Resilience as Predicted by Emotional Intelligence and Students' Attitudes: A Descriptive Correlational Study

This study examined the influence of emotional intelligence and students’ attitudes on the resilience of Grade 6 pupils from Rizal Memorial Elementary School, Macopa Elementary School, and Pasian Elementary School in Monkayo, Davao de Oro during School Year 2025–2026. Employing a quantitative descriptive-correlational research design, data were collected from 120 pupils using adapted and validated survey questionnaires measuring emotional intelligence, students’ attitudes, and resilience. The data were analyzed through descriptive statistics, Pearson product-moment correlation, and multiple regression analysis. Results revealed that pupils generally agreed with statements reflecting emotional intelligence across all domains, including self-emotions, others’ emotions, use of emotions, and emotion regulation. Similarly, students’ attitudes in terms of self-confidence, value, enjoyment, and motivation were rated at the agree level. The pupils also demonstrated an agreement of resilience across the domains of confidence, emotional insight, negative cognition, social skills, and empathy. Correlational analysis showed a moderately strong and statistically significant relationship between emotional intelligence and resilience, as well as between students’ attitudes and resilience. Further regression analysis indicated that among the emotional intelligence domains, use of emotions and emotion regulation were significant predictors of resilience. Likewise, among the attitude domains, value and motivation emerged as significant predictors of resilience. These findings suggest that pupils’ resilience is strengthened when they are able to effectively manage and utilize their emotions, place value on learning, and sustain academic motivation. The study highlights the importance of emotional intelligence and positive learning attitudes in fostering resilience among elementary pupils and underscores the need to integrate social-emotional learning and motivational supports into school-based programs.

elementary education, emotional intelligence

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