Emotional skills Academic Burnout and of Grade 12 Senior high school students

A Research Paper

Presented to the Faculty of Senior High School

In Partial Fulfillment

of the Requirements for the Subject

APP3 – Practical Research 2

Estilles, Divine A.

Lintua, Baby clear A.

Molina, Julian T.

Perez, Jane Angela P.

December 2023
 Chapter 1

INTRODUCTION

Rationale

Academic burnout is a serious problem in higher education (Jagodics &

Szabó, 2022). Academic burnout was originally derived from the term “job burnout” in

the workplace. Although students are not workers as such, from the perspective of

psychology, bachelor studies comprise structured events, including course

attendance, assignments, and examinations, which can be regarded as “work” (Ye et

al.,2021). Academic burnout happens when your academic work and your home life

seem overwhelming, and you think you can’t cope anymore. You might feel tired,

anxious and like you can’t focus on anything (Lane, 2021).

The ability to manage your emotions is essential for success. Social-

emotional skills have been shown to be beneficial for many important life outcomes

for students (Chernyshenko et al., 2018). According to Weisbergg (2016),

Promoting social and emotional development for all students in classrooms

involves teaching and modeling emotional skills, providing opportunities for

students to practice and giving students an opportunity to apply these skills in

various situations. According to Sánchez-Álvarez et al., (2016) the appropriate

use of certain emotional strategies could contribute to experiencing a higher rate of

positive emotional states and the reduction of negative emotional states.

According to Farina et al. (2021) who conducted a study entitled “Trait Emotional

Intelligence and School Burnout: The Mediating Role of Resilience an Academic

Anxiety in High School”, the results of the study shows that students who have a

higher on trait emotional self-efficacy are less likely to feel overwhelmed by school

tasks. In other words, positive emotional perceptions are a barrier to the experiencing

of school burnout in a process that is mediated via low anxiety and high resilience . Ke

and Barlas (2020) have found that adolescents with a high level of TEI are generally

less predisposed to developing depressive or somatic symptoms and are more likely

to successfully cope with difficult events. It is assumed that appropriate use and

availability of academic resources helped increase the potential of emotional

intelligence and academic self-efficacy amongst students (Hanif, 2023). Therefore,

this study would like to know if there is a connection between emotional skills and

student academic burnout.

Academic burnout is a significant problem associated with poor academic

performance (Lin & Huang, 2013). Nagle and Sharma (2018) state that in India, people

are required to adapt the students who were experiencing academic stress were

compelled to visit a counselor to express their feelings, and they were also given

exercises that could improve their skills. Furthermore, Singapore has been a pioneer of

SEL (Social Emotional Learning Curriculum). SEL program improves the emotional

understanding and skills of the entire school community. Based on the notion that

improving school climate and students' wellbeing will result from integrating social

learning and emotional competences (Torrente et al., 2016). Therefore, this study

seeks to identify potential factors of emotional skills that would help the students to

prevent academic burnout.

 4

Research Objectives

This study seeks to determine the Emotional skills and Academic burnout of grade 12

day and evening students in Assumption College of Davao.

Specifically, it seeks to answer the following questions.

1. To ascertain the level of Emotional skills in terms of:

1.1 Personal Leadership.

1.2 Self-management in life and career

1.3 Intrapersonal development

2. To assess the level of Academic Burnout in terms of:

2.1 Emotional exhaustion.

2.2 Disbelief; and

2.3 Professional effectiveness.

3. To determine the significant relationship between Emotional skills and

Academic Burnout of grade 12 day and eve students in Assumption College of

Davao.
 5

Research Hypothesis

The null hypothesis was tested at 0.05 level of significance:

H₀1. There is no significant relationship between emotional skills and academic

burnout of senior high school day class students in Assumption College of Davao.
 6

Review Related Literature

This section will present discussions related to the independent and

dependent variables of the study. Emotional skills (a) had the following indicators:

Interpersonal communication under stress, Personal Leadership, Self-

management in life and career and Interpersonal development. The Academic

Burn out had the following indicators: Emotional exhaustion, Disbelief, and

Professional Effectiveness.

Emotional Skills

According to the findings from the FSHS (2023), emotional skills encompass

the capacity to identify, articulate, and control one's emotions. These skills serve as

the cornerstone of self-awareness and optimal mental well-being. They empower

individuals to oversee behaviors geared towards specific objectives and tasks,

traverse through various interpersonal and social scenarios with adeptness, and

effectively manage their emotions (Chernyshenko et al., 2018). Emotional

Intelligence plays a pivotal role in fostering the ability to comprehend emotions and

emotional knowledge, as well as in reflexively regulating emotions to foster both

emotional and intellectual development (Karibeeran and Mohanty, 2019).

Personal Leadership. The concept of personal leadership as a crucial

component of effective leadership (Covey, 2023). According to Khan et. al (2016),

leadership holds significance not only at the organizational level but also at the
 7

individual level. As stated by Furtner and Baldegger (2016), self-leadership is

directly focused on exploring the significance of a particular task, thereby igniting a

heightened level of curiosity, passion, enjoyment, and happiness. The notion of

personal leadership as an essential element of effective leadership has been

emphasized by Covey (2023). Khan and colleagues (2016) advocate for the

application of leadership principles not only within the context of an entire

organization but also on an individual level. Self-leadership, as described by

Furtner and Baldegger (2016), is intricately linked to uncovering the purpose

behind a specific task, consequently evoking a heightened level of fascination,

zeal, enjoyment, and delight.

According to Yusof et al. (2014) Emotions play an important role in the field

of leadership. The intelligent use of emotions may be beneficial for leaders in

achieving success. In fact, good use of emotions has been seen as a prerequisite

for effective leadership. Batool (2013) stated that Implementation of emotions

intelligently in any organization by a leader to be effective and efficient plays a vital

role to leader effectively. Studies on leadership styles show that the personality of a

leader, the maturity of followers and the needs of the environment determine the

leadership style to follow (Zulch, 2014).

When speaking of self-leadership, it is important to focus on self-awareness

or self-discovery and self-acceptance (Eurich, 2018). Self-leaders set their goals and

show adaptive behaviors to perform in the organization (Alnakhli et al., 2020).

According to Harunavamwe et al. (2020), Self-managing have higher levels of work

engagement and effective performance that can utilize their psychological resources

effectively to meet their desired goals.

 8

Harun, Zainol, Amar, and Shaari (2016) conducted an in-depth analysis of the

correlation between various leadership styles and their impact on leadership

effectiveness, with the primary objective of advancing comprehension of Emotional

Intelligence (EI) as a crucial mediator in this association. Furthermore, Politis (2015)

uncovered significant evidence indicating that self-leadership played a pivotal role in

augmenting both creativity and productivity. This process encompassed empowering

individuals to cultivate self-awareness and engage in reflective practices concerning

their current self-leadership capabilities. Moreover, it involved fostering a deep

comprehension of one's intrinsic motivation for self-improvement and implementing

strategies aimed at facilitating continuous learning and enhancement (Wood et al.,

2022).
 9

Self-management in life and career. Derrick (2023) defined Self-

management as the way you can manage your thoughts, actions, and feelings in a

productive manner. In addition, DiRenzo et al. (2015), career self-management

describe as a process of proactive career development under consideration of

different life domains with a focus on satisfaction and effectiveness in multiple life

roles. Zacher & Frese, (2018), conceptualize career self-management as a

dynamic action regulation process that consists of developing and selecting goals,

orienting oneself in the environment, planning, monitoring, and feedback

processing. Hirschi & Koen (2021) claimed that successful career development

requires increased career self- management. Students with self-management

skills were able to preserve through the course.

Stallman & Muncey (2019), defined Self-management as the ability to control

emotions and behaviors, especially during times of stress or distress. Having strong

self-management skills enables individuals to navigate challenging situations

effectively, allowing them to persevere through demanding tasks such as a tough

class or work project (Corney, 2021). Lent et al. (2017) highlighted the significance of

career self-efficacy and self-management as pivotal factors contributing to overall

success. These findings underscore the importance of honing self-management

skills in achieving personal and professional fulfillment. By developing the capacity to

regulate one's emotions and behaviors, individuals can bolster their resilience and

fortitude in the face of adversity, leading to greater confidence and achievement in

both their careers and personal lives.

 10

The relationship of perceived self-efficacy in career with the prior skills was

also considered crucial as all being together may enhance student’s efforts in

organizing and performing career-related tasks despite adversities (Sidiropoulou-

Dimakakou et al., 2014). Career self-management initiatives enable individuals to

be more aware of their skills, capabilities (Jackson and Wilton, 2017). According to

IOWA (2013), the workload of every individual is quite high. To fulfill these duties

and responsibilities, everyone must have self-management skills

Successful career development necessitates heightened career self-

regulation, and modern career outlooks underscore the significance of being self-

guided, guided by values, and adaptable (Hirschi & Koen, 2021). In line with the

progressively fluid career landscape, there has been extensive investigation into

career self-governance and individuals' inclinations toward such self-governance

(Lee et al., 2014). Zacher et al. (2016) delineate Career self-regulation (CSM) as a

targeted and active self-management process throughout one's lifetime. This

perspective emphasizes the importance of adopting a proactive approach to

managing one's career and continually adjusting to the evolving professional

environment.
 11

Intrapersonal development. Steinfield (2021) defined Intrapersonal

development as about self-awareness and controlling your inner processes and

internal attitudes. These skills serve as the foundation on which you establish your

relationships with other people. Maya (2022) claimed that people with higher

intrapersonal intelligence have greater self-awareness and emotional management

skills, allowing them to handle difficult situations more effectively. A person with

underdeveloped intrapersonal skills could be considered to have low emotional

maturity, struggle to cope with their failures, or feel insecure about their areas of

improvement (Jendriks, 2023).

Carpenter & Peña (2017) claimed that it is important to understand their

epistemological, intrapersonal, and interpersonal development as a key factor of

supporting their academic and developmental needs. Intrapersonal development

often includes psychological well-being, internal character traits, self-efficacy, or life

skill development (Bowen and Neill, 2013). People with high intrapersonal skills tend

to know themselves well, feel good about themselves and feel positive about what

they are doing in their lives (Brandenburg et al. 2014).

 12

Intrapersonal competencies form the foundation of one’s development, and

they are fundamental qualities of leadership competences. Four types of intelligence

are highlighted in the literature of positive psychology: intelligence quotient (Shek et

al., 2015). Schlegel (2020), assumed that high ERA (emotion recognition ability)

allows people to better manage social interactions, better achieve their own

interpersonal goals, and consequently, lead lives that are more successful by the

reason that emotions may communicate people’s intentions, attitudes, and

relationships (Hwang & Matsumoto, 2019).

Perez et. al (2014), claimed that Intrapersonal intelligence helps the students

to know themselves, allowing self-awareness, self-understanding, self-motivation

and control of behavior, emotions, and own forms of expression, this information is

important to better assist students in developing qualities that foster academic

success and sustainability (Parker, 2016), Therefore, it can be seen clearly through

how someone tries to solve any problem by looking into their intrapersonal

intelligence (Rampullo et. al, 2015).

 13

Academic Burnout

Academic burnout refers to students’ feeling of debilitation, pessimism, and

low self-efficacy. Academic burnout also refers to exhaustion and disengagement

symptoms experienced by students due to long-term exposure to specific school

demands (Oloidi et al., 2022). Furthermore, According to Norez (2017), There is no

doubt that burnout exacts a significant toll on those who experience it, as well as

those around them. For the individual, burnout can lead to dissatisfaction with work

and with life in general. It impacts the individual’s ability to remain motivated,

engaged, and productive. In addition, Walbrug (2014), claimed that after feeling

academic stress, adolescents may react negatively to this stress if they assess it as

a threat which, in turn, may lead to academic burnout.

Emotional exhaustion. emotional exhaustion is a state of feeling emotionally

worn-out and drained because of accumulated stress from your personal or work

lives, or a combination of both (Cafasso, 2023). According to Leonard (2018),

Emotional exhaustion can arise when someone experiences a period of excessive

stress in their work or personal life. When people experience emotional exhaustion, it

can make them feel emotionally drained, overwhelmed, and fatigued. This can have

significant impacts on a person’s everyday life, relationships, and behavior. In

addition, According to Valcour (2021), Emotional exhaustion lies at the heart

of burnout. As your emotional resources are used up in trying to cope with

challenging situations such as overwhelming demands, conflict, or lack of support at

work or at home your sense of well-being and capacity to care for yourself and

others is diminished.
 14

The predominant cause of Exhaustion lies in the disturbance caused by

the work/life balance (Parashar, 2023). being emotionally drained also leads to

adverse health effects, decreased productivity, and less job satisfaction (Baker,

2022). According to Salmela-Aro and Upadyaya (2014b), High academic stress

causes students to be exhausted, to feel incompetent as a student, and to have a

cynical and detached attitude toward their studies.

The emotionally exhausted students may come to hate their academic work in

the future, and students who hate studying are prone to become distant from their

academic work as a state of cynicism towards their study (Lee et al., 2020). When

stress is present for long periods of time, it can lead to academic burnout syndrome,

the signs of which are emotional exhaustion, depersonalization, and inadequate

personal accomplishment (Aguayo and Cañadas et. al, 2019). According to Rana

(2016), Once students become emotionally exhausted then they behave negatively

and show negative attitudes towards their institutes, tasks and projects this negative

attitude leads towards dissatisfied performance and bad grades.

Emotional exhaustion can affect the functionality of the people who suffer from

it; however, it can be regulated by the coping capacity that they have developed,

which implies a dynamic process that responds to the objective demands and

subjective evaluations that people experience and can allow an adequate

management of emotions in the face of a situation perceived as stressful (Barreto

and Salazar, 2021). According to Lagnade et. al, (2016), emotional exhaustion it was

the most predominant factor of academic burnout. It is the product of the mismatch

between the academic demands and the resources that students have (Navarro and

Domínguez, 2020)
 15

Disbelief. According to Chui (2021), Disbelief occurs when we lack confidence

or feel incapable of doing things we need to do. In addition, disbelief is characterized

by feelings of uncertainty regarding one or more aspects of the self. It is something

that we all may experience at certain times in our lives. However, when it becomes

debilitating for us, that’s when we may need more tools to overcome disbelief

(Zola,2021). Disbelief can afflict anyone. Individuals may overreact to others’

reactions or compare themselves to what they see of others (Nawaz, 2021).

Yeo & Yeo (2020) claimed that disbelief can paralyze and derail you from

doing the things that matter most. It can prevent you from doing meaningful work in

fear of being rejected, from having the patience to play the long game, and perhaps

most damning, from making the most out of this one life you have, this creates

uncertainty, and uncertainty breeds fear and hesitation. As a result, we begin to

doubt ourselves and our critical voice goes into overdrive (Sicinski, 2018). Disbelief

is the biggest block for people trying to reach their goals. It makes starting or

finishing your tasks harder than they need to be, which can hold you back from

seizing amazing opportunities (Nair, 2022).

Self-doubt could be emotionally distressing (LaDonna et al., 2018). This

triggers feelings and perceptions that undermine their motivation and their wish to

continue studying (Usán et al., 2016). These circumstances can lead to poor

academic performance (Prince, 2014).

 16

Supervía et al., (2020), stated that some students can lose interest in, and no

longer feel committed to, their studies, doubts about their own personal capabilities

arise, which prevent them from moving forward. Zarean (2021), claimed that failure

to meet expectations and doubts about one's ability seems to cause

maladaptive.
 17

perfectionists to experience academic burnout. Therefore, when students feel

exhausted and perceive themselves to be incompetent, the frustration or tension

about academic performance forces them to engage in avoidance behaviors such as

abstaining from classroom activities and being absent from the learning context

which is commonly observed in students experiencing burnout (Basri et al., 2022).

Professional Effectiveness. According to Meyer (2023) Professional

development is the ongoing process of improving one’s skills and knowledge to better

perform in their existing role or to attain the skills needed to perform at a high level in

a new role. John and Fargo (2017) described Professional development to involve

learning to obtain or maintain professional credentials. Such as academic degrees

and skills required to improve one’s assigned responsibilities. Furthermore, It has

been identified to be an effective motivational tool (Lsme, 2023).

Professional development is a continuous process of self-awareness,

application, and reflection on how to best apply your strengths and skills to the world

of work (Pelta, 2023). Student engagement, increasingly recognized as an important

influence on achievement and learning in higher education (Kahu, 2013). Low

professional effectiveness arises when the student cultivates the idea that he is

incompetent (Jordani et al., 2021). Academic burnout is a complex result

(motivational, cognitive, emotional, and behavioral response) of a process of

accumulation of chronic stress, developing due to the particularities of the context,

academic or professional, and of the individual (Domínguez, 2015).

 18

According to Hayat et al., (2018) Emotions related to, hopelessness, boredom

and intrinsic motivation were shown as the key predictors of students’ academic

performance. Wang & Eccles (2013), argue that the failure of schools to meet the

psychological needs of adolescents often leads to declines in academic motivation

and interest, which in turn contributes to decreased school engagement and poor

academic performance as adolescents. reduced sense of schoolwork

accomplishment was predicted indirectly by others-growth purpose orientation

through disposition towards gratitude (Yukhymenko–Lescroart, 2022).

Although it is difficult to avoid stress in some scenarios, certain authors

(Salgado 2021), such as (Mitreva et al., 2019) believe that it is possible to learn to

live with it, reducing the harmful social consequences and the pathologies that so

often result from it. When tracing the current scenario, it appears that the impact of

academic burnout is one of the main factors that affect the professional and personal

success of students. Wilczek-Ruzyczka and Jableka, (2013) affirm that the choice of

the profession to be exercised is not fully conscious, ending up not being a factor

directly linked to the students’ decision.

 19
Theoretical Framework

The Independent variable of this study which is the Emotional skills is anchored to

“Emotional Intelligence Theory” that concerns the ability to carry out accurate reasoning

about emotions and the ability to use emotions and emotional knowledge to enhance

thought (Salovery & Mayer, 1990). This perspective implied that individuals have the

power to identify, leverage, and regulate their emotional states to achieve desired

outcomes. Many people misinterpret their own emotional reactions, fail to control

emotional outbursts, or act strangely under various pressures, resulting in harmful

consequences to themselves, others, and society. Other people have a greater ability

to perform sophisticated information processing about emotions and emotion-relevant

stimuli and to use this information as a guide for their own thoughts and behaviors and

for others (Mayer, 2008).

The “Emotional Intelligence Theory” posits that individuals possess the capacity

to effectively manage their emotions in order to attain a desired result, thus averting

unforeseen negative emotional eruptions. In connection with the “Emotional Intelligence

Theory,” the key variable of this investigation indicates that possessing emotional

intelligence will enable individuals to effectively manage their emotional capabilities.

Should an individual possess the knowledge and ability to regulate their emotions, they

are more likely to maintain their focus on their objectives. This signifies that individuals

who are proficient in emotional regulation are better equipped to remain steadfast in the

pursuit of their goals.

 20

The Dependent variable of this study which is the Academic Burnout is anchored

to “Social Cognitive Theory” it assumes that the human behavior is influence by the

reciprocal interaction between cognitive processes, environmental factors, and

personal factors (Bandura, 1997). This theory's ideas and viewpoints are also

employed to the Academic burnout. One of the theory's most crucial concepts is self-

efficacy is considered a characteristic of academic burnout (Yang, 2004). Low self-

efficacy is linked to stress, and hopelessness, it is associated with low self-esteem, and

those with low self-efficacy possess a negative outlook on their success and personal

growth. Additionally, this circumstance affects how well a decision is made together

with academic success (Schwarzer and Hallum 2008). The rate of burnout decreases

as self-efficacy increases in an individual. internal factors, including self-efficacy. level

is associated with burnout in almost all occupations (Maslach and Jackson 1985).

The “Social Cognitive Theory” posits that a lack of self-efficacy is correlated with

heightened levels of stress. In the context of the “Social Cognitive Theory” and its

connection to the dependent variable of Academic Burnout, it is notable that low self-

efficacy stands out as one of the defining attributes of Academic Burnout. When an

individual possesses low self-efficacy, it predisposes them to feelings of stress and

hopelessness, ultimately culminating in burnout. According to the theory, individuals

with diminished self-efficacy are at an increased risk of experiencing burnout.

 21
Conceptual Framework

The Figure 1 shows the conceptual paradigm of the study. It presents the

interplay of the variables, Emotional skills, and Academic Burnout of t h e

G r a d e 1 2 senior high school day and evening class students. The variable A was

Emotional skills, and its indicators are Personal Leadership, Self-management in life

and career, Interpersonal development. Personal leadership refers to the ability to

lead oneself effectively, taking charge of one's life and achieving personal goals. It

involves adopting a proactive mindset, making informed decisions, taking

responsibility for one's actions, and continuously improving oneself. Self-

management in life and career is taking responsibility for your own actions and

doing things as well as you can for your life and career. Intrapersonal development

is the development of positive social relationships where individuals become

linked to society, develop a sense of belonging and learn to live and work with others.

The variable B the dependent variable which is the academic burnout and its indicators

the Emotional exhaustion, Disbelief and Professional effectiveness. Emotional

exhaustion is the feeling emotionally tired and worn-out because of ongoing stress from

your daily lives. Disbelief refers to the feeling that something is true or real, but you do

not believe it, cannot accept it, or both. Professional effectiveness is the ability to map

out your vocational or business goals and attain the desired outcomes. These

indicators will be used to identify the relationship of emotional skills and academic

burnout of the senior high school day class students. The arrow shows which the

dependent variable B and the independent variable A are correlated to Identify the

relationship between the study's existing variables.

 22

A B

• Personal Leadership
• Self-management in life
and career • Emotional exhaustion
• Interpersonal • Disbelief
development • Professional
effectiveness

Figure 1. Conceptual Framework of the Study

 23
Significance of the Study

This study is conducted to determine the level of Academic Burn out that

experience by the students’ and to measure how well Emotional Skills is used intaking

care of Academic Burn out. The research results will be used to contextualize and to

create initiatives that can deal with current phenomena. The outcome that collected

through the study will be highly beneficial to the following:

Administrators. It will be beneficial for the administration to know about this existing

occurrence and will be able to raise funds for the upcoming initiatives the guidance

office will be established.

Guidance Personnel. They can use it to decide which programs they should

concentrate on and prevent academic burn out and make a stronger emotional skill in

students.

Teachers. Through this research the teachers will be able to help and do activities

that will boost the students’ emotional skills that will help the students prevent the

possible academic burnout.

Students. This will enable the student to assess their level of academic burnout. The

students will learn how to increase and strengthen their emotional skill through this

research.

Future Researchers. This study can provide information for the following researchers

who want to conduct a related study.

 24

Definition of Terms

The following terms were defined operationally in this study:

Emotional skills. refers to the ability to recognize, express and regulate your

emotions. It includes Personal Leadership, Self-management life and career, and

Intrapersonal development.

Academic burnout. refers to a persistent, negative psychological state that is linked

to learning and is prevalent in students. It includes Emotional exhaustion, Disbelief

and Professional effectiveness.

 Chapter 2

METHOD

This chapter describes the methods that had been used in the study for the

researchers to come up with an idea and to answer the questions that had arisen in

the formulation of the problem. The methods were namely the research design,

research locale, population and sample, research instrument, data collection, and

statistical tools of the study.

Research Design

This study was carried out through correlational, non-experimental design,

and quantitative research. Correlational design is a study design for examining the

relationships between or among two or more variables in a single group (Devi et al.,

2023). Correlational studies aim to find out if there are differences in the

characteristics of a population depending on whether its subjects have been

exposed to an event of interest in the naturalistic setting (Lau, 2017).

Non-Experimental study designs describe existing phenomena without

manipulating conditions to affect subjects' responses and there are no manipulations

of an independent variable. Investigates status of something the way things are or

were (Radhakrishnan, 2013). Non-Experimental design comprehends and analyze

correlations, trends, or associations between variables, observe and describe

naturally occurring occurrences.

 Quantitative Research refers to the systematic collection and investigation in

the case in which a person doing the research collects data from different

respondents that are based on numerical figures and the data obtained is then

analyzed for obtaining the results using different mathematical, statistical, and

computational tools (Shenmare, 2023). Quantitative research it often employs

statistical methods for data analysis. Quantitative research gives you an idea of how

many people think, feel, or behave in a certain way. You tend to be dealing with a

large sample here – one that more accurately represents a wider group (Mander,

2023).
 27

Research Locale

The research locale of the study was conducted on one the schools in Davao

City. Davao City is not only Mindanao’s center for business and economic activity but

also in education, knowing that it is the home of some of the country’s top

universities. However, this study will be conducted at the Assumption College of

Davao.

In figure 2 it shows the location of Assumption College of Davao, where it can

be found in the map of the Philippines and specifically in the map of Davao Del Norte.

The Assumption College of Davao is a private catholic academic institution. It is

located at J.P. Cabaguio Avenue, Davao City, Philippines It has 5 buildings namely

Queen of Peace, Queen of the Angels, Queen of the Universe, Queen of the

Prophets, and Queen of the Apostles and has a gymnasium, canteen and

convent. The school offers preschool, grade school, junior high school, modified

work and study program, Senior high school that has Academic Track and Technical

Vocational Track. Academic Track includes Accountancy, Business Management

(ABM), Humanities, Social Sciences (HUMSS), Science, Technology Engineering,

Mathematics (STEM). Technical Vocational Track includes Home Economics and

Information and Communications Technology (ICT) strand and College Programs.

This locale offers the target respondents of the study.

 28

Figure 2. Map of the Philippines, pointing Davao City

 29

Population and Sample

The study used simple random sampling to get the sample size, since the

respondents were the grade 12 students’ day and evening class, and it has a big

population. The total population of the grade 12 students in day class is 1218. To come

up with sample size, the total population was computed using Slovin’s formula and the

result was 301. The sample size was divided into 25 sections. The result was 11, to

come up with 301 sample size, there were 17 sections that had 13 respondents, there

were 4 sections that have 11 respondents, there was 1 section that has 10

respondents, there were 2 sections that have 9 respondents, and there was 1 section

that has 8 respondents.

This sample size was chosen by the researchers because, According to Sikmus

(2023), a simple random sampling is a sampling technique in which each member of a

population has an equal chance of being chosen through the use of an unbiased

selection method. The random sampling method is one of the simplest and most

common forms of collecting data, as it provides an unbiased representation of a group.

The random subset of selected individuals represents an entire data set.

 30

Table 1.

Distribution of Respondents.
__________________________________________________________________
Section Number of students Number of respondents Percentage
__________________________________________________________________
Compassion (D) 52 13 4.27%

Dignity (D) 52 13 4.47%

Equality (D) 52 13 4.27%

Faith (D) 51 13 4.19%

Generosity (D) 53 13 4.35%

Honesty (D) 52 13 4.27%

Hope (D) 52 13 4.27%

Humility (D) 53 13 4.35%

Integrity (D) 53 13 4.35%

Justice (D) 53 13 4.35%

Love (D) 53 13 4.35%

Loyalty (D) 53 13 4.35%

Peace (D) 53 13 4.35%

Respect (D) 54 13 4.43%

Solidarity (D) 53 13 4.35%

Wisdom (D) 53 13 4.35%

Compassion (E) 54 13 4.43%

Dignity (E) 45 10 3.69%

Equality (E) 43 11 3.53%

 31

Faith (E) 44 11 3.61%

Generosity (E) 41 10 3.37%

Honesty (E) 36 9 2.96%

Hope (E) 36 9 2.96%

Humility (E) 46 12 3.78%

Integrity (E) 31 8 2.55%

Total 1218 301 100

__________________________________________________________________
 32

Research Instrument

The researchers used survey questionnaires that was adopted from two

different studies; the study of Goodwin (2016) entitled “Assessing the link between

emotional intelligence and online student achievement” and the study of Salgado

and Au-Yong-Oliveira (2021) entitled “Student Burnout: A Case Study about a

Portuguese Public University”.

The first survey questionnaire was adopted from the study of Goodwin

(2016). It was used to measure emotional skills to collect the needed data to prove

the level of emotional skills. The emotional skills survey questionnaire was

composed of fifty-four questions; the personal leadership indicator has 24

questions, Self- management in Life and Career indicator has 18 questions, and

Intrapersonal development has 12 questions.

The second questionnaire was adopted from the study of Au-Yong-Oliveira

(2021) to measure the academic burnout of the students to collect the needed

data to prove the level of academic burnout of the students. The academic

burnout survey questionnaire was composed of fifteen questions; the emotional

exhaustion indicator has 5 questions, disbelief indicator has 4 question, and

professional effectiveness indicator has 6 questions.

In addition, the panelist had also validated the research instrument to be

able to obtain valid and positive responses from the respondents. However, the

draft of these questionnaires was presented to the research adviser for the

correction as well as to the panel of experts to prove the legitimacy, reliability, and

validity of the questions.

 33

Lastly, to measure the effectiveness of the participants’ responses, a four-

point Likert scale will be utilized by the researchers. Survey questionnaires would

be given to the respondents that need responses in the scales. Likert scale is a

scaling method in which a questionnaire can be responded either positively or

negatively. In answering survey questionnaires, respondents must specify an

agreement level to a particular questionnaire which can be translated to its

equivalent numerical values or standing (Printel, 2019). The four-point Likert scale

consists of the numerical equivalent descriptive values of 4 (strongly agree or SA),

3 (agree or A), 2 (disagree or D), and 1 (strongly disagree or SD).

 34

Table 2.

Range of Means of Emotional skills.

Range Descriptive Level Interpretation

3.28 – 4.00 Very High This means that the level of emotional skills

is always observed.

2.52 – 3.27 High This means that the level of emotional skills

is oftentimes observed.

1.76 – 2.51 Low This means that the level of emotional skills

is rarely observed.

This means that the level of emotional skills

1.00 – 1.75 Very Low
is never observed.
 35

Table 3.

Range of Means of Academic burnout.

Range Descriptive Level Interpretation

3.28 – 4.00 Very High This means that the level of academic

burnout is always observed.

2.52 – 3.27 High This means that the level of academic

burnout is oftentimes observed.

1.76 – 2.51 Low This means that the level of academic

burnout is rarely observed.

This means that the level of academic

1.00 – 1.75 Very Low
burnout is never observed.
 36

Data collection

In conducting the research and collecting of data there are following steps that

need to be observed and applied by the researchers:

To enhance the legitimacy of the research instrument, the researchers will

submit their questionnaires to the panelists for validation. Their inputs, along with

those from the research adviser and a panel of experts, will be incorporated after a

thorough review. After validation, the researchers will write a formal letter seeking

permission and will be submitted to the SHS principal, outlining the purpose of the

survey aimed at the grade 12 students in the day and eve class. Upon obtaining

approval, the subject teachers supervising the class during the survey period will be

duly informed, seeking their consent for the research endeavor.

To guarantee the ethical treatment of participants, several measures will be

implemented. Anonymity and confidentiality of respondents will uphold throughout

the process. Each student will be assured that their responses would remain

confidential, promoting a safe environment for open and honest feedback. In

addition, the researchers will seek explicit consent from the minor respondents,

clearly explaining the purpose of the survey and emphasizing their voluntary

participation. Prior to the main data collection, a Pilot Testing procedure will also be

conducted with a sample of 30 respondents to ensure the reliability and clarity of the

questionnaire. The researchers will personally distribute the questionnaires,

providing necessary guidance to the respondents. Next, it will be tallied, and the raw

data will be given to the statistician for analysis. Then, the distribution of survey

questionnaires to the 301 respondents will follow. The researchers will personally

hand the questionnaire over the respondents and guide the respondents in

answering the questions, questionnaires will be retrieved. After the retrieval, the
 37

answers of the respondents will be encoded, tallied, and tabulated again using

Microsoft Excel to maintain accuracy and consistency. The raw data, while analyzed

for research purposes, was kept confidential and secure. Finally, the raw data will be

submitted to the statistician for analysis and interpretation.

 38

Statistical Tool

The following statistical tools were used in processing to gather data:

Mean. This was used in determining the level of students’ emotional intelligence and

academic stress.

Standard Deviation. This was used to measure the amount of variation or

dispersion of a set of data values. Standard deviation tells the result of how spreads

out the responses are concentrated. Furthermore, standard deviation will be use

after the collection of data wherein it indicates the result whether it is high or low.

Pearson r. This was utilized in ascertaining the significant relationship between

emotional skills and academic burnout.

 39

Table 4.

Table of Pearson-r
_____________________________________________________________________
Pearson r Descriptive Equivalent
_____________________________________________________________________

+1 Perfect

+ 0.75to <+1 Very High

+ 0.5to <+0.75 Moderately High

+ 0.25to <+0.50 Moderately Low

> 0to <+0.25 Very Low

0 No Correlation

_____________________________________________________________________
 References

Aguayo, R., Cañadas, G. R., Assbaa-Kaddouri, L., La Fuente, G. A. C., Ramírez‐

Baena, L., & Ortega‐Campos, E. (2019, February 27). A Risk Profile of
Sociodemographic Factors in the Onset of Academic Burnout Syndrome in a
Sample of University Students. International Journal of Environmental
Research and Public Health. https://doi.org/10.3390/ijerph16050707

Alnakhli, H., Singh, R., Agnihotri, R., & Itani, O. S. (2020, April 13). From cognition to
action: the effect of thought self-leadership strategies and self-monitoring on
adaptive selling behavior. Journal of Business & Industrial Marketing.
https://doi.org/10.1108/jbim-06-2019-0302

Badri-Harun, A., Zainol, M. R., Amar, A., & Hussain Shaari, Z. (2016). Emotional
Intelligence as Mediator between Leadership Styles and Leadership
Effectiveness: A Theoretical Framework. International Review of Management
and Marketing, 6(1), 116–121

Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman/Times

Books/ Henry Holt & Co

Basri, S., Hawaldar, I. T., Nayak, R. R., & Rahiman, H. U. (2022, January 26). Do
Academic Stress, Burnout and Problematic Internet Use Affect Perceived
Learning? Evidence from India during the COVID-19 Pandemic.
Sustainability; Multidisciplinary Digital Publishing Institute.

Bowen, D. J. and Neill, J. 2013. “A Meta-Analysis of Adventure Therapy Outcomes

and Moderators.” The Open Psychology Journal 6: 28 – 53

Brandenburg, U., Berghoff, S. and Taboadela, D. (2014), The Erasmus Impact

Study: Effects of Mobility on the Skills and Employability of Students and the
Internationalization of Higher Education Institutions, Luxembourg:
C.I. Lee, W. Felps, Y. Baruch. Toward a taxonomy of career studies
through bibliometric visualization, Journal of Vocational Behavior, 85 (3)
(2014), pp. 339-351

Cafasso, J. (2023, March 16). Emotional Exhaustion: What It Is and How to Treat It.
Healthline.

Carpenter, A. M., & Peña, E. V. (2017). Self-authorship among first-generation

undergraduate students: A qualitative study of experiences and catalysts.
Journal of Diversity in Higher Education, 10(1), 86–100.
https://doi.org/10.1037/a0040026

Chernyshenko, O. S., Kankaraš, M., & Drasgow, F. (2018). Social and emotional
skills for student success and well-being: Conceptual framework for the
OECD study on social and emotional skills. OECD Education Working
Papers, 173, 1–136.

Chui, Y. T. (2021, April 19). How Self-Doubt Keeps You Stuck (And How to
Overcome It). Lifehack. https://www.lifehack.org/567587/the-reasons-of-self-
doubt- and-steps-to-deal-with-it

Corney, A. (2021, May 5). Self-Management Skills for Personal Success.

Derrick, L. (2023, June 7). Self-management skills: What they are and why they’re
important.

Devi, B., Lepcha, N., & Basnet, S. (2023, March 3). APPLICATION
OF CORRELATIONAL RESEARCH DESIGN IN NURSING AND
MEDICAL RESEARCH.

Domínguez, C.C.; Gutiérrez, O.G.; Sañudo, J.P. Relationship between burnout

and engagement, with depression, anxiety and academic performance in
university students. Salud Uninorte 2015,

Farina, E., Pepe, A., Ornaghi, V., & Cavioni, V. (2021, June 11). Trait Emotional
Intelligence and school burnout discriminate between high and low
alexithymic profiles: A study with female adolescents.
Hayat, A. A., Salehi, A., & Kojuri, J. (2018, October 2). Medical student’s
academic performance: The role of academic emotions and motivation.
Journal of Advances in Medical Education and Professionalism.
https://doi.org/10.30476/jamp.2018.41034

Hanif, R. (2023, August 3). Relationship of emotional intelligence and academic

burnout with mediating effect of self-efficacy among university students.
Journal of Professional&AppliedPsychology.

Huan, V. S., Yeo, L. S., Ang, R. P., & Chong, W. H. (2006). The influence of
dispositional optimism and gender on adolescents’ perception of academic
stress. Current Psychology,25(3),533–546.

Harunavamwe, M., Nel, P., & Van Zyl, E. (2020). The influence of self-leadership
strategies, psychological resources, and job embeddedness on work
engagement in the banking industry. South Africa Journal of Psychology,
008124632092246, 507– 519.https://doi.org/10.1177/0081246320922465.

Hirschi, A., & Koen, J. (2021, April). Contemporary career orientations and career
self-management: A review and integration. Journal of Vocational
Behavior, 126, 103505.

H. Zacher, W. Hacker, M. Frese. Action regulation across the adult lifespan

(ARAL): A metatheory of work and aging, Work, Aging and Retirement, 2
(3) (2016), pp. 286- 306, 10.1093/workar/waw015\

IOWA. (2013). Department of education. Essential for 21st century success.

Jackson, D., & Wilton, N. (2017). Perceived employability among undergraduates

and the importance of career self-management, work experience and
individual characteristics. Higher Education Research & Development
,36 (4), 747-762.

Jagodics, B., & Szab&oacute;, &Eacute;va. (2022, January 6). Student burnout in
higher education: A demand-resource model approach - trends in
psychology. SpringerLink.https://link.springer.com/article/10.1007/s43076-
021-00137-4

Jendriks, T. (2023, February 13). Interpersonal vs Intrapersonal Skills and

Company Culture. Flair Blog for HR Professionals.
Johnson, C. C. & Fargo, J. D. (2014). A study of the impact of transformative
professional development on Hispanic student performance on state
mandated assessments of science in elementary school. Journal of
Elementary Science Teacher Education, 25(7), 845–859.

Ke,T.; Barlas, J. Thinking about feeling: Using trait emotional intelligence in

understanding the associations between early maladaptive schemas and
coping styles. Psychol. Psychother. Theory. Res. Pract. 2020, 93, 1–20.
[CrossRef] [PubMed]

LaDonna, K. A., Ginsburg, S., & Watling, C. (2018, May 1). “Rising to the Level of
Your Incompetence”: What Physicians’ Self-Assessment of Their
Performance Reveals About the Imposter Syndrome in Medicine. Academic
Medicine; Lippincott Williams

Lane, C. How to Cope With Academic Burnout at University. (2021, November 5).
Top Universities. https://www.topuniversities.com/student-info/health-
support/how- cope-with-academic-burnout-university

Langade, D., Modi, P., Sidhwa, Y., Hishikar, N., Gharpure, A., Wankhade, K.,
Langade, J & Joshi, K. Burnout syndrome among medical practitioners
across India: A questionnairebased survey. Cureus. 2016. 8(9):e771.
https://doi.org/10.7759/ cureus.771

Lau, F. (2017, February 27). Chapter 12 Methods for Correlational Studies.

Handbook of eHealth Evaluation: An Evidence-based Approach - NCBI
Bookshelf.

Lee, M., Lee, K., Lee, S. M., & Cho, S. (2020, March 4). From emotional
exhaustion to cynicism in academic burnout among Korean high school
students: Focusing on the mediation effects of hatred of academic work.
Stress and Health, 36(3), 376–383. https://doi.org/10.1002/smi.2936

Leonard, J. (2018, October 24). How to recognize and cope with emotional
exhaustion.Lin, S. H., & Huang, Y. C. (2013, December 27). Life stress and
academic burnout. Active Learning in Higher Education, 15(1), 77–90.
https://doi.org/10.1177/1469787413514651

Mander, J. (2023, October 25). Qualitative & Quantitative Research Methods -

Maslach C, Jackson SE (1985) The role of sex and family variables in burnout.
Sex Roles, 12:837-851

Meyer, T. (2023, October 19). How to Encourage Employees to Pursue

Professional Development. Business News Daily.
https://www.businessnewsdaily.com/10092- encourage-professional-
development.html

Mitreva, E.; Gjorgjieva, S.; Filiposki, O.; Gjorshevski, H. Stress and Quality of Life
among Higher Education Nair, M. (2022, July 15). Overcoming Self Doubt:
Reclaim Your Power! University of the People.

Nawaz, S. (2021, June 21). Conquer Your Self-Doubt in Meetings. Harvard

Business Review. https://hbr.org/2021/06/conquer-your-self-doubt-in-
meetings

Neuman, Y. (1990). Determinant and consequences of student Burnout in

universities. The Journal of Higher Education, 61(1),
20-31.

Oloidi, F. J., Sewagegn, A. A., Amanambu, O. V., Umeano, B. C., & Ilechukwu, L.
C. (2022, February 18). Academic burnout among undergraduate history
students. Medicine; Wolters Kluwer.
https://doi.org/10.1097/md.0000000000028886

Parker, J. L. (2016). Academic success for the 21st century learner: Intrapersonal
intelligence and resilience (Doctoral dissertation, Walden
University).

Pelta, R. (2023, August 3). What Is Professional Development (and Why Does It
Matter)? Forage. https://www.theforage.com/blog/basics/what-is-
professional- development

Perez, M. D. M. P., & Ruz, N. R. (2014). Intrapersonal intelligence and motivation

in foreign language learning. European Scientific Journal,
10(17).

Politis, J.D. (2015). Entrepreneurial orientation, creativity, and productivity: The

influence of self-leadership strategies. Management Studies, 3(4), 203-213.
https:// doi.org/10.17265/2328-2185/2015.0708.004
Rampullo A, Licciardello O and Castiglione C (2015). Intrapersonal factors effects
on professional orientation and environmental representations, Procedia
social and behavioral Science, 205-422

Salgado, S.; Au-Yong-Oliveira, M. Student Burnout: A Case Study about a

Portuguese Public University. Educ. Sci. 2021,
11, 31.

Sicinski, A. (2018, December 9). How to Overcome Self-Doubt to Achieve Your

Goals. IQ MatrixBlog.Advance Your Career by Honing Your Intrapersonal
Skills.

Sidiropoulou-Dimakakou, D., Mylonas, K., & Argyropoulou, K. (2012, October).

Perceived Self-Efficacy in Career: Α new scientific and research approach
in career guidance and counseling for sustainable employment.Poster
presented at the IAEVGinternational conference: Manheim (3-5/10).

Simkus, J. (2023, July 31). Simple Random Sampling Method: Definition &amp;
Example. Simply Psychology. https://www.simplypsychology.org/simple-
random-sampling.html

Supervía, P. U., Salavera, C., & Lorente, V. M. (2020, November 4). Psychological
Analysis among Goal Orientation, Emotional Intelligence and Academic
Burnout in Middle School Students. International Journal of Environmental
Research and Public Health.

Sánchez-Álvarez, N.; Extremera, N.; Fernández-Berrocal, P. The relation between

emotional intelligence and subjective well-being: A meta-analytic
investigation. J. Posit. Psychol. 2016, 11, 276–285.

T. Eurich, What Self-Awareness Really Is (and How to Cultivate It), Harvard

Business Review (2018).

Gary W. Rollins College of Business. (2022, December 5). The Devastating Power
of Self-Doubt: How It Harms Your Education, Career, and Personal Life -
doubt/
Usán, P.; Salavera, C.; Murillo, V.; Mejías, J.J. Relación entre motivación,
compromiso y autoconcepto físico en futbolistas adolescentes de
diferentes categorías deportivas. Cuadernos Psicología Deporte 2016,
16,183–194.

Valcour, M. (2021, February 1). How to Refuel When You’re Feeling Emotionally
Drained. Harvard Business Review.

Walburg V (2014) Burnout among high school students: a literature review.

Child Youth Serv Rev, 42:28-33.

Wilczek-Ruzyczka, E.; Jableka, M. Job burnout syndrome and stress coping

strategies of a cadem ic studen ts . Pol. J. Public He a lth 2013, 123,
241–246

Woods, S. A., Napiersky, U., & Rivkin, W. (2022, August 22). Learning to self‐
lead: Examining self‐leadership strategies, personality traits and learning
attainment. Applied Psychology, 72(3), 1324–1338.
https://doi.org/10.1111/apps.12422

Yusof, H. M., Kadir, H. A., & Mahfar, M. (2014, April 29). The Role of Emotions in
Leadership. Asian Social Science; Canadian Center of Science and
Education. https://doi.org/10.5539/ass.v10n10p41

Zacher, H., & Frese, M. (2018). Action regulation theory: Foundations, current
knowledge, and future directions. In N. Anderson, D. S. Ones, C.
Viswesvaran, & H.K. Sinangil (Eds.), The SAGE Handbook of
Industrial, Work, & Organizational Psychology (2nd ed., Vol. 2,
pp. 80-102). Sage.

Zola, M. (2021, October 12). 10 Tips to Overcome Self-Doubt. Eugene Therapy.

Zulch, B. (2014, March 1). Leadership Communication in Project Management.
Procedia - Social and Behavioral Sciences; Elsevier BV.
https://doi.org/10.1016/j.sbspro.2014.03.021
 Appendix A.

Research Instrument
 Research Questionnaire

Emotional skills and Academic Burnout of G12 Senior high school students

Dear Respondents,

Good Day!

We are the HUMSS students of Assumption College of Davao and currently

conducting a research study entitled “Emotional skills and Academic Burnout of
G12 Senior high school students”. Please help us generate data by sincerely
answering this question survey without leaving any items unanswered. We assure
the confidentiality of your responses following the Data Privacy Act of 2012.

Thank you very much!

The Researchers

Part I. Emotional Skills

Questionnaire Instruction: Please read each item carefully. Check the box that
corresponds to your answer. Kindly use the following scale:

Numerical Descriptive Equivalent Description

Value
4 (SA) Strongly Agree The statement is always observed
3 (A) Agree The statement is often observed
2 (D) Disagree The statement is seldom observed
1 (SD) Strongly Disagree The statement is not observed

Personal Leadership 4 3 2 1

1.I set priorities and meet objectives effectively

1. When I begin a difficult task, I am motivated more

by the thought of success than by the
thought of failure.

2. I feel that my present work is satisfying.

3. I have more than enough energy to get me

through the day

4. I have a strong desire to be a success in the

things I set out to do.

5. I set daily goals for myself.

 6. I am an efficient and well organized person

7. I plan and complete my work on schedule.

8. I set objectives for myself and then successfully

complete them within a specific time frame.

9. I control my responsibilities rather than being

controlled by them.

10. I effectively work on several projects at the same

time with good results.

11. I waste very little time

12. People admire my ability to accomplish what I set

out to do.

13. Even when I encounter personal difficulties, I

complete assignments and obligations

14. In almost any area that I go into, I really do well.

15. I rarely fail at anything that I consider important.

16. I have a solid feeling of confidence in my ability to

create a good life for myself

17. I am considered a dependable person.

Self-Management in Life and Career

1. I set priorities and meet objectives effectively.

2. When I begin a difficult task, I am motivated more

by the thought of success than by the thought of failure.

3. I feel that my present work is satisfying.

4. I have more than enough energy to get me

through the day

5. I have a strong desire to be a success in the

things I set out to do.

6. I set daily goals for myself.

7. I am an efficient and well-organized person.

8. I plan and complete my work on schedule.

9. I set objectives for myself and then successfully

complete them within a specific time frame.

10. I control my responsibilities rather than being

controlled by them.

11. I effectively work on several projects at the same

time with good results.
12. I waste very little time.

13. People admire my ability to accomplish what I

set out to do.

14. Even when I encounter personal difficulties, I

complete assignments and obligations.

15. In almost any area that I go into, I really do well.

16. I rarely fail at anything that I consider important.

17. I have a solid feeling of confidence in my ability

to create a good life for myself.

18. I am considered a dependable person

Intrapersonal Development

1. I trust my ability to size up a situation.

2. I am excited about myself and the potential that I

must develop as a person.

3. I feel in control of my life.

4. I am an open, honest, and spontaneous person

5. I like myself, and I feel very comfortable with the

way I am as a person

6. For me, anything is possible if I believe in myself

7. Even when I try to enjoy myself and relax, I feel a

lot of pressure.

8. My friends often say that I look worried, tense or

uptight.

9. I have become extremely nervous and tense at

times, and doctors have advised me to slow down and
relax.

10. I am impatient with myself and others, and I am

usually pushing to hurry things up.

11. I often feel that I have little control over what I

think, feel and do

12. I feel tense and pressured by the way I have to

live.

Adapted from: Goodwin (2016) “Assessing the link between emotional intelligence
and online student achievement.”
Part II. Academic Burnout

Questionnaire Instruction: Please read each item carefully. Check the box that
corresponds to your answer. Kindly use the following scale:

Numerical Descriptive Equivalent Description

Value
4 (SA) Strongly Agree The statement is always observed
3 (A) Agree The statement is often observed
2 (D) Disagree The statement is seldom observed
1 (SD) Strongly Disagree The statement is not observed

Emotional exhaustion 4 3 2 1
1. My studies leave me emotionally exhaust.
2. I feel exhaust at the day of the classes
3. I feel tired when I get up in the morning and face
another day.
4. Attending a class and/or makes me tense.
5. My studies leave me completely exhausted.

Disbelief

1. I have been losing interest in my studies

2. I feel unenthusiastic about my studies
3. I believe less in less in the potential usefulness of my
studies.
4. I have doubts of the meaning of my studies.
Professional effectiveness

1. I can effectively solve the problems that I face in my

studies.
2. I believe that I participate in a positive way in the
classes that I attend.
3. I feel like I’m a good student.

4. I feel stimulated when I reach my school goals.

5. I have acquired knowledge in many subjects in my

Course.
6. During the classes, I feel that I can follow the material
effectively.

Adapted from: Salgado and Au-Yong-Oliveira (2021) “Student Burnout: A Case

Study about a Portuguese Public University”.
 Appendix B.

Validation Letter
 Assumption College of Davao
Senior High School Unit
Juan P. Cabaguio Avenue, Davao City

13 December 2023

Niel John R. Canoy

Senior High School Faculty
Assumption College of Davao

Dear Sir:

The undersigned would like to request your approval to be one of the

evaluators in the research entitled, “Emotional skills and Academic Burnout of
G12 Senior High School Students” as a requirement for the subject Practical
Research 2. Undoubtedly, your expertise would make the research instrument rich
and substantive in content.

Attached to this request is the actual print-out of the questionnaire, chapter 1

and chapter 2 of the study and validation sheet. Your comments and suggestions will
be a great help in the realization of this study.

Looking forward for your favorable response on this request. Thank you and
God Bless.

Sincerely,

Estilles, Divine A.
Lintua, Baby clear A.
Molina, Julian T.
Perez, Jane Angela P

Noted by:

RHEA A. POLINAR, RN, LPT

Research Adviser
 Assumption College of Davao
Senior High School Unit
Juan P. Cabaguio Avenue, Davao City

13 December 2023

Niño C. Ojanola
Senior High School Faculty
Assumption College of Davao

Dear Sir:

The undersigned would like to request your approval to be one of the

evaluators in the research entitled, “Emotional skills and Academic Burnout of
G12 Senior High School Students” as a requirement for the subject Practical
Research 2. Undoubtedly, your expertise would make the research instrument rich
and substantive in content.

Attached to this request is the actual print-out of the questionnaire, chapter 1

and chapter 2 of the study and validation sheet. Your comments and suggestions will
be a great help in the realization of this study.

Looking forward for your favorable response on this request. Thank you and
God Bless.

Sincerely,

Estilles, Divine A.
Lintua, Baby clear A.
Molina, Julian T.
Perez, Jane Angela P

Noted by:

RHEA A. POLINAR, RN, LPT

Research Adviser
 Appendix C.

Validation Sheet
 Assumption College of Davao
Senior High School Unit
Juan P. Cabaguio Avenue, Davao City

VALIDATION SHEET FOR RESEARCH QUESTIONNAIRE

Name of Evaluator : Niel John R. Canoy

Degree : Bachelor of Science in Secondary Education Major in
English
Position : Senior High School Faculty

Points for Equivalent : Please check the appropriate box for your ratings
5 – Excellent 2 – Fair
4 – Very Good 1 – Poor
3 – Good

Items 5 4 3 2 1
1. Clarity of Direction and Items
The vocabulary level, language, structure and
conceptual level of questions suit the level of
participants. The directions and the items are
written in a clear and simple language.
2. Presentation of Items
The items are presented and organized in logical
manner.
3. Suitability of Items
The items are appropriate and represent the
substance of the research. The questions are
designed to determine the conditions,
knowledge, perception and attitudes that are
supposed to be measured.
4. Adequateness of Items per Category or Indicator
The items represent the coverage of the research
adequately. The questions per category are
adequate representations of all the questions
needed for research.
5. Attainment of Purpose
The instrument fulfills the objectives for which it was
constructed.
6. Objectivity
Each item questions only one specific or measures
only one behavior and no aspect of the
questionnaire is a suggestion of the
researchers.
7. Scale and Evaluation Rating Scale
The scale adapted is appropriate for the items.
Remarks:

Signature above Printed Name

 Assumption College of Davao
Senior High School Unit
Juan P. Cabaguio Avenue, Davao City

VALIDATION SHEET FOR RESEARCH QUESTIONNAIRE

Name of Evaluator : Niño C. Ojanola

Degree : Bachelor of Science in Secondary Education Major in

English
Position : Senior High School Faculty

Points for Equivalent : Please check the appropriate box for your ratings
5 – Excellent 2 – Fair
4 – Very Good 1 – Poor
3 – Good

Items 5 4 3 2 1
1. Clarity of Direction and Items
The vocabulary level, language, structure and
conceptual level of questions suit the level of
participants. The directions and the items are
written in a clear and simple language.
2. Presentation of Items
The items are presented and organized in logical
manner.
3. Suitability of Items
The items are appropriate and represent the
substance of the research. The questions are
designed to determine the conditions,
knowledge, perception and attitudes that are
supposed to be measured.
4. Adequateness of Items per Category or Indicator
The items represent the coverage of the research
adequately. The questions per category are
adequate representations of all the questions
needed for research.
5. Attainment of Purpose
The instrument fulfills the objectives for which it was
constructed.
6. Objectivity
Each item questions only one specific or measures
only one behavior and no aspect of the
questionnaire is a suggestion of the
researchers.
7. Scale and Evaluation Rating Scale
The scale adapted is appropriate for the items.
Remarks:

Signature above Printed Name

 Appendix D.

Permission Letter