability to recognize feelings in oneself and others by body
language, tone of voice, and facial expressions.
(2) Use of emotion the second part of EI is to improve cognitive functions and situational
adaptation.
(3) Understanding Emotions include accurately labeling one's own and other people's
feelings.
(4) Management of emotions this area of EI explains more intricate emotional functions.
According to this model, individuals with higher emotional intelligence are better equipped to
navigate the social and emotional aspects of academic life, leading to improved academic
success.
Mixed Model of emotional intelligence developed by Daniel Goleman, as "the capacity for
recognizing our own feelings and those of others, for motivating ourselves, for managing
emotions well in ourselves and in our relationships" (Goleman 1998). Goleman's model includes:
 Self-awareness is having the ability to identify one's own feelings.
 Self-regulation is a capacity to adapt to changing circumstances.
 Social skills in driving academic achievement.
 Empathy to consider the feelings of others when making decisions.
 Motivation it is believed that an individual with a high EQ will be able to effectively
drive oneself to reach their objectives.
By developing these competencies, students may enhance their ability to cope with stress, build
positive relationships. and preserve in the face of challenges, all of which are critical for
academic success.
 The significance of EI in academic settings is emphasized by both theories, though they
accomplish it in different ways. The model developed by Salovey and Mayer places greater
emphasis on the cognitive processing of emotions, whereas the model developed by Goleman
expands the definition of emotional intelligence (EI) to encompass aspects of behavior and
personality. The combined use of these models offers an all-encompassing comprehension of the
ways in which academic progress and achievement can be significantly influenced by emotional
intelligence.

BIBLIOGRAPHY

Brackett, M. A., Bertoli, M., Elbertson, N., Bausseron, E., Castillo, R., and Salovey, P. (2013).
Reconceptualizing the cognition-emotion link. In M. D. Robinson, E. R. Watkins, E. Harmon-
Jones (Eds.), Handbook of Cognition and Emotion (pp. 365-379). New York, NY: Guilford.

Brackett, M., Delaney, S., & Salovey, P. (2023). Emotional intelligence. In R. Biswas-Diener &
E. Diener (Eds), Noba textbook series: Psychology. Champaign, IL: DEF publishers. Retrieved
from http://noba.to/xzvpfun7
Goleman, D. (1998). Working with Emotional Intelligence. Bantam Books

Salovey, P., & Mayer, J. D. (1989-1990). Emotional intelligence. Imagination, Cognition and
Personality, 9(3), 185–211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG

Sfetcu, Nicolae (2023), Models of Emotional Intelligence in Research and Education,

Cunoașterea Științifică, 2:2, xxx, DOI: 10.58679/CS72804, Retrieved from
https://www.cunoasterea.ro/models-of-emotional-intelligence-in-research-and-education/