Emotional Intelligence and Study Habits as Predictors of Online Learning Motivation of Students in Filipino
DOI:
https://doi.org/10.54536/jnll.v2i1.3721Keywords:
Davao City, Philippines, Education, Emotional Intelligence, Online Learning Motivation, Students in Filipino, Study HabitsAbstract
The study aims to predict the level of emotional intelligence, study habits, and their significant influence on the online learning motivation of students in Filipino. Analysis was conducted on data collected from 251 STEM students in selected public Senior High Schools who still opted for online learning as delivery of instruction. The study used a quantitative research design and applied a descriptive-correlational technique. Meanwhile, the adopted survey questionnaire was validated and used to gather the data needed for the study. Results revealed through weighted mean that the level of emotional intelligence, study habits, and online learning motivation of students in Filipino were high. With the help of regression analysis, results proved that there was a significant relationship among variables. Thus, the study also showed that learners with high levels of emotional intelligence and study habits significantly influenced their motivation to learn in an online environment, which results in academic success. These findings indicate that a strong foundation in emotion and systematic study habits in learning plays a vital role in sustaining motivation and acquiring knowledge online. Therefore, students will be more engaged in an online learning environment and will be encouraged to learn intrinsically when their emotional intelligence and study habits are well-established. School management, teachers, and institutions can use these findings to understand, support, and make interventions for the development of motivation in the modern way of learning in the online world.
References
Ajai, J., Shiaki, B., & Bulus, T. (2020). Study habits and academic achievement: a case study of secondary school science students in Jalinggo Metropolis, Taraba State, Nigeria. American Journal of Education Research, 8(5), 282-285.
Alipio, C. E. (2020). Learner’s study habits in online learning and their academic performance. Academia.edu. 1-46.
Amri, A., Aridah, & ParamaIswari, W. (2019). Study habits and English learning achievement of vocational high school students in Samarida. Awareness in Social Science, Education and Humanities Research, 432, 47–51.
Angkarini, T. (2021). Study habits of undergraduate students during pandemic Covid-19. Journal of Learning and Instructional Studies, 1(1), 37-51.
Bascos, G., Barcelona, J., Asong, M., & Dingcong, J. J. (2023). Study habits and achievement motivation among accountancy, business and management of Tacorong National High School. Research Gate, 1-58.
Boyatzis, R., Goleman, D., & Rhee, K. (1999). Clustering competence in emotional intelligence: insights from the emotional competence inventory (ECI), 1-35.
Bujang, M. A., Sa’at, N., Tg, A.B.S., & Lim, C. J. (2018). Sample size guidelines for logistic regression from observational studies with large population: emphasis on the accuracy between statistics and parameters based on real life clinical data. Malays J Med Sci, 25(4), 122-130.
Bimayu, W., Kristiawan, M., & Fitriana, Y. (2020). The effects of emotional intelligence, student’s motivation towards student achievement. International Journal of Progressive Sciences and Technologies, 20(1), 06-16.
Bhandarkar, T. (2022). A critical study of academic achievement motivation and study habits of students. Jyotikiran Publication, Pune (International Publication), 1, 130-134.
Chang, Y. C., & Tsai. (2022). The effects of university student’s emotional intelligence, learning motivation and self-efficacy on their academic-online English courses. Frontier in Psychology, 1-11.
Chiu, T. (2022). Applying the self-determination theory (SDT) to explain student engagement in online learning during the covid-19 pandemic. Journal of Research on Technology in Education, 54(1), S14-S30.
Filgona, J., Sakiyo, J., Gwany, D. M., & Okoronka, A. U. (2020). Motivation in learning. Asian Journal of Education and Social Studies, 10(4), 16–17.
Fowler, S. (2018). The motivation to learn online questionnaire. Google Scholar, 1-76.
Gustiani, S. (2020). Students’ motivation in online learning during covid-19 pandemic era: a case study. Holistic Journal, 12(2), 23-40.
Indra, M., Munadi, S., & Widari, T. (2018). The correlation of motivation and habit with learning outcomes in new normal era. Jurnal Iqra: Kajian Ilmu Pendidikan 8(1), 51-70.
Jafari, H., Aghaei, A., & Khatony, A. (2019). Relationship between study habits and academic achievements in students of medical sciences in Kermanshah-Iran. Advances in Medical Education and Practice, 10, 637-643.
Jafarkhani, Z., Tavakoli, A. M., Tavakoli, H. M., & Razavi, V. (2019). The mediating role of study habits in the relationship between motivation of progress with self-regulation learning of students. Iranian Journal of Learning and Memory, 1(4), 33-38.
Kalita, S., & Gayary, M. (2022). Study habits and the use of leisure time by post-graduate students during COVID-19 pandemic. Caraiveti, 5(2), 195–205.
Keskin, S., & Yurdugül, H. (2019). Factor affecting students’ preferences for online and blended learning: motivation vs. cognitive. European Journal of Open, Distance, and E-Learning, 22(2), 75-85.
King, R. (2019). Mindset or contagious: the social contagion of implicit theories of intelligence among Classmates. British Journal of Education Psychology, 90(2), 1-15.
Lloyd, R.., & Mertens, D. (2018). Expecting more out of expectancy theory: history urges inclusion of the social context. International Management Review, 14(1), 28-43.
Martin-Somėr, M., Moreira, J., & Casado, C. (2021). Use of Kahoot! to keep students motivation during online classes in the lockdown period caused by covid 19. Education for Chemical Engineers, 36, 154-159.
Marzulina, L., Erlina, D., Pitaloka, N. L., & Paramika, F. A. (2019). Looking at the link between study habits and academic achievement: the case of Indonesian EFL student teachers. International Research Journal in Education, 3(1), 57-76.
Moneva, J., & Bandino, G. (2020). Emotional intelligence and self-discipline in senior high school. International Journal Research-Granthaalayah, 8(1), 69-77.
Murphy, M., & Dweck, C. (2016). Mindset shapes cconsumerbehavior. Elsevier, 26(1), 127-136.
Mustofa, R., Nabiila, A., & Suharsono. (2019). Correlational learning motivation with self-regulated learning at SMA Negeri 1 Tasilmalaya City. International Journal for Education and Vocational Studies, 1(6), 647-650.
Muslimin, A., & Harintama, F. (2020). Online Learning during pandemic: students’ motivation, challenges, and alternatives. Loquen: English Studies Journal, 60-68.
Rehman, S., Sehar, S., & Afzal, M. (2019). Performance appraisal; application of Victor Vroom Expectancy Theory. Saudi Journal of Nursing and Healthcare, 2(12), 431-434.
Rubio, I. M., Angel, N. G., Esteban, M. D., & Ruiz, N. F. (2022). Emotional intelligence as a predictor of motivation, anxiety, and leadership in athletes. International Journal of Environmental Research and Public Health 19(7521), 2-6.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Sanaie, N., Vasli, P., Sedighi, L., & Sadeghi, B. (2019). Comparing the effect of lecture and jigsaw teaching strategies on the nursing students’ self-regulated learning and academic motivation: a quasi-experimental study. Nurse Education Today, 79, 35-40.
Schunk, D. H., & Zimmerman, B. J. (2003). Self-regulation and learning. Ebrary.
Shakirova, G., Fedorenko, M., & Belousava, M. (2021). Emotional intelligence as a predictor for learning motivation of high school students within digitalization. In Proceedings of the IFTE Conference, 1497–1515.
Sharma, G. (2017). Pros and cons of different sampling techniques. International Journal of Applied Research 3(7), 749-752.
Sharma, G. (2021). Motivational factors for academic success among college students in connection to their social emotional and study routine. Universal Research Reports, 8(1), 102-108.
Sreelekha, V., Yogananda, R. I., Rameswari, R. R., Rameswarudu, M., Swathi, A., Yamini, D., & Aleem, U. (2016). Study habits and academic performance of first-year MBBS students. International Journal of Medical Science and Public Health, 5(9), 1831-1834.
Sugiyanto, M. B., Herpratiwi, Slamet, U., & Sebarudin. (2020). The influence of learning motivation on the learning outcomes of vocational students at Lampung University. International Journal of Advanced Science and technology, 29(5), 133-140.
Sumbawati, M. N., Munoto, Basuki, I., Ismayati, E., & Rijanto, T. (2020). Student learning independence in online learning depends on motivation. In Proceedings of the International Joint Conference on Science and Engineering (p. 196). Ebrary.
Sundari, F. S., Kurina, D., Sukmanasa, E., & Novita, L. (2020). The influence of elementary school’s student’s study habits toward motivation achievement. Indonesian Journal of Primary Education, 4(2), 212-2019.
Surya, C. T., Sigit, H., Nurasik, & Rahayu, R. A. (2023). The effects of emotional intelligence, sel-efficacy, and online learning on college stress with motivation as an intervening variable (Study on Accounting Study Program Students at Muhammadiyah University of Sidoarjo). Journal Riset Akuntansi Terpadu 16(2), 227-244.
Tang, Y., & He, W. (2023). Relationship between emotional intelligence and learning motivation among college student during the COVID-19 pandemic: A serial mediation model. Frontiers in Psychology, 1-15.
Tchitchinadze, K. (2020). Theoretical and practical aspects of students’ motivation in the military education setting. Journal of Defense Resources Management, 2(21), 97-112.
Trigueros, R., Aguilar-Parra, J., Cangas, A., Bermejo, R., Ferrandiz, C., & Lopez-Liria, R. (2019). influence of emotional intelligence, motivation, and resilience on academic performance and the adaption of healthy lifestyle habits among adolescents. International Journal of Environment Research and Public Health, 16(2810), 2-12.
Usman, O., & Bilqis, A. (2022). The effect of parenting, learning motivation, and learning discipline on learning outcomes of college students: A study case of State University Faculty of Economics students in Jakarta. https://dx.doi.org/10.2139/ssrn.4128044
Tus, J., Rayo, F., Lubo, R., & Cruz, M. A. (2020). The learners’ study habits and it’s relation on the academic performance. International Journal of All Research Writings, 2(6), 1-19.
Vasconcellos, D., Parker, P., Cinelli, R., Owen, K., Ryan, R., & Lonsdale, C. (2020). Self-Determination theory applied to physical education: a systematic review and meta-analysis. Journal of Education Psychology, 112(7), 1444-1469.
Verma, J. P., & Verma, P. (2020). Determining sample size and power in research studies. Springer Nature Singapore.
Yulika, R., Rahman, U., & Sewang, A. (2019). The effect of emotional intelligence and learning motivation on student achievement. Advances in Social Science, Education, and Humanities Research, 227, 386-389.
Zaitun, Hadi, M. S., & Harjudanti, P. (2021). The impact of online learning on learning motivation of junior high school students. Bisma The Journal of Counseling, 5(1), 56-63.
Zhoc, K., Chung, T. S. H., & King, R. (2018). Emotional intelligence (EI) and self-directed learning: examining their relation and contribution to better students learning outcomes in higher education. British Educational Research Journal, 1-23.
Zhoc, K. (2020). Emotional intelligent students are more engaged and successful: examining the role of emotional intelligence in higher education. European Journal of Psychology of Education, 35, 839-863.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Claudine Jade Jaralba Balano, Melissa C. Napil
This work is licensed under a Creative Commons Attribution 4.0 International License.
