SELF-REGULATION, Emotional Intelligence, and Mathematics Achievement of Junior High School STUDENTS

Abstract

This study aimed to determine whether self-regulation and emotional intelligence predict the mathematics achievement of Grade 8 students. Using adapted questionnaires, the researcher assessed the self-regulation level, emotional intelligence level, and mathematics achievement level of the students. A quantitative design using the descriptive correlation method was utilized in the research. Data were gathered from Grade 8 students at selected secondary public schools in Davao City, Philippines. These data were analyzed using the mean, standard deviation, and linear regression analysis. The results showed that both the level of self-regulation and the level of emotional intelligence of the students was very high, while the mathematics achievement of the students was high. Both self-regulation and emotional intelligence among students exhibit a positive correlation with mathematical achievement. Moreover, the self-regulation and emotional intelligence of students yielded a significant relationship to the mathematics achievement of students. Additionally, the mathematics achievement of Grade 8 students was significantly influenced by the self-regulation and emotional intelligence of students.