Theoretical and Conceptual Framework
This study is based on two theories namely; Emotional Intelligence and Student
Engagement. This study aims to know if Emotional Intelligence interferes between
student engagement and academic performance as perceived by the accounting
students of all year levels in a specific Catholic school from Cagayan de Oro, SY:
2023-2024
Emotional Intelligence
Emotional Intelligence have been classified differently and respectively by
Goleman and Petrides, Bar-On, and Salovey and Mayer into three (3) models which
includes mixed model, ability model, and trait model. The existing models often define
emotional intelligence as an intelligence based on a personal perspective which implies
recognizing, controlling, and using one's own emotions. Aside from the personal
intelligence, the said models have also somehow related it to an intelligence in
accordance with the social perspective which indicates about the management and
comprehension of emotions towards others. In addition, a conclusion also has been
made that in said three models, the ability model explains more about emotional
intelligence. This is due to the reason that emotional intelligence is firstly perceived as
intelligence. Second, it’s the proposed emotional intelligence model founder. Third, it
coincides with the usual description of controlling emotion in others and oneself. Lastly,
the fourth is the fact that it highlights more purely about emotional intelligence while
leaving personality traits out of it compared to the other two models (Kanesan & Fauzan,
2019).
Emotional Intelligence in connection with Academic Performance
Students' social and mental welfare is significantly influenced by their emotional
intelligence, which makes it simpler for them to comprehend their surroundings and
respond appropriately to the different conflict situations that arise on a daily basis. As a
result, educational institutions should continually expand this framework. The
implementations create high positive impacts on the students, such as the improvement
of their emotional and social skills, their ability to confront the intellectual problems that
come daily in the classroom, and the management of their emotions.
Emotional intelligence is becoming progressively more important in the
educational field, since it promotes the psychological well-being of students, enables a
better understanding of their surrounding environment, and it provides them with the
necessary skills to deal with the various situations that arise daily. Thus, this construct
is
established as an educational process that must be permanent and continuous
favoring the integral development student. (Bisquerra, 2009, Petrides,2016).
Student Engagement
From the study of Armando Delfino (2019), Student engagement refers to the
students’ participation in academic activities in school.
Student engagement is one of the important factors in knowing about the
engagement of the students towards their learning in school. Tomović Aleksandar
(2021) stated that the way in which instructions and academic practices are carried out
in the school can be seen by looking at how students behave in academic settings. As a
result, the teachers and academic supervisors could use it as a strong instrument to
develop efficient pedagogical strategies to optimize the learning opportunities for
students. With the similar theory, it was said by Tomović that the Student engagement,
defined as the level of student participation, which is often referred to as "student
engagement," is thought to be a crucial factor in how well pupils learn in school.
Students that are engaged are driven to succeed, present-focused, ask follow-up
questions, and are prepared to take chances. They also frequently engage in complex,
content-based discussions with their peers (Loveless, 2015). He also stated the Student
engagement theory consists of three dimensions namely; intellectual, social, and
behavioral.
Intellectual engagement
It refers to when students are cognitively invested and absorbed in their
academic work, they are said to be "intellectually engaged," which can inspire them to
go above and beyond the call of duty and relish difficult assignments. (Trowler, 2010).
Thus, Intellectual engagement is characterized as motivation and interest in the subject
matter, which results in high-quality instruction (Sefcik, 2013).
Social Engagement
It is defined as interactions between students, teachers, and peers that enhances
the students' overall learning experiences (Jones & Thomas, 2012). The level of student
interaction and collaboration for academic and social objectives through online forums,
blogs, and mobile devices is referred to as social engagement in learning settings. It
includes interaction with teachers and involvement in learning communities. Students
actively participate in learning and meaning-making through debates, group projects,
and formal and informal contacts facilitated by mobile devices in this type of
engagement, which incorporates social constructivist aspects (Martin, 2011).
Behavioral Engagement
It refers to students' engagement in learning to the extent that they adhere to
behavioral norms, such as consistent attendance and involvement, as well as refraining
from disruptive and negative behavior (Trowler, 2010).
Student Engagement in connection with Academic Performance
In accordance with Dr. Armando P. Delfino (2019) the Academic Performance of
students’ has individual reasoning corresponding to the general weighted average. All
students’ have different ways of comprehension regarding the subjects and may affect
their performance inside class because of each method in understanding the lesson.
Therefore, the style of discernment on that specific subject is relevant to students’
academic performance. In this study it was discovered that it has relevance among
behavioral, emotional and cognitive engagement whereas these are correlated with
students’ Academic Performance. Moreover, since it is proven by this study to magnify
the students’ academic performance, the parents, school and teachers ought to
cooperate aiming to achieve the students’ engagement. It was verified that students’
engagement granted a big impact to academic performance since it is measured on
how students interact with their teachers (Rajabalee et. al., 2019). This study is all about
to look into the impact within students’ engagement on their academic performance.
Behavioral, emotional, cognitive and social engagement are the top justification when it
comes to engagement fundamentals because these are the basis to identify the
students’ academic performance and engagement. Additionally, previous research
points out that students’ involvement with academic achievement happens in the school
context, with a couple of instances in the school environment (Agarwal et al., 2015). As
claimed by Chi & Wylie (2014) even if engagement visualizes in crucial approaches and
has been so beneficial in students’ performance some educators also have a hard time
on what precise ways to teach their students to participate inside the classroom.
Conceptual Framework
This study attempted to investigate if in Accounting Student Engagement and
Academic Performance: Does Emotional Intelligence Interfere? The respondents of the
study will be the Accountancy students of Lourdes College from all year levels of SY:
2023-2024. The independent variable of the study is the Student Engagement. The
mediating variable is Emotional Intelligence. Meanwhile, Academic Performance is the
dependent variable.
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