THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND CLASSROOM ENGAGEMENT OF STUDENTS AS MEDIATED BY THEIR SOCIAL LANGUAGE LEARNING STRATEGIES

Julie Pearl P. Sumalinab, Christian Jay O. Syting

Abstract


This descriptive-correlational study aimed to determine whether social language learning strategies (SLLS) mediate the relationship between emotional intelligence (EI) and classroom engagement (CE) of students. Data were collected using an adapted survey questionnaire from junior high school students enrolled in the IP program across four selected secondary schools in the Caraga South District. Respondents were selected through stratified random sampling, and data were analyzed using the mean, Pearson product-moment correlation, and path analysis. The results revealed that students demonstrated high levels of emotional intelligence, particularly in self-awareness, and high classroom engagement, with social engagement slightly higher than academic engagement. Students also reported high use of social language-learning strategies, though responses showed greater variability in this area. Correlation analysis indicated that EI was significantly and positively related to both CE and SLLS. Similarly, SLLS had a significant, albeit low, positive correlation with CE. Mediation analysis further showed that SLLS partially mediated the relationship between EI and CE, with both the direct and indirect effects being significant. Integrating social language learning strategies into classroom practices can guide curriculum planning by incorporating activities that enhance social and academic engagement and foster emotional intelligence. It can also inform policy decisions by promoting inclusive and interactive learning environments that support holistic student development.

Keywords


education, emotional intelligence, classroom engagement, social language learning strategies, mediate

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i4.6598

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