INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025
Page 60
www.rsisinternational.org
Annabelle A. Petate
Student, Laguna State Polytechnic University, San Pablo City, Laguna, Philippines 4000
ABSTRACT
The study set out to establish the dynamic interaction between students' emotional intelligence and attitude
toward Mathematics and how these factors influence performance in Grade 10 Algebra in a private school in
Sta. Rosa Laguna. The study's participants were 137 selected Grade 10 students. The study revealed a significant
relationship between the students' emotional intelligence and their attitude. Specifically, students' confidence
showed a significantly positive relationship with their self-awareness and mood management. Similarly,
significant positive relationships were observed between student engagement and self-motivation, managing
relationships, and empathy. A notable correlation exists between valuing and the subscales of mood management
and empathy. Among the subscales, empathy showed a significant relationship with improved Mathematics
performance. However, the other subscales of emotional intelligence—self-awareness, mood management, self-
motivation, and managing relationships—did not show a statistically significant relationship with Mathematics
performance. Furthermore, students' attitude subscales—confidence, engagement, and valuing—did not
significantly relate to performance in Mathematics.
Keywords: emotional intelligence, attitude, performance, empathy, algebra
INTRODUCTION
In the era of instant gratification and digital immersion, adolescents increasingly encounter emotional and
academic challenges that shape their cognitive, behavioral, and scholastic development. Among these, emotional
dysregulation has been identified as a key factor negatively influencing personality formation, social adjustment,
and academic performance (Mayer, Salovey, & Caruso, 2004). Emotional Intelligence (EI)—defined as the
capacity to perceive, understand, regulate, and manage emotions in oneself and others—has gained prominence
as a strong predictor of success across personal, social, and academic domains (Goleman, 1995; Brackett, Rivers,
& Salovey, 2011).
In the context of education, EI is increasingly recognized for its role in facilitating learning readiness, emotional
resilience, classroom engagement, and academic persistence (Parker et al., 2004). Simultaneously, mathematics
remains one of the most anxiety-inducing and challenging subjects for many learners, often exacerbated by
negative attitudes and low self-efficacy. Attitudes toward mathematics—encompassing students' confidence,
enjoyment, perceived usefulness, and level of engagement—are strongly associated with motivation,
persistence, and achievement in the subject (Ma & Kishor, 1997; Hannula, 2002).
This study investigates the interplay between emotional intelligence and students’ attitudes toward mathematics
and how these two variables influence academic performance in Grade 10 Algebra. With persistently low
performance in mathematics reflected in national and international assessments, and growing emotional and
motivational issues observed among learners, it becomes imperative to identify socio-emotional factors that
affect mathematical learning outcomes. Understanding the impact of EI and attitudinal dispositions could
provide educators with critical insights for designing interventions that foster both emotional well-being and
academic success.
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025
Page 61
www.rsisinternational.org
MATERIALS AND METHODS
Research Design: The study used a descriptive-correlational research design to examine the relationship between
emotional intelligence, attitude toward Mathematics, and academic performance.
Respondents of the Study: The respondents were 137 Grade 10 students enrolled in a private school in Sta. Rosa
Laguna, selected using stratified random sampling.
Sampling Technique: Stratified random sampling ensured representation across different academic sections.
Research Instrument: Standardized questionnaires were utilized to assess emotional intelligence and attitude
toward Mathematics. Students' Mathematics performance was based on their scores in the Mathematics
Performance Examination.
Research Procedure: Data were collected through self-administered surveys. Consent from the school
administration and ethical clearance were secured prior to data collection.
Statistical Treatment of Data: Descriptive statistics were used to analyze the levels of EI and attitude. Pearson
product-moment correlation was applied to determine the relationships among variables.
RESULTS
In summary, the results emphasize the complex dynamics among emotional intelligence, attitude, and academic
performance. While empathy emerged as the most predictive EI component for Mathematics success, other
subscales like self-awareness and mood management contribute indirectly through attitude enhancement. The
findings imply that while fostering a positive attitude is beneficial, it is the integration of emotional
competencies—especially empathy—that more directly supports academic outcomes. Educational programs
aiming to improve Mathematics performance should therefore not only focus on conceptual mastery but also
promote emotional intelligence development. By doing so, educators may cultivate resilient, self-aware learners
who are emotionally prepared to tackle academic challenges.
Table 1. Level of respondents’ emotional intelligence in terms of self-awareness.
Table 1 presents the level of respondents’ emotional intelligence in terms of self-awareness. Results indicate
that the majority of students possess high to very high levels of self-awareness, which suggests a basic
understanding of their emotional states but limited insight into how these emotions affect their behavior.
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025
Page 62
www.rsisinternational.org
Table 2. Level of emotional intelligence in terms of mood management.
Table 2 shows the level of emotional intelligence concerning mood management. Students displayed a very high
level, indicating that they can regulate/ control negative emotions during academic tasks such as mathematics.
Table 3. Level of emotional intelligence in terms of self-motivation.
Table 3 outlines the level of emotional intelligence in terms of self-motivation. Findings suggest that students
have varying degrees of intrinsic drive, which may influence their willingness to persist in challenging subjects
like Algebra.
Table 4. Emotional intelligence in managing relationships.
Table 4 highlights emotional intelligence in managing relationships. The data suggests students are generally
cooperative but may require more training in social-emotional learning to enhance collaboration and empathy in
classroom settings.
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025
Page 63
www.rsisinternational.org
Table 5. Emotional intelligence in terms of empathy.
Table 5 discusses emotional intelligence in terms of empathy. This was the highest-rated EI subscale, which is
noteworthy as it significantly correlated with better Mathematics performance.
Table 6. Attitude subscale: confidence.
Table 6 provides results for the attitude subscale confidence. The average scores reveal that many students feel
somewhat confident, but this confidence does not directly translate to academic achievement.
Table 7. Attitude subscale: engagement.
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025
Page 64
www.rsisinternational.org
Table 7 focuses on engagement. Although students report high to very high engagement levels, this alone does
not ensure better performance in Mathematics.
Table 8. Attitude subscale: valuing.
Table 8 details valuing Mathematics as a subject. Most students acknowledge the importance of Math, yet this
attitude did not significantly predict higher performance.
Table 9. Distribution of students’ Mathematics performance.
Table 9 presents the distribution of students’ Mathematics performance, which reflects a wide range in
achievement, emphasizing the role of non-cognitive variables.
Table 10. Correlation between emotional intelligence and attitude.
Table 10 reveals the correlation between emotional intelligence and attitude toward Mathematics. A significant
relationship was found, particularly between self-awareness, empathy, and confidence.
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025
Page 65
www.rsisinternational.org
Table 11. Correlation between emotional intelligence and Mathematics performance.
Table 11 shows the correlation between emotional intelligence and Mathematics performance. Among all EI
components, only empathy showed a significant positive relationship with achievement.
Table 12. Correlation between attitude and Mathematics performance.
Table 12 illustrates the correlation between attitude and Mathematics performance. Surprisingly, no significant
direct relationship was found, challenging the assumption that positive attitude alone boosts academic success.
The results revealed significant relationships between certain EI subscales (e.g., empathy) and Mathematics
performance, and between EI and attitude toward Mathematics. However, attitude alone did not significantly
predict academic performance.
DISCUSSION
The findings support existing literature suggesting that emotional intelligence influences students’ academic
outcomes. Empathy, in particular, was strongly associated with better performance in Mathematics. This may
reflect the importance of interpersonal understanding and self-regulation in cooperative learning and problem-
solving settings. Interestingly, despite high levels of reported confidence and engagement, students’ attitudes
did not directly relate to performance, possibly due to gaps in conceptual understanding or test-taking skills.
CONCLUSION
Emotional intelligence plays a significant role in shaping students’ attitudes and, to a limited extent, their
academic performance in Algebra. Empathy stands out as the strongest emotional intelligence predictor of
success in Mathematics. Attitudinal factors like confidence and valuing Mathematics, although positive, were
not significantly correlated with academic achievement. These insights underscore the need for instructional
approaches that nurture both the emotional and cognitive development of learners.
ACKNOWLEDGMENTS
The researcher expresses heartfelt thanks to the university faculty, administrators of the private school in Sta.
Rosa Laguna, where she obtained the needed respondents for the study, technical advisers, and family for their
invaluable support in the conduct and completion of this study.
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025
Page 66
www.rsisinternational.org
REFERENCES
1. Bance, L. (2016). Social-Emotional Intelligence and Academic Achievement: An Overview. Journal of
Educational Psychology, 10(2), 34-41.
2. Davadas, S. (2018). Attitudes toward Mathematics and its Impact on Achievement. International Journal
of Mathematics Education, 5(1), 12-17.
3. Debi, L. (2018). Adolescents and the Role of Emotions in Learning. Psychology Today, 4(3), 77-88.
4. Erasmus, S. (2017). Emotional Intelligence and Learning Outcomes in Math Education. Journal of
Educational Studies, 9(1), 21-30.
5. Giron, A. (2016). TIMSS Performance and Educational Reform in the Philippines. Manila Bulletin
Education.
6. Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books.
7. Hughe, E. (2018). Quality of Education in Philippine Schools. Education Watch, 3(1), 40-47.
8. Maiquez, M. (2017). The Role of EI in Academic Performance. Asian Journal of Educational Research,
11(2), 56-63.
9. Mayer, J. D., Salovey, P., & Caruso, D. R. (2004). Emotional intelligence: Theory, findings, and
implications. Psychological Inquiry, 15(3), 197–215. https://doi.org/10.1207/s15327965pli1503_02
10. Mohzan, M. (2017). Emotional Intelligence: A Predictor of Academic Success. Malaysian Journal of
Psychology, 6(2), 25-35.
11. Villaber, M. (2017). Development of Emotional Intelligence in Educational Settings. Southeast Asian
Review of Psychology, 7(1), 33-42.
