EMOTIONAL INTELLIGENCE, SELF-EFFICACY, ACADEMIC ENGAGEMENT AND ACADEMIC SUCCESS OF GRADUATE STUDENTS

EMOTIONAL INTELLIGENCE, SELF-EFFICACY, ACADEMIC ENGAGEMENT AND ACADEMIC SUCCESS OF GRADUATE STUDENTSMarina S. Apilado | Arvin Anthony S. Araneta | Estelita D. Calvo Lito D. Lacaba | Apolonio I. Machica, Jr. | Fe C. Padit | Rogelio L. Padit

Introduction Identification of success factors may provide a basis on which to measure relevancy of the graduates program itself. It will give students an awareness of essential elements for successful completion of their graduate studies. This is crucial for professors who want to engage and encourage their students at the highest level.

Introduction It is highly important that this study on success factors be conducted as a bases for policy formulation, development of programs and strategies to minimize drop-outs or attrition rates and more importantly to guide graduate students and stakeholders on how to promote successful graduate studies.

Statement of the ProblemThis study determined the success factors among graduate students in ESSU, Salcedo Campus in the School Year 2013 - 2014.Specifically, the study sought answers to the following questions:What is the profile of the respondents in terms of:1.1 Age1.2 Gender1.3 Marital Status1.4 Employment Status1.5 Nature of Employment1.6 Monthly Net Income

Statement of the ProblemWhat is the undergraduate grade point average of the respondents?What is the status of graduate students in terms of the following psychological factors:3.1 Emotional Intelligence3.2 Self-efficacy3.3 Academic Engagement What is the academic success of the graduate students in terms of their GPA in all subjects taken?What are the common problems encountered by the respondents in relation to their graduate studies.

Statement of the ProblemIs there a significant relationship between profile and academic success of the respondents?Is there a significant relationship between the psychological factors and the academic success of the respondents?Is there a significant relationship between the undergraduate gpa and the academic success of the respondents?

Results and DiscussionThis study examined seven personal variables of fifty (50) graduate students of ESSU-Salcedo Campus, during the first semester of school year 2013 2014. These personal variables were the following : age, gender, marital status, employment status, nature of employment, monthly net income and the undergraduate grade point average (GPA).The study also explored three psychological variables which were emotional intelligence, self-efficacy and academic engagement.

Table 1Age Distribution of Graduate Students of ESSU Salcedo Campus, First Semester, S.Y. 2013-2014AgeFrequencyPercent21-30214231-40183641-50102051-6012Total50100

Table 2Gender Distribution of Graduate Students of ESSU Salcedo Campus, First Semester, S.Y. 2013-2014GenderFrequencyPercentMale714Female4386Total50100

Table 3Marital Status of Graduate Students of ESSU Salcedo Campus, First Semester, S.Y. 2013-2014Marital StatusFrequencyPercentSingle714Married4386Total50100

Table 4Employment Status of Graduate Students of ESSU Salcedo Campus, First Semester, S.Y. 2013-2014Employment StatusFrequencyPercentEmployed3980Not Employed1020Total49100

Table 5Nature of Employment Among Graduate Students of ESSU Salcedo Campus, First Semester, S.Y. 2013-2014Nature of Employment FrequencyPercentTeacher I III3590Head Teacher I III25Master Teacher I III12.5Principal I III12.5Total39100

Table 6Monthly Net Income of Graduate Students of ESSU Salcedo Campus, First Semester, S.Y. 2013-2014Monthly Net IncomeFrequencyPercent4,999 & below5115,000 9,00081910,000 14,99961415,000 19,000184220,000 & above614Total43100

Table 7Undergraduate Grade Point Average (GPA) of Graduate Students of ESSU Salcedo Campus, First Semester, S.Y. 2013-2014Undergraduate GPAFrequencyPercent2.9 3.58162.3 2.827551.7 2.212251.0 1.624Total29100

Table 8Emotional Intelligence of Graduate Students of ESSU Salcedo Campus, First Semester, S.Y. 2013-2014Emotional IntelligenceFrequencyPercentVery Low36Low1632Below Average2142Average918High12Total50100

Table 9Self-Efficacy of Graduate Students of ESSU Salcedo Campus, First Semester, S.Y. 2013-2014Self-EfficacyFrequencyPercentLow36High4794Total50100

Table 10Academic Engagement of Graduate Students of ESSU Salcedo Campus, First Semester, S.Y. 2013-2014Academic EngagementFrequencyPercentModerate24High4896Total50100

Table 11Academic Success of Graduate Students of ESSU Salcedo Campus, First Semester, S.Y. 2013-2014Academic SuccessFrequencyPercent1.0 1.438761.5 1.911222.0 2.412Total50100

Common Problems Encountered by StudentsAmong the most serious problems encountered by the students were financial difficulties, time management due to demands of school requirements and job and the quality of internet connection in the university.The not too serious problems include their transportation which lead to their recurrent tardiness, insufficiency of learning references and the procedure in getting their identification cards.

Table 12Relationship Between the Independent Variables and Academic Success of Graduate Students of ESSU Salcedo Campus, First Semester, S.Y. 2013-2014

Respondents ProfileCorrelational CoefficientInterpretationP valueInterpretationAge.406Low Correlation.221Not SignificantGender.208Low Correlation.341Not SignificantMarital Status.212Low Correlation.325Not SignificantEmployment Status.220Low Correlation.304Not SignificantNature of Employment.754High Correlation.002Highly SignificantMonthly Net Income.392Low Correlation.581Not SignificantUndergraduate GPA.303Low Correlation.609Not SignificantTable 13Relationship Between Nature of Employment and Academic Success of Graduate Students of ESSU Salcedo Campus, First Semester, S.Y. 2013-2014Nature of EmploymentAcademic Success1.0 1.41.5 1.92.0 2.4TotalTeacher28 (85%)5 (15%)0 (0%)37Head Teacher0 (0%)1(50%)1 (50%)2Master Teacher1 (100%)0 (0%)0 (0%)1Principal1 (100%)0 (0%)0 (0%)1Total37

Table 13Relationship Between the Psychological and Academic Success of Graduate Students of ESSU Salcedo Campus, First Semester, S.Y. 2013-2014Respondents ProfileCorrelational CoefficientInterpretationP valueInterpretationEmotional Intelligence.364Low Correlation.576Not SignificantSelf-Efficacy.076Low Correlation.866Not SignificantAcademic Engagement.139Low Correlation.616Not Significant

ConclusionsMost graduate students were young, female, married and employed mostly as teachers with an average monthly income. They obtained a low grade in their undergraduate program.They possessed a low emotional intelligence with high self-efficacy and academic engagement. They are academically successful in their graduate studies.

ConclusionsMostly of the problems they encountered were financial difficulties, time management and low quality on internet service in the university. Other problems includes transportation and insufficient of learning references.This investigation discovered that the nature of employment in highly correlated to academic success of the respondents.

RecommendationFind ways and means to improve the emotional intelligence of graduate students through seminars/trainings or integrate these concepts in the syllabi to facilitate the acquisition of higher emotional intelligence quotient.Time and financial skills should be taught to graduate students for a balanced life and for them to be successful in their graduate studies.

RecommendationAggressive curricular campaign be focused to those occupying higher positions to enrol in the graduate programs as they have higher chances of success.Conduct other study whose focus is on other variables using all grades in all subjects of graduate students.

Thank You & Good day