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CHAPTER I

INTRODUCTION

Emotion. Your views may be neutral, or filled with emotions and feelings. Such
emotions can be friendly or disagreeable, happy or sad, severe or furious, caring or
hateful. These feelings give your thoughts a taste and arouse the reaction of different
body system. In effect, such reactions can be beneficial or harmful to a single organ or to
the entire body. Emotions is also a state of feeling a conscious metal reaction such as
anger, fear, happiness, sadness, surprised, etc. Subjectively experienced as strong feeling
usually directed toward a specific object and typically accompanied by physiological and
behavioral changes in the body. A significance of a passage or expression as
distinguished from its verbal context, it can also be a delicate sensibility especially as
expressed in a work of art. It can also be a delicate sensibility especially as expressed in a
work of art. Interpersonal means relating or involving relations between people. This
research that we want to explore is a correlational research about students’ emotional
quotient level and their interpersonal relationship management. In this study, we want to
go through about how students cope with persons they interact with and on what the
students going to do to communicate to the people. Emotionally intelligent people don’t
just understand emotions; they know what they are good and what they’re terrible at.
Having a high EQ means you know your strengths and know how to lean into them and
use them to your full advantage while keeping your weaknesses on holding you back.
Having high EQ is very beneficial to improve your interpersonal relationship to others
because it will result to more self-awareness, more self-control, being compassionate,
times manage better and more motivation.

For example, say there was a young lady in need of a new summer dress, for
instance. They spending hours browsing department stores until they are there just the
look and color they’ve dreamed of the price was right, and they happily take it home,
looking forward to wearing it on your next date. Example his boyfriend arrives to pick
her up and as she greet him at the door, he shows his happy smile, ‘My, you look
gorgeous in that beautiful dress. I love it.’ A warm glow comes to her cheeks, and she
feels happy and contented. That new dress made her day. Now change the scene just a
little, she was wearing her new dress as she greet her friend at the door, but instead of
expressing pleasure at seeing her in her dress, he remarks: “What on earth made you buy
a dress like that? The style is awful and I hate the color.” Now how does she feel?
Dismayed, ashamed, resentful, and angry? She can see those thoughts arouse emotions,
which evoke a response that was either beneficial or harmful to her body and mind.

Emotional Quotient is used in conjunction with EI. EQ parallels the term IQ,
distinguishes emotional capacity as a separates form of intellect. Intelligence is a person’s
ability to learn and typically remains the same thoughts in life. Emotional intelligence, on
the other hand, is acquired and can improve over time. While some people are born with
it, others learn and practice EQ skills throughout life. If we choose to experience our
feelings – to allow them to pass through us – we make better choices about our actions
and live a more purpose-driven life. We must learn to accept that we need our feelings
pure and true as they bind us to ourselves, what we love and what we want.

The researchers' objectives were to recognize and consciously use emotional data,
to manage and adapt emotional behaviors to integrate empathy to promote strong
relationships, to gain emotional insights to understand and implement change, and also to
implement emotionally intelligent and manage interpersonal relationships.

Background of the Study

Emotions can play an important role in how we think and behave. The emotions
we feel each day can compel us to take action and influence the decisions we make about
our lives, both large and small. Naturalists Charles Darwin believed that emotions are
adaptations that allow both humans and animals to survive and reproduce. When we are
angry, we are likely to confront the source of our irritation. When we experience fear, we
are more likely to flee the threat. When we feel love, we might seek out a mate and
reproduce.

People are emotionally acquired with things that sometimes they didn't intend to
happen. The main cause of emotional impairment is how a person handles his or her
emotion decently. Provided that there are some people who can tolerate themselves and
be more patient with others. Then, how about the impatient ones? Should they be blamed
for being short - tempered? Emotional Impairment entails manifestation of behavioral
problems primarily in effective domain, over an adversely affect the students education to
the extent that she/he cannot profit from regular banning experiences without special
education support.

For this study, it aimed to provide how to enhance students' patience. It was to
prevent brabbles and troubles among students and also for students to understand the
importance of preventing peace and handling their temper properly. Most of the time it
can be the cause of putting a person in a dangerous situation or also known as “bullying."
Bullying includes actions such as making threats spreading rumours, attacking someone
physically or verbally and excluding someone from a group on purpose. It can be verbal,
social and physical. It is the major problem of the students nowadays. Some students’
points of view that anger will appear as their strength but in reality when the time that
they have to pay for the trouble they made, the weakness will appear and that’s the time
they will learn how to manage their emotions decently.
Statement of the Problem

In order to finish a certain task, a person must set specific aims and goals. The
purpose of the study was to know the correlation of students’ emotional quotient level to
their interpersonal relationship management. The researchers aimed to collect data that
sustained the answer to the following questions:

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

1.1 Gender; and

1.2 Age?

2. How do students deal with their emotions?

3. How do students manage their emotional quotient level?

4. How do students interact with each other?

5. What is the connection between students' emotional quotient level and


their interpersonal relationship management.

Hypothesis

The researchers predicted if there is significant effect on the students’ emotional


quotient in relation to their interpersonal relationship management.

H1: There is a significant effect on students’ emotional intelligence in relation to their


interpersonal relationship management.

: How are different factors such as gender and age affects the emotional quotient level
of a person.

H0: There is no significant effect on students’ emotional intelligence in relation to their


interpersonal relationship management.

: The age and gender has no significant effect on their emotional intelligence level.
Significance of the Study

This study focused on explaining the effect of students’ emotional quotient level
on their interpersonal relationship management. Moreover, the result will be beneficial to
the following:

Respondents. The respondents will learn how they will manage their social abilities.

Teachers. The result of the study will help the teachers provide encouragement to think
of ideas that will give proper guidance to the students.

Parents. The result will help the parents to be more sensitive and understanding of their
child. They will be more aware of how they can react to their child’s behaviour.

Future Researchers. The findings of the study will serve as reference material and a
guide for future researchers who wish to conduct the same correlational study.

Scope and Limitation

This study was focused primarily on how students managed their emotions in
school or any other public areas. The researchers aimed to describe the factors and how
they prevented extensive anger that causes unwanted incidents. This study was conducted
on Liceo de San Pablo, San Pablo City, Laguna.

This study aimed to include participants who were available during the survey
period. This study aimed to investigate the overall status of Grade 11 students of Liceo de
San Pablo. The study included in its scope those students who were experiencing
difficulties in controlling their emotions and how they coped with it.
Definition of Terms

This section included the unfamiliar words in the entire study.

Aggression – a forceful action or procedure (such as an unprovoked attack) especially


when intended to dominate or master.

Blood pressure – the pressure of the blood in the circulatory system, often measured for
diagnosis since it is closely related to the force and rate of the heartbeat and the diameter
and elasticity of the arterial walls.

Cardiovascular health – relating to the circulatory system, which comprises the heart
and blood vessels and carries nutrients and oxygen to the tissues of the body and removes
carbon dioxide and other wastes from them.

Cognitive analytics – is a field of analytics that tries to mimic the human brain by draw
inferences from existing data and patterns, draws conclusions based on existing
knowledge bases and then inserts this back into the knowledge base for future inferences
a self-learning feedback loop.

Correlation – a mutual relationship or connection between two or more things.

Depression – an illness that involves the body, mood, and thoughts and that affects the
way a person eats, sleeps, feels about him or herself, and thinks about things.

Emotional Impairment – is a term which is used to cover many mental and emotional
health issues. The Individuals with Disabilities Education Act (IDEA) uses the term
“emotional disturbance” and defines it as a condition exhibiting one or more of the
following characteristics over a long period of time.

Emotional Quotient Level – the level of a person’s emotional intelligence, often as


represented by a score in a standardized test.

Emotions – a natural instinctive state of mind deriving from ones circumstances, mood
or relationship with others.

Empathy – the ability to understand and share the feelings of another.


Hormones – a natural substance that is produced in the body and that influences the way
the Body grows or develops.

Hostile – having or showing unfriendly feelings.

Immune System – the system that protects your body from diseases and infection.

Interpersonal – relating to relationships or communication between people.

Interpersonal Relationship – is a strong, deep or close association or acquaintance


between two or more people that may range in duration from brief to enduring.

Interpersonal Relationship Management – a close association between individuals


who shares common interests and goals.

Management – the process of dealing with or controlling things or people.

Mobilize – to come together for action.

Motivation – reason or reasons one has for acting or behaving in a particular way.

Naturalists – an expert in or student of natural history. a person who practices naturalism


in art or literature.

Neurons – a cell that carries messages between the brain and other parts of the body and
the basic part of Nervous System.

Parasitic – resulting from infestation by a parasite. Habitually relying on or exploiting


others.

Quotient – a result obtained by dividing one quantity by another. A degree or amount of


a specified quality or characteristic.

Self-Awareness – conscious knowledge of one’s character, feelings, motives, and


desires.

Self-Regulation – ability to respond to the ongoing demands of experience with the


range of emotions in a manner that is socially tolerable.

Social Skills – any competence facilitating interactions and communication with other.
Stubbornness – refusing to change your ideas or to stop doing something.

Sympathetic – feeling or showing concern about someone who is in bad situation.

Research Paradigm

Students Emotional Interpersonal Relationship


Quotient Level Management

Figure 1.1 Correlation of students’ Emotional Quotient Level and students’


Interpersonal Relationship Management.

The illustration above shows the flow of the study and what was the main focus of
it is. Figure 1.1 depicts the independent variable which is the Students Emotional
Quotient Level while the dependent variable is the Interpersonal Relationship
Management. The researchers wanted to know how the Students Emotional Quotient
Level affected their Interpersonal Relationship Management.
Theoretical Framework

“Emotional Intelligence” (1995) by Daniel Goleman with regard to emotional


intelligence, Daniel Goldman was not the first to articulate the concept. However, in the
double role of psychologist and journalist, Goleman made the elements of emotional
intelligence accessible to broad segments of society. His impact has been even more
profound on education.

To Goleman, emotional competencies are not innate talents, but rather learned
capabilities that must be worked on and can be developed to achieve outstanding
performance. Goleman believes that individuals are born with a general emotional
intelligence that determines their potential for learning emotional competencies.
educators now recognize that emotional intelligence is every bit as important to learning
as intellectual prowess or IQ. As a result, tens of thousands of schools throughout the
world currently incorporate “social and emotional learning” in their curricula. In some
schools, courses geared toward developing emotional intelligence are mandatory.

This paper traces the evolution of emotional intelligence as a theory and goes on
to give a literature review of the same. It discusses the different concepts and beliefs
pertaining to emotion and cognition and how it culminated in the theory of emotional
intelligence. It also discusses the three major models of emotional intelligence, their
contribution to the theory and finally closes with a brief discussion on future
improvement of the theory.