The Influence of Emotional Intelligence on the Academic Stress of Humanities and Social Sciences (HUMSS) Students at Lantapan National High School- Senior High School

This study investigated the influence of emotional intelligence (EI) on academic stress among Grade 11 HUMSS students at Lantapan National High School – Senior High School. EI was measured across five domains—self-awareness, managing emotions, motivating oneself, empathy, and social skills—using an adapted and validated questionnaire based on Goleman’s model (2016). Academic stress was assessed through a questionnaire capturing stress from schoolwork, examinations, and performance expectations. Pilot testing of both instruments indicated high internal consistency (Cronbach’s α = .87 for EI and .84 for academic stress). Descriptive statistics, Pearson correlation, and multiple linear regression with standardized coefficients (Beta) were employed. Findings revealed that students exhibited moderate to high EI and high academic stress. EI was inversely correlated with academic stress (p < .05), with self-motivation and social skills emerging as the strongest predictors (β = .572 and β = .518, respectively). The study highlights the importance of EI in mitigating academic stress, with recommendations for targeted school-based interventions and culturally contextualized emotional skills programs.

Emotional Intelligence, Academic Stress, Self-Awareness, Managing Emotions, Motivating Oneself, Empathy, Social Skills

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