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.
Annabelle A. Petate (Wed,) studied this question.
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