Interplay of Students’ Emotional Intelligence and Attitude toward Mathematics on Performance in Grade 10 Algebra

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.