The Role of Emotional Competence in Fostering Academic Resilience among Students with Hearing Impairment

This study examined the emotional competence and academic resilience among students with hearing impairments, focusing on their ability to regulate emotion and succeed academically. A descriptive correlational design was used, and survey questionnaires were distributed to CT-SPED students with hearing impairments majoring in Computer Technology and Food Service Technology. Respondents were selected through a purposive sampling technique. The ARS-30 and adapted emotional competence scales were employed to gather data alongside the respondents' demographic profiles. The result showed that the students’ level of emotional competence, specifically in self-awareness, self-regulation, empathy, motivation, and social skills, was rated as moderate, indicating the need for attention and support. Similarly, their level of academic resilience was also found to be moderate, highlighting a vulnerability to academic stressors. Furthermore, the findings indicated a significant positive correlation between emotional competence and academic resilience, suggesting that high levels of emotional competence contribute to the ability of students with hearing impairments to navigate academic challenges. The study concludes that fostering emotional intelligence is vital for academic success. Therefore, it is recommended that the output of the study be implemented through targeted interventions and strategies, specialized teachers' training, and integration of assistive technologies to effectively address the emotional competence and academic resilience needs of students with hearing impairments.

Special Education, Academic Resilience, Emotional Competence, Descriptive-Correlational Research Design

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