RELATIONSHIP BETWEEN EMOTION INTELLIGENCE AND INTERPERSONAL

RELATIONSHIP AMONG HUMSS STUDENT AT COMPOSTELA NATIONAL HIGH

SCHOOL

__________________________________

A Research Paper

Presented to the

Faculty of Compostela National High School –

Senior High School Department

Compostela, Davao de Oro

__________________________________

In Partial Fulfillment

of the Requirements for the Subject in

 Inquiries, Investigations, and Immersion

__________________________________

By:

LEINE MAY BUNO

WENRISH DANALG

MARK JOHN FANTONIAL

HANNAH GRACE LUPOY

ANGEL MACEDA

FIONA PAJARITO

JOHN PAUL POCON

CHERYL MAE SALINGAY

JHON SENIEGO

MARIANNE SEVA

May 2024
 APPROVAL SHEET

This Research Paper entitled RELATIONSHIP BETWEEN EMOTION INTELLIGENCE

AND INTERPERSONAL RELATIONSHIP AMONG HUMSS STUDENT AT
COMPOSTELA NATIONAL HIGH SCHOOL prepared and submitted by GROUP 3-
PEACE, in partial fulfilment of the requirements for the subject in Inquiries,
Investigations and Immersion has been examined and recommended for acceptance
and approval for Oral Examination.
DYAN R. TRANQUILAN, MAEd

Adviser

______________________________________________________________________

__________________________FINALDEFENSE-PASSED_____________________

Approved by the panel of Examiners on Oral Examination

Chairman

Member Member

______________________________________________________________________

Accepted and approved in partial fulfillment of the requirements for the subject in

Inquiries, Investigations, and Immersion.

SANDY G. YE

School Principal IV
 ACKNOWLEDGEMENT

We, the researchers, would like to express our deepest gratitude and praise to Almighty
God for giving us strength, wisdom, and knowledge, as well as hope and love
throughout this journey. His guidance has been our source of perseverance, and without
Him, this research would not have been possible.

To Ma'am Dyan R. Tranquilan, MAEd, our dedicated and supportive research adviser,
we thank her for the support, guidance, patience, and invaluable insights. Her words of
wisdom nurtured us, and we are beyond grateful for her presence throughout this
process.

To our supportive class adviser, Ma'am Angelica Eliet Tagab, we truly want to express
our deepest thanks, Her, kindness and support have helped us accomplish this study
with ease, and we deeply appreciate your sincere contribution.

To Sir Sandy G. Yee EDd, our esteemed school principal IV, we deeply thank his
support in allowing us to conduct this study. His encouragement has played a
significant role in making this research possible.

To our families, friends, classmates, and fellow researchers, thank you for their
patience, advice, support, love, and care. Their encouragement and generosity, in every
form whether through words, actions, or even financial assistance have meant the world
to us.

And finally to our respondents, we extend our heartfelt gratitude for their gwillingness to
participate in this study. Their time, effort, and honest responses have been essential in
making this research meaningful and successful.From the bottom of our hearts, thank
you to everyone who has been part of this journey. This research is not just our
accomplishment but a reflection of all the support and kindness we have received along
the way.

— The Researcher
 DEDICATION

To those who understand that true intelligence is not just of the mind but also of the

heart.

To the individuals who nurture connections, show empathy, and strengthen relationships

with kindness and understanding.

May this research serve as a reminder that connection is the foundation of meaningful

relationship and lasting bonds.

This research paper is worth reading

 ABSTRACT

RELATIONSHIP BETWEEN EMOTION INTELLIGENCE AND INTERPERSONAL

RELATIONSHIP AMONG HUMSS STUDENT AT COMPOSTELA NATIONAL HIGH

SCHOOL

Emotional intelligence allows people to recognize, understand, manage, and influence

one's own emotions and the emotions of others. An interpersonal relationship refers to a

social or emotional connection between two or more people, built through

communication, trust, and shared experiences in personal, professional, or social

settings. Furthermore, emotional intelligence helps people in creating concrete and

strong relationship with others, by understanding how and what they feel ensuring that

the built relationship is not harmed. This study aims to to examine and determine the

relationship between Emotional Intelligence and Interpersonal Relationship among

HUMSS students. By utilizing adaptive questionnaire and through statistical analysis,

the researchers determined the relationship between the two variables through self

awareness, managing emotions, motivation oneself, empathy, and social skills in

emotional intelligence, initiative, assertiveness, self disclosure, emotional support,

conflict management in interpersonal relationship. The findings emphasize a significant

relationship between emotional intelligence and interpersonal relationship. The results

indicate that students with higher levels of emotional intelligence tend to have stronger

interpersonal relationships, while those with lower emotional intelligence may struggle in

social interactions. Recommendations consist of enhancing emotional intelligence

development programs, strengthening empathy and emotional support initiatives,

encouraging assertiveness and self-disclosure, improving conflict management skills,

promoting self-motivation and initiative, parental and teacher involvement, integration of

emotional intelligence in the curriculum, and further research on emotional intelligence

and interpersonal relationships. By implementing these recommendations, students

under the Humanities and Social Sciences (HUMSS) strand can develop higher

emotional intelligence, leading to better interpersonal relationships, improved academic

performance, and a more positive school environment.

keywords: Emotional intelligence, interpersonal relationships, HUMSS students

 TABLE OF CONTENTS

EMOTIONAL INTELLIGENCE AND INTERPERSONAL RELATIONSHIPS AMONG

HUMSS..............................................................................................................................i

APPROVAL

SHEET...........................................................................................................i

ACKNOWLEDGEMENT...................................................................................................ii

DEDICATION...................................................................................................................iv

ABSTRACT......................................................................................................................v

TABLCONTENTS............................................................................................................vi

Chapter I..........................................................................................................................1

INTRODUCTION........................................................................................................1

Background of the Study......................................................................................

TheoreticalFramework.........................................................................................5

Statement of the Problem....................................................................................

Hypothesis...........................................................................................................9

Scope and Delimitations......................................................................................9

 Significance of the Study....................................................................................11

Definition of terms..............................................................................................12

Review of Related Literature..............................................................................13

Synthesis............................................................................................................22

ChapterII........................................................................................................................23

METHODOLOGY......................................................................................................23

Research Design................................................................................................23

ResearchLocale.................................................................................................25

Research Respondents.....................................................................................27

Research Instruments.......................................................................................28

Data Gathering Procedure.................................................................................29

StatisticalTools...................................................................................................29

Ethical

Consideration...........................................................................................................30

ChapterIII.......................................................................................................................34

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA..........................34

Profile of Respondents in Terms of Gender……….............................................34

Profile of Respondents in Terms of Age.............................................................35

Profile of Respondents in Terms of Year Level...................................................35

 Level of Students’ Emotional Intelligence...........................................................36

Level of Students’ Interpersonal Relationship....................................................37

Chapter IV......................................................................................................................64

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION…............64

Summary of Findings.........................................................................................64

Conclusions........................................................................................................68

Recommendations.............................................................................................69

REFERENCES…………………………………………………………………………………61

Appendices…………………………………………………………………………………..66

Appendix A: Endorsement Letter…………………………………………………..……66

Appendix B: Letter Request to Conduct Study……………………………..……….…67

Appendix C: Approval Letter………………………………....……………………….….68

Appendix D: Letter Request to Conduct Study-School Principal……………........….

69

Appendix E: Questionnaire…………….................................…………………………71

Appendix F: Curriculum Vitae...................................................................................69

LIST OF TABLES

Table 1. Gender of the Respondents.............................................................................34

Table 2. Age of the Respondents....................................................................................35

Table 3. Year Level of the

Respondents..........................................................................35

Table 4. Students Emotional Intelligence........................................................................36

Table 5. Students Interpersonal

Relationship..................................................................36

Table 6. Relationship between Self Awareness and Initiative.........................................37

Table 7. Relationship between Self Awareness and Self

Disclosure...............................38

Table 8. Relationship between Self Awareness and Assertiveness................................39

Table 9. Relationship between Self Awareness and Emotional

Support.........................40

Table 10. Relationship between Self Awareness and Conflict

Management...................41

Table 11. Relationship between Managing Emotion and Initiative..................................42

Table 12. Relationship between Managing Emotion and Self Disclosure.......................43

Table 13. Relationship between Managing Emotion and Assertiveness.........................44

Table 14. Relationship between Managing Emotion and Emotional

Support..................45
Table 15. Relationship between Managing Emotion and Conflict

Management..............46

Table 16. Relationship between Motivating Oneself and Initiative..................................47

Table 17. Relationship between Motivating Oneself and Self

Disclosure.......................48

Table 18. Relationship between Motivating Oneself and Assertiveness.........................49

Table 19. Relationship between Motivating Oneself and Emotional

Support..................50

Table 20. Relationship between Motivating Oneself and Conflict

Management..............51

Table 21. Relationship between Empathy and

Initiative.................................................52

Table 22. Relationship between Empathy and Self Disclosure.......................................53

TabIle 23. Relationship between Empathy and

Assertiveness........................................54

Table 24. Relationship between Empathy and Emotional Support.................................55

Table 25. Relationship between Empathy and Conflict Management ............................56

Table 26. Relationship between Social Skills and

Initiative.............................................57

Table 27. Relationship between Social Skills and Self Disclosure.................................58

Table 28. Relationship between Social Skills and

Assertiveness....................................59

Table 28. Relationship between Social Skills and Emotional

Support............................60

Table 29. Relationship between Social Skills and Conflict Management.......................61

Table 31. Relationship between Emotional Intelligence and Interpersonal

relationship..62

LIST OF FIGURES

Figure 1. Research Paradigm.........................................................................................10

Figure 2. Overview of Compostela National High School...............................................26

 CHAPTER 1

The Problem and its background

Individuals with low emotional intelligence (EI) often struggle to interact with their

peers and tend to have fewer friends. Close friendships require mutual exchange,

emotional sharing, compassion, and support—qualities that people with low EI often

lack. As a result, they are frequently perceived as aggressive and unfeeling (Cherry,

2024). Additionally, a study by Haghighi (2022) highlights growing concerns that

individuals with low EI may have difficulty forming relationships due to a lack of social

skills and empathy. They may also struggle with managing their emotions, which affects

their ability to regulate their behavior appropriately.

Consequently, a study conducted by the University of Antonio de Nebrija in

Madrid, Spain, found that individuals are more likely to experience harassment from

peers with low emotional intelligence. The research indicates a strong association

between low EI and peer harassment. This highlights the crucial role of emotional

intelligence in the social and behavioral development of adolescents. Thus, supporting

the findings from various studies suggesting that individuals with higher EI tend to

exhibit greater empathy, which enables them to engage in more positive social

relationships with their peers (Trigueros, 2020).

Moreover, Moreno's (2018) study in Cagayan de Oro City, Philippines, found

that students in Barangay Baluarte have an average level of emotional intelligence,

indicating a need for further development, particularly in perceiving emotions to aid their

thoughts and feelings. While students demonstrate a moderate ability to recognize and
manage their emotions, they struggle with full self-control, especially when experiencing

emotions like anger. Their ability to regulate themselves and manage disruptive

emotions is limited. The study also revealed that students with higher emotional

intelligence scores exhibited stronger social skills, better self-monitoring, and more

cooperative behavior toward others.

Similarly, Ybanez (2018) emphasized the significance of emotional intelligence in

schools, as it is linked to student success. A study involving 300 senior high school

students from Cluster V schools in Davao City showed that respondents had a

moderate level of emotional intelligence. Key aspects such as handling relationships,

personal autonomy, emotional awareness, and creativity were significantly and

positively correlated with student engagement. The findings suggest that students do

not yet possess a sufficient level of emotional intelligence.

On the other hand, Humanities and Social Sciences (HUMSS) aims to develop

citizen who are socially responsible and critical thinkers, thus, integrating the field of

psychology and sociology into the curriculum by having Discipline and Ideas of Social

Sciences (DISS) and Discipline and Ideas of Applied Social Sciences (DIASS) as

specialized subjects. However, some studies show lack of self-efficacy on these fields.

Though, these subjects underscore valuable insights that impacts the importance of

cognitive, emotional, and behavioral aspects, there remains a distinct gap concerning

HUMSS being unable to possess such aspects (Rabut, 2024).

Therefore, this research aims to explore how the development of emotional

intelligence can directly influence the quality of interpersonal relationships among

HUMSS students who are known to have DISS and DIASS as part of their curriculum,

offering solutions to the growing challenges of social disconnection in modern society.

Theoretical Framework

This portion provides the theoretical assumptions for the larger context of a study,

and is the foundation or 'lens' by which a study is developed. This framework helps to

ground the research focus understudy within theoretical underpinnings and to frame the

inquiry for data analysis and interpretation.

The Mixed Model of emotional intelligence, proposed by Daniel Goleman (1995),

integrates cognitive abilities with personality traits and social competencies, providing a

broader view of emotional intelligence (EI). Unlike ability-focused models, Goleman’s

approach sees EI as a combination of emotional skills that influence both personal and

professional success.

His model identifies five key components: self-awareness, self-regulation,

motivation, empathy, and social skills. Goleman's model highlights that emotional

intelligence is not just about emotional awareness but also the ability to use this

awareness to navigate complex social environments, making it essential for strong

leadership and interpersonal relationships. This mixed approach makes emotional

intelligence a dynamic and trainable set of skills that impact both personal growth and

professional effectiveness.
 The Uncertainty Reduction Theory (URT), developed by Charles Berger and

Richard Calabrese in 1975, explains how individuals reduce uncertainty about each

other during initial interactions, which is crucial in developing interpersonal relationships.

When people first meet, they feel uncertain about the other person's behavior,

intentions, and personality, which can cause discomfort. To reduce this uncertainty, they

seek information through verbal communication, nonverbal cues, and self-disclosure,

helping to build trust and understanding. As uncertainty decreases, communication

becomes more open, leading to deeper relationships. However, high uncertainty can

hinder relationship development by creating communication barriers. URT emphasizes

the importance of active communication and information exchange in forming closer

interpersonal bonds.

The Mixed Model of Emotional Intelligence by Daniel Goleman and the

Uncertainty Reduction Theory (URT) by Charles Berger and Richard Calabrese are

interconnected in illustrating how emotional intelligence enhances uncertainty reduction

in interpersonal relationships. URT explains that initial interactions involve uncertainty

about emotions, intentions, and behaviors, which individuals try to reduce through

communication. Emotional intelligence, particularly self-awareness and empathy, helps

individuals recognize and interpret emotions, facilitating effective communication and

trust-building. Additionally, self-regulation and social skills aid in managing uncertainty

by promoting emotional control, conflict resolution, and strong social connections.

Together, these theories highlight how emotional intelligence improves interpersonal

interactions, leading to more stable and satisfying relationships.

Statement of the problem

The study attempts to determine the relationship between Interpersonal

Relationship and Emotional Intelligence Quality Among Senior High School Students.

The findings of this study provide useful information regarding students on how they

manage their own emotions while dealing with people on their surroundings.

Furthermore, this study aims to achieve the following:

1. What is the profile of the respondents in terms of:

1.1 Age;

1.2 Gender; and

1.3 Grade level;

2. What is the level of emotional intelligence of respondents when measured

according to:

2.1 self-awareness

2.2 managing emotions

2.3 motivating oneself

2.4 empathy

2.5 social Skill

3. What is the level of Interpersonal relationship of respondents?

Hypothesis

The null hypothesis that will be tested at 0.05 level of significance will be the

following:

Ho: There is no significant relationship between Emotional intelligence and

Interpersonal relationships.

Scope and Delimitation

This study is limited only to the 166 Senior High School, Humanities and Social

Science strand students at Compostela National High School during the Academic Year

2024- 2025.

The relationship between Emotional Intelligence and Interpersonal Relationship

Among Senior High School Students is the focus of this research with their indicators.

For the independent variable these are the following; self awareness, managing

emotions, motivating one-self, empathy and social skills. While in dependent variable

are the following; initiating relationship, self disclosure, asserting displeasure with others

action, providing emotional support and managing Interpersonal conflict. The

information needed will be gathered using the survey modified questionnaire. All

information and conclusions drawn from this study were obtained only to this particular

group of respondent.
Independent Variable Dependent Variable

Emotional Intelligence
Interpersonal Relationship
 Self- observation
 Initiatives
 Managing Emotions
 Assertiveness
 Motivating one-self
 Emotional Support
 Empathy
 Self- disclosure
 Understanding
 Conflict Management
Relationship

Figure 1. Conceptual Framework

Significance of the Study

The result of the study will merit the following;

Students - the direct recipients of this study are the students with low

interpersonal relationship towards their peers. This study will develop a group that can

assist the students in achieving their goals. In addition, this study will generate a

platform of competition and moral support necessary for advancement in life.

School Administrators - the results of this study will provide data for the school

administrator in formulating programs that would develop interpersonal relationship

among junior high school students.

Curriculum Planner - this study will help organize the activities, assessments,

and resources of a curriculum that would help grow the interpersonal relationship of the

students.

Guidance Counsellor- this study will guide the counsellors providing academic,

personal, and career advice to students. Also, to examine and assess any potential or

skills students may have and to help boost their self-esteem and wellbeing.
 Parents- This research will benefit the parents of the students. The more intense

and lasting the link created with the family especially to the parents, the more it will

allow the child to weave multiple links.

Future Researchers- the result of this study will add to the body of knowledge

that other researchers can use as a reference material to determine where there are

gaps in the literature for future studies on relevant topics.

Definition of terms

For better clarification and understanding of the terms related to this study the

following terms are defined operationally:

Assertiveness. The ability to express one’s opinions, desires, or needs

confidently and respectfully.

Conflict management. The ability to effectively address and resolve

disagreements or disputes in a peaceful manner.

Emotional intelligence. The ability to recognize, understand, and manage

one’s own emotions as well as the emotions of others.

Emotional support. Providing reassurance, understanding, and care to others

during times of emotional distress.

Empathy. The capacity to understand and share the feelings or experiences of

others.

Initiative. Refers to action made by an individual without the use of prompt from

others
 Interpersonal relationships. The way individuals connect, bond and create

relationship towards other.

Motivating oneself. Refers to an individual's ability to set goals, maintain effort,

and persist in tasks despite challenges, as observed through task completion rates, self-

reported motivation levels, and behavioral consistency.

Self-disclosure. The process of revealing personal information, thoughts, or

feelings to others in a conversation.

Self-observation. The process of introspectively monitoring and analyzing one’s

own behaviors and thoughts.

Understanding relationships. The ability to comprehend the dynamics and

emotional connections between individuals.

 Review of Related Literature

This portion of this study provides related literatures that hold significance and

importance in support to this study undertaken by the researchers. These literatures are

obtained from books, journals, news articles, electronic references and other materials.

Emotional Intelligence

Young people possessing high emotional intelligence will function better, both in

the academic environment and amongst their peers; they will be more open to their own

and other people’s emotions, be able to understand them better and recognize when

someone needs help (Suchodolska, 2017). On the other side, when people are good at

handling emotions, motivate themselves and have higher empathy and the ability to

manage interpersonal relationships, the level of emotional intelligence will be higher.

For example, several studies have shown that emotional intelligence is positive

and can predict a person’s success in life (Santos, 2017). People with high emotional

intelligence abilities will be able to understand themselves and use information to guide

their thoughts and actions, thereby affecting their emotional atmosphere when carrying

out activities (Olivier, 2017).

Furthermore, Emotional intelligence describes the ability, capacity, skill, or self-

perceived ability to identify, assess, and manage the emotions of one’s self, of others,

and of groups. People who possess a high degree of emotional intelligence know

themselves very well and are also able to sense the emotions of others (Olivier, 2017)

Additionally, by developing their emotional intelligence individuals can become more

productive and successful at what they do, and help others become more productive
and successful too, the process and outcomes of emotional intelligence development

also contain many elements known to reduce stress—for individuals and therefore

organizations-by moderating conflict; promoting understanding and relationships; and

fostering stability, continuity, and harmony.

Moreover, it links strongly with concepts of love and spirituality (Dzulkifli., 2017).

As pointed out by Palmer et al. (2002), high levels of emotional intelligence contribute to

the experience of social wellbeing and help cope with interpersonal problems. High

levels of emotional intelligence are an important protection against negative effects of

social stress experienced in new situations by young people (Fernández-Berrocal &

Extremera, 2016).

Meanwhile, the study of Hsieh (2014), three colleges in southern Taiwan showed

that the emotional intelligence (EI) and interpersonal relationships (IRs) of college

students were above average level. College students' EI and IRs showed significant

differences by gender, romantic relationship, monthly allowance, family status. Female

students have higher EI and IRs than male students. The perceived level of El was

positively correlated with IRs. The higher the college students' emotional intelligence

was, the higher the interpersonal relationships were.

The study by Waiswa, et al. (2020) also discovered that EI significantly aided in

fostering friendships and interpersonal interactions as well as living in harmony with

others. It also discovered that IR and EI made it easier to deal with life and collaborate

with others. They consequently gained the ability to love, comprehend, and assist

others. This supports the claim made by Ugwu et al. (2017) that feelings and emotional

intelligence (EI) can reduce burnout and promote improve behavior at work/school.
 The study of emotional intelligence is problematic because, although it has been

the subject of a sizable number of scientific papers, its relationship to specific aspects of

life is described from the perspective of a single professional group that the individual

chooses, and it seems that the impact of emotional intelligence on an individual’s

interpersonal relationships and personal life has not been sufficiently covered.

Comparing individuals from various age groups, professions, and specializations can

help determine how emotional intelligence affects a person’s social effectiveness or

ineffectiveness. Thus, there is still an urgency to conduct a study. (Syptska, 2023).

Furthermore, according to Waiswa, et al. (2020), the conceptual clarity of

emotional intelligence and its relation to interpersonal relations was a gap in the

literature of the education system in Uganda. Emotional intelligence attributes such as

self-awareness, self-management, social awareness and social/relationship

management needed to be measured among the sample at Makerere and Uganda

Christian University Mukono in relation to teacher training. Positive and negative

concepts of interpersonal relations needed to be interrogated. Despite the extensive

body of research on emotional intelligence and interpersonal relationships, Rubio,

(2021) stated that there is a significant gap in understanding how these two concepts

directly correlate, especially among young adults. While previous studies have explored

emotional intelligence in the workplace or academic settings, they have often neglected

its broader influence on personal relationships. Whereas there have been a number of

studies on Emotional Intelligence, the relationship between EI and IR has not been

explored. Moreover, most studies focus on one dimension—either the emotional or

relational aspect—without exploring their interconnectedness. This gap is critical

because young adulthood is a formative period for developing lasting interpersonal skills

and emotional competencies.

According to Atoum’s (2018) study, emotional intelligence is defined as a

collection of emotional competencies required for success in various life circumstances

and in professional encounters. In addition, it is the the capacity of the person to

understand and control their own feelings as well as the feelings of others and

interactions with other people successfully. It is also thought of as the capacity to keep

an eye on someone’s emotions and the application of knowledge to direct someone’s

ideas and deeds.

In the study of Kholmirzae (2020) that in 1995, D. Goleman’s book of Emotional

Intelligence, where he wrote and identified the five main components of emotional

intelligence, this: self-awareness, managing emotions, motivating one-self, empathy,

and social skills,

Self-awareness, is the main component of emotional intelligence (Zulfikor

Kholmirzae, 2020). Furthermore, self-awareness, involves recognizing one’s own

emotions, plays a vital role in academic success. This emotional intelligence indicator

helps students better understand their feelings and how these affect their behaviors and

achievements (Suleman 2019). Moreover, as cited by Kholmirzae (2020) self-

awareness is the result of self-knowledge. People with this property can learn not only

to know themselves, but also to control themselves and their emotions, it is known that

our emotions are triggered by biological impulses, and we can control them. Being an

important component of emotional intelligence, self-control and self-government gives

people the opportunity to disobey their emotions.

 Moreover, according to London (2023) self-awareness affects behaviors and

outcomes through internal states (e.g., self-confidence, self-identity) and accuracy of

how we believe others view us and how we perceive others. Individuals who are low in

self-awareness are likely to exhibit self-protection mechanisms such as denial,

withdrawal, self-promoting, and fear of failure (Wohlers & London 1989). At its heart,

self-awareness is the ability to see ourselves clearly (Eurich 2017), that is, to become

the object of our own attention. Recent reviews (Carden et al. 2022), agree that the

definition of self-awareness across the literature has been conceptualized in several

ways.

The study of Chan, CKY (2021) Self-awareness is the ability to recognize one's

own ability, character, behaviors, and attitudes. This includes being aware of both

strengths and areas for improvement, as well as how one’s actions and words influence

others. Cultivating this self-awareness is essential for establishing achievable goals and

a clear sense of direction. Additionally, it contributes to greater confidence, focus, and

self-discipline (Chan & Luk, 2021).

Managing Emotions. Emotion management is a flexible response or a delayed

response based on a specific situation that is socially acceptable or tolerated by the

individual when faced with a range of emotional developments (Lynn et al., 2021).More

recently, a detailed review of emotion regulation in Intelligent Tutoring Systems showed

that emotion management during computer-based learning may produce more

optimistic emotions as well as better learning gain (Malekzadeh et al., 2015).Students'

emotional experiences can impact on their ability to learn, their engagement in school,
and their career choices. Yet too often education research ignores or neutralizes

emotions.

To improve students' learning and emotional states, reduce teacher burden, and

further develop of emotion and learning theories, research efforts should turn to explore

how students can learn regardless of their emotional state. We know that some

emotions provide a barrier to students' classroom engagement and test performance.

For example, academic anxieties, such as social science anxiety, have wide-ranging

effects, affecting strategy use, test performance, and subject choice. However, anxiety

does not affect every student in the same way. Some students are able to minimize the

negative impact of anxiety on their math problem solving, whereas others show declines

in their cognitive capacity (Trezise & Reeve, 2014; 2016).

According to Luck and Lipp (2015) to break down the classroom-emotion barrier we

have to manage emotions, and through interventions aimed at targeting the anxiety

aspect of the relationship. Treatments for anxiety reduces the physiological signs of

anxiety, but negative attitudes persist. Managing emotions more generally, achievement

emotions can be conceptualizing in trait like or state like ways. The defining

characteristic of the trait versus state distinction is the temporal generality of the

emotion under consideration. For example, habitual test anxiety as measured by test

anxiety scales is regarded as a trait emotion (Zeidner, 1998).

Motivating one-self. It is defined in learning as a tool to evoke and maintain people’s

or specifically students’ learning behaviors and capabilities (Woolfolk, 2019). Based on

the self-determination theory, self-motivation is categorized as intrinsic motivation and

extrinsic motivation (Ryan, et al., 2017). Intrinsically motivated learners are those who

can always “reach within themselves” or depend on themselves without anyone giving

them the motivation and intensity to accomplish even highly challenging tasks without

the need for incentives or pressure. In contrast, extrinsically motivated behaviors are

motivated by external expectation other than their inherent satisfactions, meaning they

need other people’s words or courageous motivations in order for them to be motivated

in doing things (Ryan, et al., 2020).

On the other hand, Students are more motivated when they have goals.

According to several academics, throughout the past 50 years, significant studies

spanning in the thousands have determined that motivations and goals boost

performance and that an employee or students’ performance in a certain environment

decreases when motivations are removed or lowered (Motevalli, 2020).

Moreover, Motivation also permits individuals to effectively deal with hurdles

encountered during the learning process. It is believed that self-motivation was a

multifaceted concept. The concept of self-motivation is strongly tied to other

educational and psychological constructs. They include attention, needs, goals, and

interests, all of which aim to stimulate individual learners and increase their interest and

attention in engaging in an action or behaviors, as well as achieving such actions or

objectives.

Self-Motivation is useful when a person feels excited to meet a need or want.

The individual will engage in or be drawn to activities that are regarded to have the

potential to meet this need or desire. This study discusses self-motivation as a key

factor in sustainable well-being. According to Karna and Ko (2022), self-motivation is the

internal drive to pursue and accomplish tasks without external rewards or pressures.

This type of motivation stems from an individual's inherent desire to engage in activities

that align with their values, interests, and personal growth. The study emphasizes that

self-motivation enhances the quality of life, as it promotes engagement in meaningful

activities and fosters long-term well-being.

Educational psychologists believe that student motivation is a necessary

condition for effective learning to occur (Michael, 2020). In line with this, according to

the result of the study of Suprayog (2023), indicates that there is a significant

relationship between emotional intelligence and interpersonal communication among

high school students. This means that the higher the emotional intelligence of students,

the better their interpersonal communication skills.

Empathy, per the findings of Kholmirzae (2020), is the ability to put yourself in place

of others and take into account the feelings and emotions of other people in the

decision-making process. In the study of Esteves (2022) states that empathy is defined

as an emotional experience in response or feedback to the perception or insight of

someone else’s emotion, and entails either the mirroring of that someone’s emotion or

another affective state. Prompting the individual to act and to help, relieve pain, or to

participate in the other person’s positive experience, depending on the specific emotion

that is viewed.

It is mostly agreed that empathy composes an affective and a cognitive component

recognized even across models that entail more than two dimensions. Furthermore,

Empathy— understanding, sharing, and caring about the emotions of other people—is
important for individuals, fundamental to relationships (Kimmes et al., 2014), and critical

for large-group living (Decety et al., 2016).

On the other hand, aaccording to the study of Encarnacion & Ruggeri (2024),

managing our emotions means that we are feeling our emotions and we are in control of

how we are reacting to them given our surroundings. Those who effectively manage

their emotions recognize that feelings are a natural and essential part of being human.

They understand that expressing emotions is both healthy and necessary, but they are

also self-aware enough to distinguish between reactions that are helpful and those that

are not. However, managing emotions doesn’t mean suppressing them—it means

understanding them and responding in a way that supports both personal well-being

and relationships with others.

The study by (Helen Riess, 2017) highlights that empathy plays an important role in

our relationships and society, allowing people to connect by sharing their experiences,

needs, and feelings. Empathy is a complex capability enabling individuals to understand

and feel the emotional states of others, resulting in compassionate behavior. This ability

relies on the excellent coordination of brain functions, helping us recognize and

understand the emotions of others, connect with them on both an emotional and

intellectual level, see things from their perspective, and separate between our own

feelings and other's emotion.

Social Skills. According to Dicky Tri Juniar et.al (2023) The social skills of teenagers,

specifically those of high school age, are very concerning. A lot of evidences point to the

existence of social issues that manifest themselves not only in the context of the

educational institution but also in the wider society. Lack or low emotional intelligence is
considered the presence of disturbances in emotional and social functioning. Social

skills and managing emotions are crucial to blocking problematic behaviors. However

empirical evidence of emotional intelligence and its influence on social skills is

fundamental.

Social skills are defined as abilities or skills that an individual use when interacting

with other people at the interpersonal level. In this sense, they play an important role,

not only in socialization, but also for individualization, because they allow knowledge of

oneself and others, contributing to the development of self-concept. They also promote

the development of some aspects of social knowledge and some behaviors, strategies

and skills, such as empathy, reciprocity and role taking, which are important for

interacting with others.

In addition, feedback from others supports self-control and the self-regulation of

one's own behavior, because peers act as agents of control by punishing or reinforcing

certain behaviors. Social skills are also a source of satisfaction and provide emotional

support, as peer relationships are a source of intimacy, help, support, love, a sense of

belonging, and feelings of belonging and acceptance. In turn, they facilitate the learning

of sexual roles and values, as well as moral development. Taking all this into

consideration, we can conclude that social skills play a positive role in peer

relationships. (Rubén Trigueros et al.,2020)

Interpersonal Relationship

An exceptionally important source of development of interpersonal competences is

social training, which people are subject to throughout their whole lives, and which can

take the shape of a variety of social experiences (relations with family, contacts within
society, at the workplace, amongst the same age group) (DeLamater & Ward, 2014).

Interpersonal competences force one to open up and may develop inside a variety of

close relationships, such as love or friendship, but also in contact with a doctor, a

psychologist, a teacher, or a peer. The basis for building interpersonal competences is

the ability to open up and trust others (Britton et al., 2017)

People in an interpersonal relationship tend to influence each other, share their

thoughts and feelings, and engage in activities together. Due to this interdependence,

most things that change or impact one member of the relationship will have some level

of impact on the other member (Atilgan Erozkan, 2019). Moreover, interpersonal

relationships play a significant role in students’ future. According to Hinggardipta

(2015), there are positive relationships between interpersonal ability and student

academic achievement. This means the higher the interpersonal relationship ability, the

higher the academic achievement. This is possible because friendship provides

strength, emotional support, and general in times of need, teenagers want to be liked

and accepted by peers.

On the other context of interpersonal relationship, it could also be related on how

we interact with others specifically in school. Considering that schools are places of

knowledge transfer and crucial settings for students to develop social skills and cultivate

interpersonal relationships. Therefore, focusing on students’ interpersonal relationships

within schools is essential to understand how these interactions impact their academic

performance (Ariati 2015).

Human beings are social by nature, the connections we build with others are

critical to social, emotional, and physical health. Knowing how to maintain interpersonal
relationships can help you build a support system that provides strength as you cope

with life’s challenges. Buhrmester et al. (1988) singled out five kinds of competences

essential for coping in interpersonal situations: This includes initiative, assertiveness,

emotional support, self-disclosure, and conflict management. The first two competences

(initiation of relations and assertive influence) are related to the concept of

assertiveness. The other three were classified as especially significant for deepening

and sustaining interpersonal relations.

Initiative. It is the initial stage in interpersonal relationships where an individual

conveys information about themselves such as name, age, address, etc. while starting a

relationship with others. Furthermore, initiative is the ability to be resourceful and work

without always being asked to do things and in your self-accordance, it mainly involves

resilience and determination. Individuals who show initiative most likely demonstrate

that they can think for themselves and take action when necessary (Akın, 2021). Also,

according to the study by Raesita Lumettu (2017) states that personal initiative drives

them to take steps towards, self-enhancement by creating a plan, remaining them to

focused on their goals, taking the action responsibly insuring to align their action to their

goals.

Initiative also implies when you do things without being asked, solve problems that

others may not have noticed needed solving, and go out of your way to continue

learning and growing. You do extra research if required, ask questions, and seek help if

you need to (Laura Jane Rawlings, 2022). In addition, as stated by Tekin (2021)

Initiative is an important factor not only in interpersonal relationships but also in

fostering effective problem-solving skills in educational settings. By using initiative,

people or students could help to solve in sort problems accordingly and properly. People

who have confidence in their problem-solving abilities were more likely to take initiative,

highlighting a strong relationship between reflective problem-solving skills and initiative-

taking.

Self-Disclosure. Another essential part of interpersonal interactions and relationships

is sharing information about oneself with others (Hamutal Kreiner, 2019). Interpersonal

communication experts have been fascinated by it for many years; in fact, some have

even labeled self-disclosure as the secret to a fulfilling social existence. Relationships

are cultivated and sustained by the sharing of personal information, since appropriate

disclosures foster a relationship’s intimacy, trust, and closeness, decades of research

show that self-disclosure contributes significantly to interpersonal relationships and may

promote the development of liking, understanding, and intimacy (Yossi LeviBelz, 2019).

Apparently, self-disclosure also has positive effects on the individual, such as lowered

stress levels and enhanced mental and physical well-being. Moreover, sharing personal

thoughts and emotions is frequently a prerequisite to benefiting from other kinds of

communication, like supportive communication. (Jenny Crowley, 2019).

Moreover, The study of (Harvey J., 2021)indicates that Self disclosure is about

sharing your thoughts,feelings and personal experience, especially those emotional

moments that affects us deeply. Based on this study that self disclosure is connected to

psychological resilience, which means it helps a person become emotionally stronger

by allowing them to process and cope their experiences better.

Assertiveness. It is the ability of individuals to express feelings, thoughts, and desires

honestly without violating the rights of others, this includes being able to say “no” to
something they do not want to do ( Daulay et al.,, 2018). To further elaborate, it implies

that assertiveness is essential to developing interpersonal relationship since through

this, a person can confidently express their thought or emotion through directly and

being straight forward to what they want to say or deliver to the other. Evidently,

assertive individuals can effectively express and manage both positive and negative

emotions without experiencing anxiety or unnecessary anger (Fataneh Ghadirian,

2017).

On the other hand, in the study of Moneva (2020) states that assertiveness is

vital for every student in shaping their behavior and fostering confidence. It enables

them to articulate their feelings, thoughts, and ideas in a clear and sincere manner.

Consequently, they are able to perform their tasks with confidence and are more likely

to achieve success.

The study by Moneva and Bolos (2020), describes assertiveness as a behavior

where individuals express their thoughts, emotions, and beliefs openly, directly, and

respectfully. It is characterized by clear communication without being passive or

aggressive, supporting personal confidence and positive social interactions.

Emotional support. It is shown through an individual’s ability to provide comfort to

friends, as well as to empathize (Hessel, 2015). Moreover, one of the ways that human

development is manifested is through emotional growth, it is considered as the most

crucial factor in determining a person’s conduct, personality, and dreams as well as

goals. Providing emotional support is especially necessary for adolescents to guarantee

a positive outcome degree of psychological development, positive interpersonal

interactions, and intimate personal connections like ties with friends, family, or emotions

(Nicole G Bolos 2020).

Meanwhile, the study of Atoum et al. (2018) examined the struggles that

adolescents experience, especially when it come to their relationship with their parents

or family members, which can lead to tension and fear. The researchers pointed out that

at this age, many students are in need of emotional support from those around

them,such as their parents,teachers,friends and other significant people. The

researchers suggest that Emotional support is crucial among grade 9th grade students

in Jordan.

Clearly, the purpose of emotional support information is to make people feel as

though they have someone who is devoted to and loves them. The significance of

emotional support emanates from the fact that individuals who receive more emotional

support or realize that emotional support is available are happier, healthier, and able to

cope with the problems and troubles of life. Undeniably, receiving emotional support

helps individuals to cope with problems, anxiety, and disappointments of hope and pain

in their lives, but if left unchecked or treated, it will have serious negative effects that

can affect the physical, psychological and emotional health of the individual (Korner,

2015)

Conflict management. One of the components of interpersonal relationships is the

this is the ability of individuals to overcome disagreements and not allowing conflicts to

widen and damage relationships further (Coroiu et al., 2015). In this aspect, students

are also better placed and are able to deal with conflicts appropriately. Additionally,

Conflict offers a mixture of the good, the bad, and the uncertain, on the positive side,
conflicts allow us to air important issues; they produce new and creative ideas; they

release built-up tensions. Handled properly, conflicts can strengthen relationships; they

can help groups and organizations to reevaluate and clarify goals and missions; and

they can also initiate social change to eliminate inequities and injustice.

However, perhaps more familiar is the negative side of conflict. Heated

exchanges spiral out of control, resulting in frustration, tension, hard feelings, and,

ultimately, more conflict. Low-grade family conflicts, perpetuated through criticism,

arguments, nagging, and verbal abuse, not only distance parents from children and

spouses from one another but also lower self-esteem and create problems that can

follow people throughout their entire lives. In addition, having conflicts are sometimes

violent especially in your family and friends, oftentimes, not being able to engage the

person into the conflict is the primary source of frustration for everyone (Kang, 2015).

The study of( Mahajan S.,2023) stated that the Conflict management is a skill

that can be learned. Studies have shown that when supervisors are trained in how to

handle conflicts, they experience less stress. This is because they gain the necessary

tools, like better communication skills, to deal with workplace issues more effectively.

Education plays a key role in how people manage conflicts. The more educated

someone is, the better they tend to handle challenges and disagreements at work.

Teaching conflict resolution early helps students recognize and respond to different

types of conflicts. Educators can help by providing students with communication

strategies, which will prepare them for dealing with conflicts later in their careers.

Conflicts also bring uncertainty by seeing all the “unpredictability” in life as it

arises in interactions we have towards others. Conversations, meetings, and conflicts all
have in common the fact that they may suddenly move in unexpected directions.

Generally, self-disclosure is the ability of individuals to give information about

themselves to others ( Coroiu et al., 2015).

Chapter 2

METHODS

This chapter focuses on outlining the details of the research design, research

respondents, research instruments, data collection process and statistical analysis tools

employed for analyzing and interpreting the gathered data.

Research Design

This study will utilize a correlational design, which is appropriate for examining the

relationship between emotional intelligence and interpersonal relationships among

HUMSS students. Correlational design allows the researcher to measure the degree of

association between two variables without manipulating them, making it suitable for

non-experimental studies such as this one (Creswell, 2014).

Furthermore, correlational research is often performed when it is impossible to

conduct experiments (Privitera, 2018). With correlational design, the researcher collects

data from two or more variables and measures the strength of the relationship between

them. For two variables, the relationship is measured by calculating the correlation. This

statistical tool ranges from -1 to 1 (Wilson & Joye, 2016). Values close to -1 indicate a

negative correlation between variables, which means that when one variable decreases,
the other variable increases. Values close to 1 are called a positive correlation and

indicate that when one variable increases, the other variable also increases. If the

correlation is close to 0, it indicates that there is no relationship between the variables.

The closer the correlation value is to -1 or 1, the stronger the strength of the relationship

between the variables. In addition, when the r (correlation) is strong, then the prediction

of future values is generally more accurate based on the existing data.

On the other hand, the classification of the research falls under educational

psychology, given its focus on the emotional and social dimensions of student behavior.

This research also falls under applied research, as it seeks to provide insights that could

lead to improved interventions in schools.

Research locale

The study will be conducted in Compostela National High School, a DepEd

managed partially urban secondary public school. Compostela National High school has

come a long way since 1966. Its development now at hand is only reaped upon an

inheritance of more than five decades of tedious hardships.It is located at Purok-7

Poblacion, Lapu-lapu Street, Compostela Davao de Oro.The three- hectare school site

is bounded west by Compostela Central Elementary School and Maputi creek in the

east. It is facing south strategically located along municipal road while a wide oval field

is found in its near area.

Compostela National High School is now offering Senior High School academic

strands such as General Academics (GAS), Science Technology Engineering and

Mathematics (STEM), Accountancy, Business and Management in the Academic Track.

Meanwhile, Computer Programming, Cookery, Beauty Care, Computer Hardware

Servicing, and Electrical Installation Maintenance in the TVL track of the K to 12 Senior

High School Curriculum.The school is known as the center stage of education

performance where students are known to have excellent performance, academically.

 Figure 2: Location Map of Compostela National High School.

Research Respondents

The respondents of this study are 290 enrolled senior high school students

from Compostela National High School, specifically those in the Humanities and

Social Sciences (HUMSS) track in grades 11 and 12 for the Academic School Year

2024- 2025. Given their subjects often study related to psychology, sociology, and

communication. And are trained to analyze and reflect on complex social issues,

enabling them to be more aware of emotional and interpersonal dynamics. On the

other hand, the students who are not belong to HUMSS strand such: STEM, GAS,

ABM and TVL are not included as respondents.

Moreover, to determine the sample size, the researchers will use Raosoft

calculator as a basis for the number of respondents partaking this study, therefore

there will be 166 respondents, 24 from HUMSS 1- Honesty, 24 from HUMSS 2-

Charity and 23 from HUMSS 3- Fidelity, with a total of 71 from Grade 11 HUMSS

students. While, there will be 91 in Grade 12, 32 from HUMSS 4- Diligence, 32 from

HUMSS 5 Peace and 31 from HUMSS 6- Generosity.

The Raosoft Calculator is a valuable tool for conducting surveys specifically in

quantitative research as it helps determine the respondents needed to ensure that

the results are accurate and reliable, achieving the desired level of accuracy. Through
the total population size, the margin of error, and the confidence level, the calculator

provides a recommended sample size. This ensures that the findings reflect the views

of the larger group, making the output more credible and useful (Gardner, 2010).

Furthermore, the researchers use quantitative research and employed simple

random sampling, which involved randomly selects a subset of participants from a

population. Each member of the population has an equal chance of being selected. The

main focus of this study is to determine the correlation between interpersonal

relationship and emotional intelligence quality among senior high school students at

Compostela National High School.

Mweshi & Sakyi (2020), states that simple random sampling is a sampling

technique that offers each sample an equal chance of being selected. A randomly

chosen sample is meant to provide an unbiased representation of the complete

population. Also, according to the study by McEwan (2020), random sampling asserts

that this method is crucial when performing research with the goal of extrapolating

results to a broader audience. Studies that attempt to extrapolate results to a broader

population must use this methodology. By ensuring that every potential participant has

an equal chance of being included in the study, random sampling lowers bias and

enhances the validity and reliability of the study's conclusions.

Research Instrument

The instrument that will be utilized is the adapted questionnaire. There are two

sets of questionnaires: One (1) pertains to the independent variable (Emotional

Intelligence), developed by V. Koutras (2017); (2) is to the dependent variable

(Interpersonal Relationship), developed by Callaghan (2014) that will be conducted by

the researchers.

The first set of questionnaires contained the four (4) areas of Emotional

Intelligence, which emphasize self- observation, empathy, understanding relationship,

and motivation. The instrument is composed of 20 items with (5) choices for each

question. On the other hand, interpersonal relationship consists five (5) areas, which

include initiative, assertiveness, emotional support, self- disclosure, and conflict

management. The instrument is composed of 25 items with (5) choices for each

question. All of these will be distributed to the respondents.

The central purpose of this instrument is to effectively address the presented

problem by investigating and analyzing the relationship between emotional intelligence

and its influence on the interpersonal relationship of HUMSS students.

On the other hand, as to the scoring and interpretation of data for political

awareness is shown below. The scale ranges from five to one where:

Scale Range of means Descriptive Level Interpretation

Emotional Intelligence is very highly

5 4.20 – 5.00 Always
observed.
4 3.40 - 4.19 Sometimes Emotional Intelligence is highly
observed.

3 2.60 – 3.39 Often Emotional Intelligence is moderately

observed.
 Emotional Intelligence is poorly
2 1.80 – 2.59 Fairly observed

1 1.00 – 1. 79 Never Emotional Intelligence is not

observed.

Scale Range of means Descriptive Level Interpretation

Interpersonal Relationship is very

5 4.20 – 5.00 Always
highly affected.

4 3.40 - 4.19 Sometimes Interpersonal Relationship is highly

affected.

3 2.60 – 3.39 Often Interpersonal Relationship is

moderately affected.

2 1.80 – 2.59 Fairly Interpersonal Relationship is poorly

affected.

1 1.00 – 1. 79 Never Interpersonal Relationship is not

affected.

Data Gathering Procedure

The researchers will conduct the study according to the following procedure

The researchers will draft a permission letter addressed to the school

administration of Compostela National High School. The letter granted permission for
the study that will be conducted and provide a detailed explanation of its purpose. The

researcher’s express sincere gratitude for their participation and cooperation in this

endeavor.

The researchers will personally distribute and administer the research

instruments to the top-level managers, whose completion of the survey questionnaire

are requested. The researcher will promptly collect the instruments right after answering

and will ensure the confidentiality of the responses.

Yet, following the completion of data collection, the researchers will comply,

gather, and organize the data that will be collected. The researchers will then submit the

data to a statistician for statistical analysis and treatment. The results will undergo a

thorough analysis and interpretation using a five-point Likert scale.

Statistical Tool

In this section, the study will discuss the statistical techniques that will be

employed. The data that will be collected for the study will be arranged and categorized

according to the research design and the specific problems that will be investigated.

The data will be summarized and presented in tables to aid in the analysis and

interpretation of the findings. Statistical tools play a significant role in evaluating the

accuracy and consistency of the research instrument. The researcher will utilize the

following methods:

Mean. This will be employed to identify the level of Emotional Intelligence in

terms of self-observation, empathy, understanding relationships, and motivation, and

the level of Interpersonal Relationship based on initiatives, assertiveness, emotional

support, self-disclosure, and conflict management.

Pearson correlation. This will be utilized to assess the correlation of the two

variables under study. This refers to quantifying the level of interdependence between

two variables.

Ethical Consideration

The researcher followed ethical guidelines. This will include undergoing an Ethics

Review process before conducting surveys to the respondents to ensure that

procedures will be fair and unbiased to all involved. The researcher wrote a

permission letter to conduct the study with the approval of the adviser along with where

the survey will be conducted and how the data will be collected. After the permission

was granted, the researcher approached the heads or proper departments who can

assist in identifying the potential participants of the study such as the office Educational

Management Information System (EMIS). These offices have the data on the qualified

employees to participate in the study. Hence, it is appropriate to closely coordinate with

them during the course of the administration of the questionnaire.

Risks, according to the Research Compliance Service (2018), include physical

risks such as, injury, pain, illness, disease or physical discomfort caused by the

procedures and methods of the research, psychological risks such as the production of

negative affective states like depression, anxiety, shock, guilt, altered behavior and loss

of confidence and social/economic risks such as embarrassment, disrespect to others,

labeling subjects that causes negative consequences, payment by subjects for

unrequired procedures, loss of all sorts of financial costs and damage to a subject's

employability as a consequence of participation in the research.

Risks to subjects will be mitigated through the employment of procedures that do

not expose subjects to risk, and for diagnostic or treatment purposes, by using

procedures that will be performed on the subjects. Aside from that, the researchers will

orient them that they are permitted to leave questions unanswered especially those that

may cause the respondents to feel psychologically and emotionally distressed owing to

the delicate nature of the subject being studied to ensure that the respondents are

comfortable answering the survey questionnaires.

Then again, this study will yield relevant information which can be helpful to

school administrators, curriculum planners, and guidance counselors, students, parents

and future researchers. The results, discussions, and findings from this study can spark

evidence-based information which can be utilized by learners such as heightening of

learning engagement by means of inspiring and enabling students to apply their full

capabilities to their studies in order to compete effectively and perform their roles fully

This research will undergo a series of verification to guarantee that there is no

trace of misinterpretation of someone else's work as the researcher's work. To avoid

plagiarism in the study, the researchers will make sure that the information found on

textbooks, online journal articles, previous studies, and the like were not copied

verbatim. Following the APA format, the researcher properly cited works that were

employed in the study which entailed the author's and the date of the publication. Still

guided by the APA format, the researcher included a reference page where the specific
information such as the author's name, date of publication, title and source can be

found. This is to ensure that plagiarism is averted from the study.

Likewise, this research will ensure that the information that will be presented are

not products of fabrication. The researcher will not tolerate fabrication in the study by

utilizing good sampling procedures to find reliable respondents which will yield more

accurate surveys data. The researchers will not put claims that are based on incomplete

or assumed results. Furthermore, observations and other types of data that will not

occur in the data gathering procedure will be omitted in the study.

This study also ascertained that there will be no trace of overstatements, and

falsification of information pertaining to the respondents participating in research.

Upon receiving institutional approval for involving respondents in the research, the

researchers will reveal the purpose of the research to the respondents that will be

recruited for research survey. Documents, observations and other forms of data that will

be gathered will neither omitted nor altered to ensure that the research results and

the information that will be presented in this study are accurate and free from

falsification.

No evidence of information influenced by material, political or academic gains

will be also observed in the study. Regardless of what the research results yield, the

researchers will assure that it is not influenced by external factors or misconduct, such

as the trade of financial incentives for positive results. Thus, the researchers will claim

no conflicts of interest in this study.

 Authorship guidelines will be observed and followed in this study as well as

proper credit on direct and substantial intellectual contributions to conception and

design, acquiring of data, or analysis and interpretation of data, drafting the article or

making changes to it crucially for intellectual content.

The researchers will provide the respondents with accurate and factual

information particularly about the objectives and purpose of the study. The researchers

will not mislead the respondents for the sake of altering the research outcomes. This

will ensure that no trace of deceit will be found in this study.

The informed consent process will be employed in this study in which the

participants can make a decision whether they will participate on the study or not.

Neither will they be forced to take part on the survey wherein their refusal to join the

survey will be respected. In other words, respondents will be told by the researchers

that their participations are voluntary and that the respondents are free to withdraw

without involving any penalty if they feel unable to provide the information that is asked

of them.

Finally, the researchers will guarantee the respondents that the survey

questionnaire they will be answering is not meant to fool them and that it reminded them

that their answer remains confidential and will be used merely for scholarly reasons

particularly for this research. Immediate care will be taken to guarantee that the

respondents’ private data will be kept completely anonymous and confidential in the

study. Also, the researchers will merely collect personal information that is essential for

the study to minimize the risk for loss of confidentiality. If personal data must be

collected, the researcher will code it as early in the activity and securely stored so that
only the researcher and authorized staff can gain access to it. The researchers will

never release identities of individual subjects without the permission of the subject. The

researchers will value their involvement and during the course of the study positioned

their welfare as their top priority

CHAPTER 3

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

The analysis, interpretation and findings of data gathered from the respondents are

presented in this section. The topics discussed in this study are the Profile of the

Respondents; Level of Students’ Emotional Intelligence; Level of Students’

Interpersonal Relationship; and the significance of the relationship between the

Emotional Intelligence and Interpersonal Relationship among HUMSS students.

Profile of Respondents in Terms of Gender

Presented in Table 1 is the profile of respondents in terms of gender.

Table 1

Gender of the Respondents

Gender of Respondents Number of Respondents Percentage

Male 38 22.89%

Female 128 77.11%

TOTAL 166 100%

Table 1. Gender of the Respondents

 Presented in Table 1 is the summary of the respondents grouped into gender

classifications. Data show that there were 128 or 77.11% female respondents and 38 or

22.89% male respondents. Gender differences have always been believed to be

present in multiple areas. According to some studies girls have strong emotional

intelligence than male (Patel, 2017). Rao and Komala (2017) asserts that in their study

on youth the male showed higher emotional intelligence than female but the result was

statistically non-significant. However in Asghar Ali (2021) The aforementioned study

showed that male had greater (EL) than female. Male university students had high level

of emotionally self-regulation and emotional self-awareness than their female counter

part. But in case of interpersonal skills, male and female university students were

equivalent.

Profile of Respondents in Terms of Age

Presented in Table 2 the profile of respondents in terms of age

Table 2

Age of the Respondents

Age of

Respondents 15-16 17-18 Total Percentage

HUMSS 11 46 25 71 42.77%

HUMSS 12 95 95 57.23%

TOTAL 46 120 166 100%

Table 2. Age of the Respondents

Presented in table 2 is the profile of respondents by age. There are 71 students

in Grade 11 HUMSS, 46 of them aged 15 to 16; while 25 of them aged around 17 to 18.
On the other hand, there are 95 students in Grade 12 HUMSS, all of them aged 17 to

18 years old, with a total of 166 respondents. Cabello,et.al (2016) saw the effects of

gender and the linear and quadratic effects of age on Emotional Intelligence and

Interpersonal Relationship. They found out that Younger adults as well as older adults

had low scores on emotional intelligence as an ability in comparison to middle-aged

adults. But in understanding component of emotional intelligence, younger and older

adults were scoring high. A very important study done by Goleman in1998 found that

adolescence period in females and their emotions in their course of life, the

adolescence have the attention and also the tendency to perceive & think outside of

home and conflict happens between them and also with parents which cause a social

damage.

Profile of Respondents in Terms of Year level

Presented in Table 3 is the profile of respondents in terms of year level

Table 3

Year level of the Respondents

Year Level No. Percentage Raosoft Calculator

HUMSS 11 125 42.96% 71

HUMSS 12 166 57.04% 95

TOTAL 291 100% 166

Table 3. Year level of the Respondents

Presented in table 3 is the distribution of respondents by year level using the

Raosoft Calculator. There are 291 students enrolled in Compostela national High

School under the Humanities and Social Science strand, 125 students from Grade 11
HUMSS, and 166 students from Grade 12 HUMSS. Using the Raosoft Calculator, it

resulted to 42.96% or 71 sample respondents for Grade 11 HUMSS and 57.04% or 95

sample respondents. A total of 166 sample respondents. Based on the results of

Suprayogi (2023) research study, eexamine the relationship between emotional

intelligence and interpersonal ccommunication among senior high school student, there

is a positive relationship between emotional intelligence and emotional intelligence, it is

said to have a positive relationship which means that if students have high emotional

intelligence, interpersonal communication in students will also be high. This explanation

is supported by the research of Izniarti (2012) which shows that there is a significant

relationship between emotional intelligence and interpersonal communication students.

Level of Students’Emotional Intelligence

Table 4 presents the level of students’ emotional intelligence

Table 4

Students’ Emotional Intelligence

Indicators Mean Descriptive Equivalent

Self-awareness 3.78 High

Managing Emotions 3.26 High

Motivating Oneself 3.49 High

Empathy 3.76 High

social skills 3.44 High

Total Weighted Mean 3.53 High

Table 4. Students Emotional Intelligence

 Presented in Table 2 is the summary of the level of Grade 11 and 12 HUMSS

students’ emotional intelligence with a total weighted mean of 3. 53 described as high.

Meanwhile, its indicators— Self-awareness has a mean of 3.78 with a descriptive value

of high. Managing emotion has a mean pf 3.26 with a descriptive value of high.

Motivating Oneself has a mean of 3.49 with a descriptive value of high. Emphaty has a

mean of 3.76 with a descriptive mean of high and Social Skills has a mean of 3.44 with

a weighted mean of high. As pointed out by Extremera (2016), high levels of emotional

intelligence contribute to the experience of social wellbeing and help cope with

interpersonal problems. High levels of emotional intelligence are an important protection

against negative effects of social stress experienced in new situations by young people

(Fernández-Berrocal,2016.) Furthermore, Young people possessing high emotional

intelligence will function better, both in the academic environment and amongst their

peers; they will be more open to their own and other people’s emotions, be able to

understand them better and recognize when someone needs help (Matczak, et al,

2017). The current study, therefore, adapts this idea.

Level of Students’ Interpersonal Relationship

Table 5 presents the level of students’ interpersonal relationships .

Table 5

Student’s Interpersonal Relationship

Indicators Weighted Mean Descriptive Equivalent

Initiative 3.17 High

 Assertiveness 2.95 Medium

Self disclosure 3.28 High

emotional support 3.74 High

Conflict management 3.44 High

Total Mean 3.32 High

Table 5. Student's interpersonal relationship

Presented in Table 5 is the summary of the level of Grade 11 and 12 HUMSS

students’ interpersonal relationships with a total weighted mean of 3.32 described as

high. Meanwhile, its indicators— Initiative has mean of 3.17 with a weight mean of high.

Assertiveness has a mean of 2.95 with a weighted mean of medium. Self-disclosure has

a mean of 3.28 with a weighted mean of high. Emotional support has a mean of 3.74

with a weighted mean of high and Conflict Management has a mean of 3.44 with a

weighted mean of high. A high interpersonal relationship is an achievement for

teenagers (Ardi et al., 2020). Therefore, the indicators of Interpersonal Relationship is

inevitable. At adolescence, interpersonal relationship skills improve and develops

compared to childhood. Basically, the increasing ability is characterized by, initiative,

assertive, emotional support, self-disclosure, and conflict management (Kenny et al.,

2018). This indicates that the students has a good relationship or influence towards their

peers, students are likely relate with their surrounding and their interest in lesson

increases

( Yang 2018).
 Relationship between Self Awareness and Initiative. Table 6 shows the

relationship of emotional intelligence by self-awareness and Initiative in interpersonal

relationship.

Table 6

Relationship between Self Awareness and Initiative

Correlations

SELFAWARENE

SS INITIATIVE

SELFAWARENESS Pearson Correlation 1 .131

Sig. (2-tailed) .093

N 166 166

INITIATIVE Pearson Correlation .131 1

Sig. (2-tailed) .093

N 166 166

Table 6. Relationship between Self Awareness and Initiative

The data in Table 6 shows a very weak positive correlation between emotional

intelligence by self-awareness and initiative in interpersonal relationship with correlation

coefficients of 0.131. However, the observed correlation is not statistically significant (P>

0.05) given that the p-value associated with the correlation coefficient is 0.93. These
findings imply that while practicing an individual's self-awareness is important for

various reasons, such as understanding yourself and how you interact with others, it

may not directly translate into increased initiative of a person. self-awareness and

initiative. Supported by the study of Majolo, et al. (2023), the relationship between self-

awareness and initiative in interpersonal relationships has been investigated in different

studies, with findings indicating that these correlations may not be significant.

Furthermore, a study examining the associations between self-consciousness and self-

awareness found that while there is relational evidence between these correlations, the

data reinforced the theoretical distinction between self-consciousness and self-

awareness. This implies that self-awareness alone may not be a strong predictor of

initiative in interpersonal contexts.

Relationship between Self Awareness and Self Disclosure. Table 7 shows the

relationship of emotional intelligence by self-awareness and self-Disclosure in

interpersonal relationship.

Table 7

Relationship between Self Awareness and Self Disclosure

Correlations

SELFAWARENE SELFDISCLOS

SS URE

SELFAWARENESS Pearson Correlation 1 .157*

 Sig. (2-tailed) .044

N 166 166

SELFDISCLOSURE Pearson Correlation .157* 1

Sig. (2-tailed) .044

N 166 166

*. Correlation is significant at the 0.05 level (2-tailed).

Table 7. Relationship between Self Awareness and Self Disclosure

In Table 7, the correlation coefficient between emotional intelligence by self-awareness

and self-disclosure in interpersonal relationship is 0.157. This value suggests a very

weak positive correlation. This means that there is a slight relationship between

emotional intelligence in self-awareness and interpersonal relationship in self-

disclosure. This is proven to be statistically significant (P<0.05) with the p-value of

0.044. This suggests that suggests that the relationship is unlikely to have occurred by

any chance. This indicates that as emotional intelligence by self-awareness slightly

increases, interpersonal relationship in self-disclosure also tend to increase minimally.

In a cross-sectional study of KyungSook, Lee, et al. (2023) delved the relationship

between self-reflection (self-awareness), emotional self-disclosure. This study revealed

that practicing these two can enhance personal development and resilience. This also

states that self-awareness has a gradual effect on how people disclose themselves and

vice versa.
 Relationship between Self Awareness and Assertiveness. Table 8 shows the

relationship of emotional intelligence by self awareness and assertiveness in

interpersonal relationship.

Table 8

Relationship between Self Awareness and Assertiveness

Correlations

SELFAWARENE ASSERTIVENE

SS SS

SELFAWARENESS Pearson Correlation 1 .191*

Sig. (2-tailed) .014

N 166 166

ASSERTIVENESS Pearson Correlation .191* 1

Sig. (2-tailed) .014

N 166 166

*. Correlation is significant at the 0.05 level (2-tailed).

Table 8. Relationship between Self Awareness and Assertiveness

In Table 8, the correlation coefficient between emotional intelligence by self awareness

and assertiveness in interpersonal relationship 0.191. This value suggests a very weak
negative correlation. It implies that there's hardly any discernible relationship between

self awareness in the emotional intelligence and HUMSS students' assertiveness in

interpersonal relationship. Despite its very weak negative correlation, it still implies that

there is a slight relationship between self awareness in the emotional intelligence and

students' assertiveness and this observed correlation is statistically significant (P<

0.05). However, despite being statistically significant, since the correlation coefficient

entails a very weak negative correlation, the relationship is not strong enough to

suggest a meaningful predictive connection. Self-awareness is the cornerstone of

assertiveness. It involves understanding your thoughts, emotions, and behaviors,

enabling you to recognize your interactions with the world around you. By becoming

self-aware, you can identify your needs, desires, and boundaries, which are essential

for assertive communication. Despite its weak positive correlation, in the study of Siti

Chadijah, et al. (2021) states that emotional intelligence significantly influences people,

particularly students' assertiveness.

Relationship between Self Awareness and Emotional Support. Table 9 shows

the relationship of emotional intelligence by self awareness and emotional support in

interpersonal relationship.

Table 9

Relationship between Self Awareness and Emotional Support

Correlations
 SELFAWAREN EMOTIONALS

ESS UPPORT

SELFAWARENESS Pearson Correlation 1 .250**

Sig. (2-tailed) .001

N 166 166

EMOTIONALSUPPORT Pearson Correlation .250** 1

Sig. (2-tailed) .001

N 166 166

**. Correlation is significant at the 0.01 level (2-tailed).

Table 9. Relationship between Self Awareness and Emotional Support

The data in Table 9 indicates a weak positive correlation between emotional intelligence

by self awareness and emotional support in interpersonal relationship with a correlation

coefficient of 0.250. This suggests that there is a tendency for higher levels of self

awareness to be associated with creased emotional support in interpersonal

relationship, and vice versa. This correlation is statistically significant (P<0.01) and the

significance level (p-value) associated with this correlation is 0.001, indicating a highly

statistically significant relationship. These results imply that slight levels of self

awareness among HUMSS students are barely associated with increased emotional

support of the students. Studies suggest that aspects like clarity and repair in emotional

intelligence predict social support or emotional support. It explains that emotional

intelligence by self awareness can affect emotional support in interpersonal relationship,

Isabel Martinez, et al. (2024). Despite their weak positive correlation.

Relationship between Self Awareness and Conflict Management.Table 10

shows the relationship of emotional intelligence by self awareness and conflict

management in interpersonal relationship.

Table 10

Relationship between Self Awareness and Conflict Management

Correlations

SELFAWAREN CONFLICTMA

ESS NAGEMENT

SELFAWARENESS Pearson Correlation 1 .224**

Sig. (2-tailed) .004

N 166 166

CONFLICTMANAGEMEN Pearson Correlation .224** 1

T
Sig. (2-tailed) .004

N 166 166

**. Correlation is significant at the 0.01 level (2-tailed).

Table 10 . Relationship between Self Awareness and Conflict Management

The data in Table 10 indicates a weak positive correlation between school climate by

structure and preparation and participation in academic performance with a correlation

coefficient of 0.224. This suggests that there is a tendency for higher levels of self

awareness to be associated with increased conflict management in interpersonal

relationship, and vice versa. This correlation is statistically significant (P<0.01) and the

significance level (p-value) associated with this correlation is 0.004, indicating a highly

statistically significant relationship. These results imply that slight levels of self

awareness among HUMSS students are barely associated with increased conflict

management of the students. Louise Woffindin (2025) highlights that when it comes to

interpersonal conflicts, emotional intelligence (EI) is a crucial factor in navigating and

resolving disputes effectively. This indicates that having self-awareness by emotional

intelligence, conflicts can be resolved, especially in relationships.

Relationship between Managing Emotion and Initiative. Table 11shows the

result of the relationship of emotional intelligence by managing emotion and initiative in

interpersonal relationship.

Table 11

Relationship between Managing Emotion and Initiative

Correlations

MANAGINGEMO

TION INITIATIVE
MANAGINGEMOTION Pearson Correlation 1 .329**

Sig. (2-tailed) .000

N 166 166

INITIATIVE Pearson Correlation .329** 1

Sig. (2-tailed) .000

N 166 166

**. Correlation is significant at the 0.01 level (2-tailed).

Table 11. Relationship between Managing Emotion and Initiative

In table 11, the correlation coefficient between emotional intelligence by managing

emotion and initiative in interpersonal relationship is 0.329. This value indicates a weak

positive correlation. It indicated that there is a meaningful relationship between HUMSS

senior high school students in managing emotion and their initiative. The observed

correlation is statistically significant (P<0.01) with two-tailed p-value .000. This implies

that the HUMSS senior high school student are good in managing emotions tend to

show a slightly likelihood of taking initiative, but this is not very strong pattern. According

to Salovey et.al (2018) that individuals greater emotional intelligence may be more likely

to acquire the initiative in social context. Furthermore a study by Mikolajczak et.al

(2017) people who are better at emotional regulation also manage to interact in

proactive behaviors, including taking initiative.

 Relationship between Managing Emotion and Self Disclosure.Table 12 shows

the result of the relationship of emotional intelligence by managing emotion and self

disclosure in interpersonal relationship.

Table 12

Relationship between Managing Emotion and Self Disclosure

Correlations

MANAGINGEM SELFDISCLOS

OTION URE

MANAGINGEMOTION Pearson Correlation 1 .248**

Sig. (2-tailed) .001

N 166 166

SELFDISCLOSURE Pearson Correlation .248** 1

Sig. (2-tailed) .001

N 166 166

**. Correlation is significant at the 0.01 level (2-tailed).

Table 12. Relationship between Managing Emotion and Self Disclosure

The data in table 12 revealed a positive correlation between emotional intelligence by

managing emotion and self disclosure in Interpersonal relationship with a correlation

value of 0.248 indicating a weak positive correlation. This correlation is statistically

significant (P<0.01) with a two-tailed p-value .001. These results suggest that the
HUMSS senior high school student are better at managing their emotion to also be

more open with sharing personal information or feelings (self disclosure). According to

Mayer et.al (2018) emotional intelligence immediately influence how individuals manage

their emotions in relationship, which in encourages more open and significant self

disclosure. Ho et al. (2018) found that individuals who engaged in emotional self-

disclosure experienced beneficial emotional, relational, and psychological outcomes,

regardless of whether they believed they were communicating with a Chabot or a

human. Similarly, Harvey et.al (2021) discovered that self-disclosure positively

influences psychological resilience by enhancing self-esteem and self-compassion.

These studies suggest that sharing personal emotions can effectively contribute to

emotional well-being and resilience.

Relationship between Managing Emotion and Assertiveness. Table 13 shows

the result of the relationship of emotional intelligence by managing emotion and

assertiveness in interpersonal relationship.

Table 13

Relationship between Managing Emotion and Assertiveness

Correlations

MANAGINGEM ASSERTIVENE

OTION SS

MANAGINGEMOTION Pearson Correlation 1 .223**

 Sig. (2-tailed) .004

N 166 166

ASSERTIVENESS Pearson Correlation .223** 1

Sig. (2-tailed) .004

N 166 166

**. Correlation is significant at the 0.01 level (2-tailed).

Table 13. Relationship between Managing Emotion and Assertiveness

In table 13, the correlation coefficient between emotional intelligence by managing

emotion and assertiveness in interpersonal relationship is 0.223 it indicating a weak

positive correlation. This correlation is statistically significant (P<0.01) with a two-tailed

p-value 0.004. It implies that the HUMSS senior high school student are good at

managing their emotion to be also be a little more assertive, the connection between

these two traits is not strong enough to guarantee that one will always affect the other in

a predictable way. Research indicates a positive relationship between emotional

intelligence (EI) and assertiveness. study by Szczygieł et al. (2021) found that

assertiveness is correlated with various aspects of EI, including understanding

emotions, acceptance of emotions, and emotional control. Their regression analysis

revealed that emotional acceptance, emotional reactivity, and activity explain 36% of

assertiveness in the studied sample. Similarly, a study by Sultana and Razia (2020)

reported a weak positive correlation between EI and assertiveness among university

students. This suggests that individuals with higher EI may exhibit slightly more
assertive behavior in interpersonal relationships. These findings imply that while the

connection between EI and assertiveness is not particularly strong, enhancing one's

emotional intelligence could contribute to more assertive behavior. However, the

relationship is not robust enough to predict that improvements in EI will consistently lead

to increased assertiveness.

Relationship between Managing Emotion and Emotional Support. Table 9

shows the results of the relationship of Emotional Intelligence by Managing Emotion and

Emotional Support in Interpersonal Relationship.

Table 14

Relationship between Managing Emotion and Emotional Support

Correlations

MANAGINGEM EMOTIONALS

OTION UPPORT

MANAGINGEMOTION Pearson Correlation 1 .266**

Sig. (2-tailed) .001

N 166 166

EMOTIONALSUPPORT Pearson Correlation .266** 1

Sig. (2-tailed) .001

 N 166 166

**. Correlation is significant at the 0.01 level (2-tailed).

TABLE 14.Relationship between Managing Emotion and Emotional Support

The data in Table 14 revealed a weak positive correlation between students managing

emotion and emotional support with a correlation value of 0.266. This suggests that

students who are better at managing emotions also tend to provide a little more

emotional support. The correlation is statistically significant (P<0.01) with a two-tailed

value of 0.001, indicating that this relationship is not likely due to chance. This suggests

that managing emotions may contribute to a student’s ability to provide emotional

support. According to the study of Carolyn MacCann et al. (2019), students with higher

emotional intelligence, particularly in managing their emotions, tend to perform better

academically and develop stronger social interactions. Their ability to regulate emotions

allows them to handle stress and negative feelings more effectively, which also

enhances their capacity to provide emotional support to others. This supports the idea

that emotional management contributes to a student's ability to support peers

emotionally.

Relationship between Managing Emotion and Conflict Management. Table 10

shows the results of the relationship of Emotional Intelligence by Managing Emotion and

Conflict Management in Interpersonal Relationship.

Table 15
 Relationship between Managing Emotion and Conflict Management

Correlations

MANAGINGEM CONFLICTMA

OTION NAGEMENT

MANAGINGEMOTION Pearson Correlation 1 .151

Sig. (2-tailed) .051

N 166 166

CONFLICTMANAGEMEN Pearson Correlation .151 1

T
Sig. (2-tailed) .051

N 166 166

TABLE 15. Relationship between Managing Emotion and Conflict Management

The data in Table 15 revealed a very weak positive correlation between a student's

ability to manage emotions and conflict management, with a correlation value of 0.166.

This indicates that as a student's ability to manage emotions increases, their conflict

management skills tend to increase as well, but the relationship is weak. The correlation

is not statistically significant (p> 0.05) with a two-tailed p-value of 0.051. The findings

suggest that managing emotions might have a minor impact on a student’s conflict

management skills. A study by Golestan University, Németh, and Almeida (2022)

examined the relationship between teachers' emotion regulation abilities and their

conflict management strategies. The findings revealed that teachers with supreme

emotional regulation skills were more likely to use combine and compromising
strategies, promote a harmonious classroom environment. This suggests that

individuals who can control their emotions are more probable to engage in rich conflict

resolution approaches.

Relationship between Motivating Oneself and Initiative. Table 16 shows the

relationship of emotional intelligence p by motivating oneself and Initiative in

interpersonal relationship.

Table 16

Relationship between Motivating Oneself and Initiative

Correlations

MOTIVATINGO

NESELF INITIATIVE

MOTIVATINGONESELF Pearson Correlation 1 .341**

Sig. (2-tailed) .000

N 166 166

INITIATIVE Pearson Correlation .341** 1

Sig. (2-tailed) .000

N 166 166

**. Correlation is significant at the 0.01 level (2-tailed).

Table 16. Relationship between Motivating Oneself and Initiative

In table 16, the correlation coefficient between emotional intelligence by motivating

oneself and initiative in interpersonal relationships is 0.341. This value indicates a weak

positive correlation. This mean that the HUMSS students in senior high are good at

motivating themselves may tend to show more initiative, but the relationship is not very

strong. However ,the correlation is statistically significant (P<0.01) with a two-tailed p-

value of .000.The study conducted of Firzly,et.al (2021) it was proven that mentors

who created supportive environment significantly contribute to enhancing the motivation

and initiative of their mentees. This implies that students with internal motivation are

more likely to take proactive steps in both their academic and personal lives. Similarly,

Goleman (2017) findings support that self-motivation and initiative are influence by how

well and individual understand and regulates their emotions. This aligns with the

findings in your study, where a positive correlation between self-motivation and initiative

was observed, even if it's weak.

Relationship between Motivating Oneself and Self Disclosure. Table 17 shows

the relationship of emotional intelligence by motivating oneself and self Disclosure in

interpersonal relationship.

Table 17

Relationship between Motivating Oneself and Self Disclosure

Correlations
 MOTIVATINGO SELFDISCLOS

NESELF URE

MOTIVATINGONESELF Pearson Correlation 1 .216**

Sig. (2-tailed) .005

N 166 166

SELFDISCLOSURE Pearson Correlation .216** 1

Sig. (2-tailed) .005

N 166 166

**. Correlation is significant at the 0.01 level (2-tailed).

Table 17. Relationship between Motivating Oneself and Self Disclosure

The data in table 17 revealed a weak positive correlation between emotional intelligence

by motivating oneself and self-disclosure in interpersonal relationship with a correlation

value of 0.216 . This correlation is not statistically significant (P>0.01)with a two-tailed

p-value of 0.005. These results the HUMSS students in senior high is more motivated

to achieve something, they might also be slightly to share personal information (self

disclosure) but the connection is not strong enough to say that one causes the other.

These results the HUMSS students in senior high is more motivated to achieve

something, they might also be slightly to share personal information (self disclosure)

This finding aligns with studies such as Luo (2020), which investigate how emotional

intelligence plays a role in motivation and self-disclosure. However, Luo emphasizes

that factors like trust and the comfort level between individuals also significantly
influence self-disclosure, not just motivation. Similarly, Clark (2015) discusses how while

motivation might encourage self-disclosure it is often influenced by various other

factors, such as the nature of the relationship and the social dynamics at play.

Relationship between Motivating Oneself and Assertiveness. Table 18 shows

the relationship of emotional intelligence by motivating oneself and assertiveness in

interpersonal relationship.

Table 18

Relationship between Motivating Oneself and Assertiveness

Correlations

MOTIVATINGO ASSERTIVENE

NESELF SS

MOTIVATINGONESELF Pearson Correlation 1 .121

Sig. (2-tailed) .120

N 166 166

ASSERTIVENESS Pearson Correlation .121 1

Sig. (2-tailed) .120

N 166 166

Table 18. Relationship between Motivating Oneself and Assertiveness

In table 18, the correlation coefficient between emotional intelligence by motivating

oneself and assertiveness in interpersonal relationship is 0.121. This value suggest a

very weak positive correlation. It implies that there might be a small tendency for people

who are more motivated to be slightly less assertive, but this relationship is not strong or

certain. However, the observed correlation is not statistically significant (P<0.05) given

that the p-value associated with the correlation is 0.120.According to the study by Moss

et al. (2022), self-esteem plays a crucial role in assertiveness and relationship

satisfaction. The findings suggest that individuals with weak assertiveness may struggle

with motivation due to low self-confidence. This highlights the importance of enhancing

self-esteem as a means to improve both motivation and assertiveness.

Relationship between Motivating Oneself and Emotional Support. Table 19

shows the relationship of emotional intelligence by motivating oneself and emotional

support in interpersonal relationship.

Table 19

Relationship between Motivating Oneself and Emotional Support

lCorrelations

MOTIVATINGO EMOTIONALS

NESELF UPPORT

MOTIVATINGONESELF Pearson Correlation 1 .193*

 Sig. (2-tailed) .013

N 166 166

EMOTIONALSUPPORT Pearson Correlation .193* 1

Sig. (2-tailed) .013

N 166 166

*. Correlation is significant at the 0.05 level (2-tailed).

Table 19 . Relationship between Motivating Oneself and Emotional Support

In table 19, showed a significant correlation between Motivating Oneself and Emotional

Support with a correlation coefficient of 0.193, This indicates a very weak positive

correlation between this two variables. This means that as Motivating Oneself

increases, the Emotional Support is increasing as well. Since the (P>0.05) This is

proven to be statistically significant with the p-value of 0.013. Therefore, the relationship

between this two variables is supported by statistical evidence not a

coincidence.Emotional support plays a crucial role in fostering self-motivation. Studies

suggest that when individuals receive encouragement, reassurance, and empathy from

their social circles, their intrinsic motivation to achieve personal goals significantly

improves. Li and Liu (2025) emphasize that emotional support from parents and

teachers enhances students' social-emotional competence, with achievement

motivation acting as a mediating factor. Their research highlights how self-efficacy and

emotional reinforcement positively contribute to an individual's ability to self-motivate (Li

& Liu, 2025).Tang and He (2023) found that individuals with higher EI tend to be more

self-motivated, particularly in academic and professional settings.

Relationship between Motivating Oneself and Conflict Management. Table 20

shows the relationship of emotional intelligence by motivating oneself and conflict

management in interpersonal relationship

Table 20

Relationship between Motivating Oneself and Conflict Management

Correlations

MOTIVATINGO CONFLICTMA

NESELF NAGEMENT

MOTIVATINGONESELF Pearson Correlation 1 .202**

Sig. (2-tailed) .009

N 166 166

CONFLICTMANAGEMEN Pearson Correlation .202** 1

T
Sig. (2-tailed) .009

N 166 166

**. Correlation is significant at the 0.01 level (2-tailed).

Table20 .Relationship between Motivating Oneself and Conflict Management

In table 20 demonstrated that the Pearson Correlation between Motivating Oneself and

Conflict Management with correlation coefficient of 0.202, suggesting a moderate

positive relationship. With a p-value of 0.009, which is smaller than the significant level

(P>0.01), we can conclude that the correlation is statistically significant. This means

that the relationship between these two variables is unlikely to be due to random

chance. It is indicating a real connection between Motivating Oneself and Conflict

Management. A study by Yu et al. (2022) explored the emotional self-efficacy profiles of

students and their connections to self-regulation, motivation, and academic success in

online learning environments. The findings revealed that students with higher emotional

self-efficacy demonstrated better self-regulation and motivation, which in turn enhanced

their academic performance. Similarly, Chen et al. (2022) investigated the impact of

emotion regulation on happiness and resilience among university students. The study

found that effective emotion regulation positively influenced students' learning

motivation and goal setting, contributing to greater happiness and resilience.

Relationship between Empathy and Initiative.Table 21 shows the results of the

relationship of emotional intelligence by empathy and initiative in interpersonal

relationships

Table 21

Relationship between Empathy and Initiative

Correlations

EMPATHY INITIATIVE
EMPATHY Pearson Correlation 1 .165*

Sig. (2-tailed) .034

N 166 166

INITIATIVE Pearson Correlation .165* 1

Sig. (2-tailed) .034

N 166 166

*. Correlation is significant at the 0.05 level (2-tailed).

Table 21. Relationship between Empathy and Initiative

The data in Table 21 revealed a very weak positive correlation between emotional

intelligence by empathy and Initiative in interpersonal relationships with a correlation

value of 0.165 indicating a very weak correlation. This correlation is statistically

significant (P<0.05) with a two-tailed p-value of 0.034. This result suggests that while

there is a slight positive relationship between emotional intelligence (specifically,

empathy) and initiative in interpersonal relationships, the strength of this correlation is

very weak. This means that as empathy increases, the initiative in interpersonal

relationships also slightly increases, but the relationship Is not strong enough to suggest

a meaningful predictive connection.

However, despite the weak correlation, the statistical significance (p < 0.05)

indicates that this relationship is unlikely to have occurred by chance. This suggests that

empathy may still play a role in influencing an individual’s initiative in interpersonal

interactions, even if the effect is minimal. This supports the study of

McCurdy et.,al (2020), that there should be an empathy in creating a connection with

other students especially in making a group activities and creating relationships. This

provides a lens that empathy should be present in making initiative, particularly for the

students to have a deeper development in learning. This also supports the study

of Windsor (2015) that while the direct correlation between empathy and initiative in

interpersonal relationships may be very weak, enhancing EI and empathy through

targeted interventions can still positively influence interpersonal dynamics.

Relationship between Empathy and Self-disclosure. Table 22 shows the

result of the relationship of emotional intelligence in empathy and Self-disclosure in

interpersonal relationship.

Table 22

Relationship between Empathy and Self-disclosure

Correlations

SELFDISCLOSU

EMPATHY RE

EMPATHY Pearson Correlation 1 .071

Sig. (2-tailed) .362

N 166 166

SELFDISCLOSURE Pearson Correlation .071 1

Sig. (2-tailed) .362

 N 166 166

Table 22. Relationship between Empathy and Self-disclosure

The correlation table 22 presents the relationship between Empathy and Self-

Disclosure. The Pearson correlation coefficient is equals to 0.071 that indicates a very

weak positive correlation, suggesting that as empathy increases, self-disclosure does

not necessarily increase in a significant way. Additionally, the p-value which is equals to

0.362 is greater than the conventional significance level of 0.05 (P>0.05), meaning the

correlation is not statistically significant. This implies that, though, there is a slight

chance that empathy and self disclosure could be interconnected, this correlation result

may not be reliable and could be based on pure chance alone.

Several studies support this finding; Liu and Ko(2014) examined empathy and

self-disclosure in online communication, concluding that while empathy fosters trust,

self-disclosure depends more on individual differences than on empathy alone.

Similarly, Gkorezis et al. (2018) found that while empathy enhances workplace

relationships, self-disclosure is influenced by personality traits and social norms.

Furthermore, Barrett-Lennard(2020)emphasized that self-disclosure is moderated by

cultural and contextual factors, rather than empathy alone. These studies align with the

results in the table, suggesting that while empathy is important in interpersonal

communication, it may not directly predict self-disclosure, as other factors such as trust,

personality, and situational context play significant roles.

 Relationship between Empathy and Assertiveness. Table 23 shows the result

of the relationship of emotional intelligence in empathy and assertiveness in

interpersonal relationship.

Table 23

Relationship between Empathy and Assertiveness

Correlations

ASSERTIVENES

EMPATHY S

EMPATHY Pearson Correlation 1 .227**

Sig. (2-tailed) .003

N 166 166

ASSERTIVENESS Pearson Correlation .227** 1

Sig. (2-tailed) .003

N 166 166

**. Correlation is significant at the 0.01 level (2-tailed).

Table 23. Relationship between Empathy and Assertiveness

The table 23 shows the result of the correlation between Empathy and

Assertiveness with a correlative value of 0.227. The results indicate a weak positive

correlation between empathy and assertiveness, suggesting that as empathy increases,

assertiveness also tends to increase, though the relationship is not strong.

This correlation is statistically significant (P<0.01) with a two-tailed p-value of 0.003,

meaning there is a very low probability that this result occurred by chance.

This result is supported by existing literature on the interplay between empathy and

assertiveness. For instance, research by Moss and Mace (2022) suggests that

empathetic individuals tend to develop better communication skills, which enhance their

assertiveness in social interactions. Similarly, a study by Hajibabaeeet.al, (2018) found

that individuals with higher emotional intelligence, which includes empathy, tend to be

more assertive in expressing their opinions while maintaining respect for others. These

findings indicate that while empathy is traditionally associated with prosocial behavior

and understanding, it can also contribute to the development of assertive

communication skills. However, the weak correlation found in the present study

suggests that other factors, such as personality traits and social environment, may also

play significant roles in determining assertiveness levels.

Relationship between Empathy and Emotional Support. Table 24 shows the

result of the relationship between emotional intelligence by empathy and emotional

support in interpersonal relationship.

Table 24

Relationship between Empathy and Emotional Support

Correlations

EMOTIONALSU

EMPATHY PPORT
EMPATHY Pearson Correlation 1 .472**

Sig. (2-tailed) .000

N 166 166

EMOTIONALSUPPORT Pearson Correlation .472** 1

Sig. (2-tailed) .000

N 166 166

**. Correlation is significant at the 0.01 level (2-tailed).

Table 24. Relationship between Empathy and Emotional Support

The table 24 presents the Pearson correlation between Empathy and Emotional

Support. The Pearson correlation coefficient is 0.472, which indicates a moderate

positive correlation between the two variables. This means that as empathy increases,

emotional support also tends to increase.

The significance value (p-value) is 0.000, which is (P<0.01). This indicates that the

correlation is statistically significant at the 0.01 level (2-tailed), meaning there is a very

low probability that this correlation occurred by chance. This provides an insight that

Empathy is moderately in correlation with emotional support in terms of emotional

intelligence and Interpersonal relationship. In support, Zhou (2022) emphasized that

empathy plays a crucial role in fostering supportive relationships, stating that individuals

with high empathy levels are more likely to provide emotional support to

others. The study demonstrated that emotional understanding enhances interpersonal

bonds. Moreover, Morelli et al. (2017) found that emotional support is somehow linked
to empathy, as empathetic individuals tend to recognize and respond to others'

emotional needs more effectively. Their study highlights that emotional support serves

as a mechanism through which empathy improves mental well-being.

Relationship between Empathy and Conflict Management. Table 25 shows the

result of the relationship between emotional intelligence by empathy and conflict

management in interpersonal relationship.

Table 25

Relationship between Empathy and Conflict Management

Correlations

CONFLICTMAN

EMPATHY AGEMENT

EMPATHY Pearson Correlation 1 .360**

Sig. (2-tailed) .000

N 166 166

CONFLICTMANAGEMENT Pearson Correlation .360** 1

Sig. (2-tailed) .000

N 166 166

**. Correlation is significant at the 0.01 level (2-tailed).

Table 25. Relationship between Empathy and Conflict Management

The data in table 25 revealed a weak positive correlation between emotional intelligence

by empathy and conflict management in interpersonal relationship with a correlation

value of 0.360 indicating a weak correlation. This correlation is statistically significant

(P<0.01) with a two-tailed p-value of .000. This result suggests that while there is lesser

positive relationship between emotional intelligence (specifically, empathy) and conflict

management in interpersonal relationships, the strength of this correlation is very weak.

This means that as empathy increases, the conflict management in interpersonal

relationships also slightly increased, but the relationship is not strong enough to suggest

a meaningful predictive connection. However, despite the weak correlation, the

statistical significance (p<0.01) indicates that this relationship is unlikely to have

occurred by chance. This implies that a person who is able to deal with conflict has

relevance and having empathy at the same time. This concentrates not only in

managing but it also focuses on how to create great decision-making and critical

thinking that further made great contribution to an individual (Parker, S.K.

et.al.,2017).Additionally, in this area, supports by the study of (Meijden, et.al.,2020),

shows that having clear management in a particular conflict creates empathy, better

understanding, changes worldview and foster better perspectives, despite the weak

direct correlation between empathy and conflict management in interpersonal

relationships, it can still be developed through the target timeframe of positive change

(Niven, K.,et al. 2019).

Relationship between Social Skills and Initiative. Table 26 shows the results of the

relationship of Emotional Intelligence bySocial Skills and Initiative in Interpersonal

Relationships.

Table 26

Relationship between Social Skills and Initiative

Correlations

SOCIALSKILLS INITIATIVE

SOCIALSKILLS Pearson Correlation 1 .269**

Sig. (2-tailed) .000

N 165 165

INITIATIVE Pearson Correlation .269** 1

Sig. (2-tailed) .000

N 165 166

**. Correlation is significant at the 0.01 level (2-tailed).

Table 26. Relationship between Social Skills and Initiative

The data in Table 26 revealed a weak positive correlation between students social skills

and initiative with a correlation value of 0.269 indicating a weak correlation. This

suggest that people with better social skills tend to show slightly more initiative. The

correlation is statistically significant (P<0.01) with a two-tailed p-value of 0.000. Although

the strength of the relationship is weak, it indicates that social skills and initiative may
play a role in fostering proactive behavior and self-starting tendencies. This align with

other Studies that suggested social skills, accepting others’ ideas, understanding

classroom expectations, and initiating interactions are important for classroom learning

and provide a foundation for academic success during middle childhood—a critical

developmental period spanning from 6–11 years (Del Giudice, 2014).

Relationship between Social Skills and Self- disclosure.Table 27 shows the

results of the relationship of Emotional Intelligence by Social Skills and Self Disclosure

in Interpersonal Relationships.

Table 27

Relationship between Social Skills and Self- disclosure

Correlations

SELFDISCLOS

SOCIALSKILLS URE

SOCIALSKILLS Pearson Correlation 1 .315**

Sig. (2-tailed) .000

N 165 165

SELFDISCLOSURE Pearson Correlation .315** 1

Sig. (2-tailed) .000

N 165 166
**. Correlation is significant at the 0.01 level (2-tailed).

Table 27. Relationship between Social Skills and Self- disclosure

The data in Table 27 revealed a weak positive correlation between students social skills

and self-disclosure with a correlation value of 0.315 indicating a weak correlation. This

correlation is statistically significant (P<0.0 1) with a two-tailed p-value of 0.000. This

suggests that students with better social skills tend to engage in self-disclosure more

frequently, though the relationship is weak. This finding aligns with existing research

highlighting the relationship between social skills and self-disclosure. For instance, a

study by Brown (2014) found that students with higher social skills are more likely to

self-disclose effectively on social networking sites such as facebook and twitter,

suggesting a link between social skills and the willingness to disclose information about

themselves, and seek information about other individuals.

Relationship between Social Skills and Assertiveness.Table 28 shows the

results of the relationship of Emotional Intelligence by Social Skills and Assertiveness in

Interpersonal Relationships.

Table 28

Relationship between Social Skills and Assertiveness

Correlations
 ASSERTIVENES

SOCIALSKILLS S

SOCIALSKILLS Pearson Correlation 1 .153

Sig. (2-tailed) .050

N 165 165

ASSERTIVENESS Pearson Correlation .153 1

Sig. (2-tailed) .050

N 165 166

Table 28. Relationship between Social Skills and Assertiveness

The data in Table 28 revealed a very weak positive correlation between students social

skills and assertiveness with a correlation value of 0.153 indicating a very weak

correlation. This correlation is statistically significant (P =0.05) with a two-tailed p-value

of 0.050. In the study of Paray (2022) stated that one of the important items of social

relations and social skills is self-expression (assertiveness). On the other hand, Correa

(2023) defined social skills as behaviors that promote interaction with others effectively

and satisfactorily. This is especially true in adolescents, because strong social skills

facilitate their societal development ( Cuastumal et al., 2023.) In particular,

assertiveness and empathy are essential to maintaining healthy and effective

interpersonal relationships. A study on adolescents and family functionality indicates

that the skills of the former are basic and require effort, with assertiveness being the
most developed skill (Villanueva, 2020) Contrary to these results, another study shows

that adolescents have low levels of assertiveness (Garcia, 2020)

Relationship between Social Skills and Emotional Support .Table 29 shows

the results of the relationship of Emotional Intelligence by Social Skills and Emotional

Supportt in Interpersonal Relationships.

Table 29

Relationship between Social Skills and Emotional Support

Correlations

EMOTIONALS

SOCIALSKILLS UPPORT

SOCIALSKILLS Pearson Correlation 1 .192*

Sig. (2-tailed) .014

N 165 165

EMOTIONALSUPPORT Pearson Correlation .192* 1

Sig. (2-tailed) .014

N 165 166

*. Correlation is significant at the 0.05 level (2-tailed).

Table 29. Relationship between Social Skills and Emotional Support

The data in Table 29 revealed a very weak positive correlation between students social

skills and emotional support with a correlation value of 0.192 indicating a very weak

correlation. This correlation is statistically significant (P<0.05) with a two-tailed p-value

of 0.014. Research in Social and emotional learning (SEL) program shown that

Students with stronger social and emotional skills are more likely to reach milestones

(Mahoney et al., 2018.) Although SEL has been conceptualized in various ways, it can

broadly be understood as the processes through which children and adults acquire and

effectively apply the knowledge, attitudes, and skills necessary to manage their

emotions, set and achieve positive goals, feel and show empathy for others, establish

and maintain positive relationships, and make responsible decisions (Weissberg, 2018.)

Relationship between Social Skills and Conflict Management.Table 30 shows

the results of the relationship of Emotional Intelligence bySocial Skills and Conflict

Management in Interpersonal Relationships.

Table 30

Relationship between Social Skills and Conflict Management

Correlations

SOCIALSKILL CONFLICTMA

S NAGEMENT

SOCIALSKILLS Pearson Correlation 1 .329**

Sig. (2-tailed) .000

 N 165 165

CONFLICTMANAGEMEN Pearson Correlation .329** 1

T
Sig. (2-tailed) .000

N 165 166

**. Correlation is significant at the 0.01 level (2-tailed).

Table 30. Relationship between Social Skills and Conflict Management

The data in Table 30 revealed a weak positive correlation between students social skills

and conflict management with a correlation value of 0.329 indicating a weak correlation.

This indicates that students with higher social skills tend to demonstrate slightly better

conflict management abilities. This correlation is statistically significant (P<0.01) with a

two-tailed p-value of 0.000. This indicate that enhancing students’ social skills may

contribute to improved conflict management abilities. These result align in related

studies with the observed correlation in your data. In the study of Hassan (2015) stated

that Understanding of thoughts, feelings and physical responses to conflict give better

insights into the best potential solutions to the situation. That's why individuals having

strong social support choose healthy pathways (Non-defensive attitude, calm,

compromise) for resolving conflict hence strengthening their social ties. Whereas

individuals having low social support choose unhealthy ways (Withdrawal, resentful

reactions, pessimistic attitude) to resolve conflict.

 Table 31

Relationship between Emotional Intelligence and Interpersonal Relationship

Parameters Emotional Intelligence Interpersonal

(x) Relationship

(y)

∑x / ∑y 589.06 550.28

∑x2 / ∑y2 2120.76 1884.52

∑xy 1972.96

N 166

r-value .472

Computed value (cv) 6.87

Alpha level 0.05

Degree of freedom 164

Tabulated value (tv) 1.975

Decision Rule (dr) Significant

Table 31. Relationship between Emotional Intelligence and Interpersonal Relationship

 The research findings indicate a moderate positive correlation (r = 0.472) between

Emotional Intelligence (EI) and Interpersonal Relationship among 166 respondents.

This suggests that individuals with higher Emotional Intelligence tend to develop

stronger interpersonal relationships. The statistical analysis further supports this

relationship, as the computed value (6.87) is significantly higher than the tabulated

value (1.975) at a 0.05 alpha level, confirming the statistical significance of the findings.

Given this, the study rejects the null hypothesis and concludes that Emotional

Intelligence significantly influences interpersonal relationships. This implies that

individuals who can effectively understand, manage, and regulate their emotions are

more likely to engage in meaningful and positive social interactions, ultimately fostering

stronger personal and professional relationships.

The research findings underscores the significant role of Emotional Intelligence (EI)

in fostering strong interpersonal relationships. For instance, a study by Babatunde et.al,

(2015) found that individuals with higher EI tend to have better quality relationships, as

they are more adept at understanding and managing their own emotions as well as

those of others. This emotional adeptness facilitates effective communication, empathy,

and conflict resolution, all of which are crucial components of healthy interpersonal

interactions. Furthermore, a study by Trigueros et.al, (2020) demonstrated that higher EI

is associated with greater social support and more positive interactions with peers. The

researchers concluded that individuals with elevated EI are more capable of navigating

the complexities of social relationships, leading to more meaningful and supportive

connections.
 These studies collectively suggest that enhancing EI can be a valuable strategy for

individuals aiming to improve their interpersonal relationships, both personally and

professionally.

Chapter IV

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

This study investigates the relationship between emotional intelligence (IV) and

interpersonal relationship (DV) among Grade 11 and 12 of Humanities in Social

Sciences students of Compostela National High School.

Summary of Findings

After analyzing and interpreting the data, the following findings were gathered:

1. There were 38 male student-respondents, accounting for 22.89%, and 128

female respondents, comprising 77.11%.

2. The majority of the student-respondents were female, constituting 77.11%.

3. In terms of age distribution, there were 46 student-respondents aged 15-16 and

25 student-respondents aged 17-18 in HUMSS 11, making a total of 71 students,

which accounted for 42.77% of the overall population.

4. In HUMSS 12, all 95 student-respondents were aged 17-18, comprising 57.23%

of the overall population.

5. The majority of the student-respondents were from HUMSS 12, with most

belonging to the 17-18 age group, while HUMSS 11 had a mix of both younger

and older students, with a larger portion aged 15-16.

6. In terms of year level distribution, there were 125 student-respondents from

HUMSS 11, accounting for 42.96%, and 166 student-respondents from HUMSS

12, comprising 57.04%. The majority of the student-respondents were from

HUMSS 12.

7. Based on the Raosoft calculator, the required sample size for HUMSS 11 was

71, while for HUMSS 12, it was 95. This ensured a representative and

statistically valid analysis.

8. Regarding to emotional intelligence Self-awareness has a mean of 3.78 with a

descriptive value of high. Managing emotion has a mean pf 3.26 with a

descriptive value of high. Motivating Oneself has a mean of 3.49 with a

descriptive value of high. Empathy has a mean of 3.76 with a descriptive mean of

high and Social Skills has a mean of 3.44 with a weighted mean of high.. The

total weighted mean was 3. 53 described as high.

9. In terms of Interpersonal Relationship, Initiative has mean of 3.17 with a weight

mean of high. Assertiveness has a mean of 2.95 with a weighted mean of

medium. Self-disclosure has a mean of 3.28 with a weighted mean of high.

Emotional support has a mean of 3.74 with a weighted mean of high and Conflict

Management has a mean of 3.44 with a weighted mean of high. With a total

weighted mean of 3.32 described as high.

10. The study provides evidence of a significant correlation between emotional

intelligence and interpersonal relationships among HUMSS students. Self-

awareness, managing emotions, motivating oneself, empathy, and social skills

were found to have a significant positive effect on students' interpersonal

relationships, particularly in aspects such as initiative, self-disclosure, emotional

support, and conflict management.

11. However, a few individual correlations between some indicators of emotional

intelligence and certain aspects of interpersonal relationships emerged as

statistically non-significant.

12. A weak positive correlation was found between self-awareness and initiative,

self-disclosure, assertiveness, emotional support, and conflict management,

indicating a slight relationship between self-awareness and interpersonal skills.

Similarly, managing emotions showed a weak positive correlation with initiative,

self-disclosure, assertiveness, emotional support, and conflict management,

suggesting that students who regulate their emotions well also exhibit slightly

better interpersonal skills. A weak correlation was also identified between

motivating oneself and interpersonal relationship indicators, implying that

motivation has some influence on students’ interpersonal behaviors.

13. A moderate positive correlation was observed between empathy and emotional

support, as well as empathy and conflict management, suggesting that students

with higher empathy levels provide better emotional support and manage

conflicts more effectively. Social skills also exhibited a weak to moderate

correlation with initiative, self-disclosure, emotional support, and conflict

 management, indicating that students with strong social skills tend to have better

interpersonal relationships.

14. The analysis did not find enough evidence of a strong relationship between self-

awareness and initiative, managing emotions and conflict management, and

motivating oneself and assertiveness. This suggests that additional factors

beyond emotional intelligence may contribute to the development of these

interpersonal skills among HUMSS students.

15. Despite this, the significant positive relationships between self-awareness and

self-disclosure, managing emotions and initiative, and motivating oneself and

emotional support highlight the importance of fostering high levels of emotional

intelligence in improving students’ interpersonal relationships.

Conclusions

Based on the findings of this study, the researchers conclude that there is a

significant relationship between emotional intelligence and interpersonal relationships

among Grade 11 and 12 HUMSS students. The results indicate that students with

higher levels of emotional intelligence tend to have stronger interpersonal relationships,

while those with lower emotional intelligence may struggle in social interactions. The

high ratings in self-awareness, empathy, and emotional support suggest that students

who understand and regulate their emotions are more capable of building meaningful

connections with others. Furthermore, the study supports the idea that emotional

intelligence plays an important role in fostering positive social interactions, enhancing

communication skills, and improving students’ ability to manage conflicts effectively.

Therefore, promoting emotional intelligence can contribute to healthier and more

supportive relationships among students, benefiting both academic and personal

development of Grae 11 and 12 HUMSS student.

Recommendations

Based on the findings of the study, the following recommendations are proposed to

further enhance Emotional Intelligence (EI) and interpersonal relationships among

HUMSS students:

1. Enhancing Emotional Intelligence Development Programs

Schools should implement training programs and workshops that focus on developing

self-awareness, managing emotions, and improving social skills. These programs can

include activities such as mindfulness exercises, reflective journaling, and peer

discussions to help students better understand and regulate their emotions.

2. Strengthening Empathy and Emotional Support Initiatives

Since empathy showed a strong connection with emotional support, schools should

encourage activities that promote empathy-building, such as group counseling, role-

playing exercises, and community outreach programs. Teachers and guidance

counselors can integrate empathy training into the curriculum to foster a more

supportive school environment.

3. Encouraging Assertiveness and Self-Disclosure

Given that assertiveness and self-disclosure were found to have positive but weak

correlations with EI, students should be provided with opportunities to practice assertive

communication and open self-expression in a safe and structured environment. Debate

clubs, leadership training, and interpersonal communication workshops can help

students develop confidence in expressing their thoughts and emotions.

4. Improving Conflict Management Skills

Since EI was found to have a positive relationship with conflict management, schools

should incorporate conflict resolution strategies into student development programs.

Activities such as mediation exercises, problem-solving tasks, and collaborative group

work can help students learn to manage disagreements effectively and develop better

social interactions.

5. Promoting Self-Motivation and Initiative

Teachers should encourage self-motivation by recognizing students’ achievements

and providing opportunities for independent learning. Goal-setting exercises,

mentorship programs, and motivational talks from successful individuals can inspire

students to take initiative in both academic and social settings.

6. Parental and Teacher Involvement

Since students’ emotional intelligence and interpersonal relationships are influenced

by their environment, parents and teachers should actively participate in fostering

emotional growth and social development. Schools can conduct parent-teacher

seminars and workshops on emotional intelligence to equip them with strategies to

support students’ emotional well-being at home and in school. Teachers should also

serve as role models by demonstrating effective emotional regulation and interpersonal

skills in their interactions with students.

7. Integration of Emotional Intelligence in the Curriculum

Emotional intelligence should be incorporated into the senior high school curriculum

especially in the HUMSS strand through subjects like personal development, social

studies, or homeroom guidance. Lessons should focus on emotional regulation,

relationship-building, and social awareness to help students apply these skills in real-life

situations. In addition, the senior high curriculum like DISS and DIASS which tackles

social interactions, social sciences, personal growth, and emotional intelligence should

further tighten their ways of integrating sociology and psychology into the curriculum so

that the students could foster a lifelong learning and can have better relationship with

their peers.
8. Further Research on Emotional Intelligence and Interpersonal Relationships

Since some relationships between emotional intelligence and interpersonal skills

showed weak or insignificant correlations, further research should be conducted to

explore other factors that may influence interpersonal relationships among students.

Future studies may consider additional variables such as personality traits, cultural

influences, or social backgrounds to gain a deeper understanding of the topic.

By implementing these recommendations, students under the Humanities and

Social Sciences (HUMSS) strand can develop higher emotional intelligence, leading to

better interpersonal relationships, improved academic performance, and a more positive

school environment.

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Appendices
Appendix A: Endorsement Letter

Appendix B: Questionnaire
Dear Respondent,
We are currently conducting a study on “The Relationship between Emotional
Intelligence and Interpersonal Relationship among HUMSS students” as a requirement for
Practical Research II. This study is aimed at examining the relationship between emotional
intelligence and interpersonal relationship among HUMSS student.
You have been identified as our respondent. The responses you provide will be kept
strictly confidential. We would highly appreciate it if you could complete the questionnaire and
return it in due time. Thank you for your cooperation.
I. DEMOGRAPHICS
Name (optional):_____________________________________ Gender:  Male  Female
Age: 15-16 17-18Grade Level: 11 12

II. STATEMENTS ON EMOTIONAL INTELLIGENCE

Rate the statements to the best of your knowledge using the scale below:
5 - Always 4– Often 3–Sometimes 2–Rarely 1–Never
Self-Awareness 5 4 3 2 1
1. I realize immediately when I lose my temper
2. I know when I am happy
3. I usually recognize when I am stressed
4. When I am being 'emotional' I am aware of this
5. When I feel anxious I usually can account for the reason(s)
6. I always know when I'm being unreasonable
7. Awareness of my own emotions is very important to me at all time
8. I can tell if someone has upset or annoyed me
9. I can let anger 'go' quickly so that it no longer affects me
10. I know what makes me happy
Managing Emotions
1. I can 'reframe' bad situations quickly
2. I do not wear my 'heart on my sleeve'
3. Others can rarely tell what kind of mood I am in
4. I rarely 'fly off the handle' at other people
5. Difficult people do not annoy me
6. I can consciously alter my frame of mind or mood
7. I do not let stressful situations or people affect once I have left work
8. I rarely worry about work or life in general
9. I can suppress my emotions when I need to
10. Others often do not know how I am feeling about things
Motivating Oneself
1. I am able to always motive myself to do difficult tasks
2. I am usually able to prioritize important activities at work and get on
with them
3. I always meet deadlines
4.I never waste time
5. I do not prevaricate
6. I believe you should do the difficult things first
7. Delayed gratification is a virtue that I hold to
8. I believe in 'action this day'
9. I can always motivate myself when I feel low
10. Motivations has been the key to my success
11. I am always able to see things from the other person's view point
Empathy
1. I am excellent at empathizing with someone else's promblem
2. I can tell if someone is not happy with me
 3. I can tell if a team of people are not getting along with each other
4. I can usually understand why people are being difficult towards me
5. Other individuals are not 'difficult just different'
6. I can understand if I am being unreasonable
7. I can understand why my actions sometimes offend others
8. I can sometimes see things from others' point of view
9. Reasons for disagreements are always clear to me
10. I am an excellent listener
Social Skills
1. I never interrupt other people's conversations
2. I am good at adapting and mixing with a variety of people
3. People are the most interesting thing in life for me
4. I love to meet new people and get to know what makes them 'tick'
5. I need a variety of work colleagues to make my job interesting
6. I like to ask questions to find out what it is important to people
7. I see working with difficult people as simply a challenge to win them
over
8. I am good at reconciling differences with other people
9. I generally build solid relationships with those I work with

III. STATEMENTS ON INTERPERSONAL RELATIONSHIPS

Rate the statements to the best of your knowledge using the scale below:
5 -Very Often 4–Often 3–Sometimes 2–Rarely 1–Not at All
INITIATING RELATIONSHIP (INITIATIVE) 5 4 3 2 1
1. Asking or suggesting to someone new that you get together and do something,
e.g., go out together.
2. Finding and suggesting things to do with new people whom you find
interesting and attractive
3. Carrying on conversations with someone new whom you think you might like
to get to know
4. Being an interesting and enjoyable person to be with when first getting to
know people
5. Going to parties or gatherings where you don't know people well in order to
start up new relationships
6. Calling (on the phone) a new date/acquaintance to set up a time to get
together and do something
SELF DISCLOSURE
1. Revealing something intimate about yourself while talking with someone
you're just getting to know
2. Introducing yourself to someone you might like to get to know (or date)
3. Telling a close companion things about yourself that you're ashamed of.
4. Confiding in a new friend/date and letting him or her see your softer, more
sensitive side
5. Knowing how to move a conversation with a date/acquaintance beyond
superficial talk to really get to know each other
6. Telling a close companion how much you appreciate and care for him or her
7. Telling a close companion about the things that secretly make you feel anxious
or afraid
8. Letting down your protective "outer shell" and trusting a close companion.
9.Letting a new companion to get to know the real you.
10.Presenting good first impressions to people you might like to become friends
with or date
ASSERTING DISPLEASURE WITH OTHERS ACTION (ASSERTIVENESS)
1. Telling a date/acquaintance that he or she has done something that made you
angry.
2. Confronting your close companion when he or she has broken a promise
3. Telling a date/acquaintance that he or she is doing something that
embarrasses you.
4. Standing up for your rights when a companion is neglecting you or being
inconsiderate
5.Turning down a request by a companion that is unreasonable.
6. Saying "no" when a date/acquaintance asks you to do something you don't
want to do.
7. Telling a companion you don't like a certain way he or she has been treating
you.
8. Telling a companion that he or she has done something to hurt your feelings.
PROVIDING EMOTIONAL SUPPORT
1. When a close companion needs help and support, being able to give advice in
ways that are well received
2. Being able to show genuine empathetic concern even when a companion's
problem is uninteresting to you
3. Being able to say and do things to support a close companion when s/he is
feeling down
4. Being a good and sensitive listener for a companion who is upset.
5. Helping a close companion cope with family or roommate problems.
6. Helping a close companion get to the heart of a problem s/he is experiencing.
7. Being able to patiently and sensitively listen to a companion "let off steam"
about outside problems s/he is having
8. Helping a close companion work through his or her thoughts and feelings
about a major life decision, e.g., a career choice
MANAGING INTERPERSONAL CONFLICT ( CONFLICT MANAGEMENT)
1. Being able to admit that you might be wrong when a disagreement with a
close companion begins to build into a serious fight
2. Being able to put begrudging (resentful) feelings aside when having a fight
with a.close companion
3. When having a conflict with a close companion, really listening to his or her
complaints and not trying to "read" his/her mind
4.Being able to take a companion's perspective in a fight and really understand
his or her point of view
5. Refraining from saying things that might cause a disagreement to build into a
big fight
 6.Being able to work through a specific problem with a companion without
resorting to global accusations ("you always do that")
7. When angry with a companion, being able to accept that s/he has a valid point
of view even if you don't agree with that view
8. Not exploding at a close companion (even when it is justified) in order to avoid
damaging conflict
(ICQ-R Buhrmester et al., 1988; polish adaption by Klinkosz et al., 2017)

Prepared by:

The Researchers