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_e _e _aAlquiros, Ma. Filipinas S. _d _b4 _u _c0 _q16 |
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_a _aEmotional intelligence and mental ability as correlates to academic performance of adolescents of migrant families : _d _bbasis for counseling program / _n _cMa. Filipinas S. Alquiros. _h6 _p |
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_3 _3 _a _d _b _c46 |
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_e _e _c28 cm. _ax, 156 pages _b |
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_b _atext _2rdacontent |
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_3 _30 _b _aunmediated _2rdamedia |
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_3 _30 _b _avolume _2rdacarrier |
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_a _aThesis (M.A.)-- Pamantasan ng Lungsod ng Maynila, 2009.;A thesis presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the course requirements for the degree of Master of Arts in Psychology major in Clinical Psychology. _d _b _c56 |
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_b _b _c _aABSTRACT: This study purported to explore the relationship between emotional intelligence, mental ability and academic performance among adolescents of migrant families, and for which result will be used as basis for counseling program. Overall adolescent respondents from migrant families totaled to two hundred thirty one (231) students from first to fourth year high school. The researcher devised a Personal Data Survey Questionnaire to generate personal information about the respondents. Two psychological test were also administered: the Baron Emotional Quotient Inventory: Youth Version (BarOn EQi: YV) to assess the emotional intelligence profile and the Otis-Lennon School Ability Test-Intermediate Level (Form R) to measure the mental ability of the respondents. The academic performance was based from the general weighted average for the first grading period and was obtained from the registrar's office. The data gathered were interpreted and correlated to know if significant relationship exists between respondents' socio-demographic profile and the respective variables: mental ability, emotional intelligence and academic performance. Also, to correlate the possible influence of two psychological variables, namely: emotional intelligence and mental ability, and if their correlation can predict academic performance. Finally, data gathered were correlated to probe the significant relationship existing between two divert entities of intelligence: emotional intelligence and mental ability. The following statistical treatment were used to test the null hypothesis and determine their relationship: Chi-square Test of Association, Pearson Correlation Coefficient and t-test of Significance of Correlation between Two Variables. Based on the findings, there is no significant relationship between the respondents' mental ability and socio-demographic variables. Gender proves to have a significant relationship with academic performance. Furthermore, there is no significant relationship between socio-demographic profile of the respondents and the three clusters of emotional intelligence: interpersonal, intrapersonal and adaptability skills. However, there exists a significant relationship between gender and parent who is working overseas on the stress management level and over- all EQ skill of the respondents. The study also elucidated that both mental ability and emotional intelligence marked a high positive significant correlation with academic performance. It was also affirmed through findings, that there exists a low positive significant relationship between mental ability and emotional intelligence. It can be concluded that mental ability can be enhanced given the proper stimulation, for it s dynamic. Gender bears a significant relationship with one's academic performance, stress management and over-all emotional skill; this can be attributed to specific gender difference on conscientiousness, work ethics, perception and goal towards academic achievement and in managing and expressing social-emotional skills. The developmental transition that adolescent is exploring and integration in the peer-group can be intervening factors that affected their emotional intelligence functioning. The support of the extended family can also be accounted for the adaptability of the adolescents towards having a migrant parent. However, given the irreversible cyclical temporary union-separation due to migration, the absent parent still serve as unparalleled influence in the lives of their adolescent's children for they act as role models for the development of successful social and emotional skills. The findings also elucidated that academic performance is a result of student's cognitive ability and secured emotional condition. And although emotional intelligence and mental ability are distinct domains of intelligence there exists synergy between the rational and emotional minds. Therefore, in line with the foregoing results and findings, it is recommended that academic institution should promote a sustainable learning program and implement counseling program that will involve the coordination of immediate stakeholders of the adolescent to assist them in their social and emotional development which will lead to better academic performance and mental functioning. _u |
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