International Journal of Research Studies in Educational Technology
Divine Word College of San Jose Special Issue
Volume 9, Issue Number 1
Available Online: 5 May 2025
Author/s:
Celestino, Jessalyn B.*
Divine Word College of San Jose, Philippines (jesscelestino23@gmail.com)
Macabata, Heliodoro E.
Divine Word College of San Jose, Philippines
Galay-Limos, Jenny A.
Divine Word College of San Jose, Philippines (jennygalay05@gmail.com)
Lazaro, Neofe J.
Divine Word College of San Jose, Philippines (mharifel.javier.lazaro@gmail.com)
Abstract:
This study examined the impact of emotional intelligence (EI) on personality type and academic performance of 280 students in the Bachelor of Science in Industrial Management. Utilizing both qualitative and quantitative methods, the study explores four dimensions of EI—motivation, self-awareness, self-regulation, and social skills—and their relationship with the Big Five personality traits: openness, conscientiousness, extraversion, agreeableness, and neuroticism. Academic performance is assessed through students’ general weighted average (GWA). Data were collected from 280 students and analyzed using both thematic analysis and statistical methods, including frequency distribution and weighted mean, to describe emotional intelligence (EI), personality traits, and academic performance. Regression analysis was employed to determine the influence of EI on personality type and GWA. Findings reveal that students exhibit high levels of motivation, self-awareness, self-regulation, and social skills, indicating strong emotional capabilities. Motivation, self-regulation, and social skills have a significant influence on personality traits, while self-awareness affects only conscientiousness and agreeableness. Most students demonstrate high levels of openness, conscientiousness, extraversion, and agreeableness, although some exhibit moderate to high levels of neuroticism, indicating occasional emotional challenges. Regarding academic performance, students maintained a generally consistent GWA, with a slight improvement in the second grading period. However, motivation and self-awareness negatively correlate with GWA, suggesting that while EI plays a role in personal and academic experiences, it does not always predict academic success. These results highlight the complex interplay between emotional intelligence (EI), personality, and academic performance, offering insights for educators and students to enhance learning strategies, personal development, and leadership skills, helping them become great managers or leaders in the future.
Keywords: emotional intelligence, personality type, academic performance, motivation, industrial management students
DOI: https://doi.org/10.5861/ijrset.2025.25003
Cite this article:
Celestino, J. B., Macabata, H. E., Galay-Limos, J. A., & Lazaro, N. J. (2025). Emotional intelligence: Impact on the personality and academic performance of the college students. International Journal of Research Studies in Educational Technology, 9(1), 33-51. https://doi.org/10.5861/ijrset.2025.25003
* Corresponding Author