Variables and Interpersonal Relationship Skills of Senior High School Students

This study involved 316 senior high school students drawn from a total population of 1,769 and examined the relationships among self-concept, emotional intelligence, parenting style experience, and interpersonal relationship skills. A stratified random sampling technique was employed to ensure fair representation across the participating private schools. Data were collected using a researcher-developed questionnaire, which demonstrated excellent reliability with a Cronbach’s alpha of 0.921 based on a pilot test conducted with thirty respondents. The data were analyzed using SPSS, employing descriptive statistics and Pearson’s correlation to determine levels and relationships among the variables. Findings indicated that the majority of students exhibited moderate levels of self-concept, emotional intelligence, parenting style experience, and interpersonal relationship skills. Significant positive relationships were found among these variables, suggesting that students with higher self-concept and emotional intelligence, as well as those who experienced more positive parenting styles, tended to demonstrate stronger interpersonal relationship skills. Notably, significant differences were observed in parenting style experience when grouped by age, and in self-concept and emotional intelligence when grouped by sex.The results highlight the importance of emotional intelligence in fostering adolescents’ interpersonal competence. Based on these findings, the study recommends the implementation of school- and family-based interventions aimed at strengthening students’ emotional awareness, self-esteem, and parental support to further enhance their interpersonal relationships.

Self-concept; emotional intelligence; parenting style experience; interpersonal relationship skills

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