EMOTIONAL INTELLIGENCE,

SELF-EFFICACY, ACADEMIC
ENGAGEMENT AND ACADEMIC
SUCCESS OF GRADUATE
STUDENTS
Marina 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 Problem
This 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:
1. What is the profile of the respondents in terms of:
1.1 Age
1.2 Gender
1.3 Marital Status
1.4 Employment Status
1.5 Nature of Employment
1.6 Monthly Net Income
Statement of the Problem
2. What is the undergraduate grade point average of the respondents?
3. What is the status of graduate students in terms of the following
psychological factors:
3.1 Emotional Intelligence
3.2 Self-efficacy
3.3 Academic Engagement
2. What is the academic success of the graduate students in terms of
their GPA in all subjects taken?
3. What are the common problems encountered by the respondents in
relation to their graduate studies.
Statement of the Problem
6. Is there a significant relationship between profile and academic
success of the respondents?
7. Is there a significant relationship between the psychological factors
and the academic success of the respondents?
8. Is there a significant relationship between the undergraduate gpa and
the academic success of the respondents?
Results and Discussion
This 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 1
Age Distribution of Graduate Students of ESSU Salcedo Campus, First
Semester, S.Y. 2013-2014
Age Frequency Percent
21-30 21 42
31-40 18 36
41-50 10 20
51-60 1 2
Total 50 100
Table 2
Gender Distribution of Graduate Students of ESSU Salcedo Campus, First
Semester, S.Y. 2013-2014
Gender Frequency Percent
Male 7 14
Female 43 86
Total 50 100
Table 3
Marital Status of Graduate Students of ESSU Salcedo Campus, First
Semester, S.Y. 2013-2014
Marital Status Frequency Percent
Single 7 14
Married 43 86
Total 50 100
Table 4
Employment Status of Graduate Students of ESSU Salcedo Campus, First
Semester, S.Y. 2013-2014
Employment Status Frequency Percent
Employed 39 80
Not Employed 10 20
Total 49 100
Table 5
Nature of Employment Among Graduate Students of ESSU Salcedo
Campus, First Semester, S.Y. 2013-2014
Nature of Employment Frequency Percent
Teacher I III 35 90
Head Teacher I III 2 5
Master Teacher I III 1 2.5
Principal I III 1 2.5
Total 39 100
Table 6
Monthly Net Income of Graduate Students of ESSU Salcedo Campus, First
Semester, S.Y. 2013-2014
Monthly Net Income Frequency Percent
4,999 & below 5 11
5,000 9,000 8 19
10,000 14,999 6 14
15,000 19,000 18 42
20,000 & above 6 14
Total 43 100
Table 7
Undergraduate Grade Point Average (GPA) of Graduate Students of ESSU
Salcedo Campus, First Semester, S.Y. 2013-2014
Undergraduate GPA Frequency Percent
2.9 3.5 8 16
2.3 2.8 27 55
1.7 2.2 12 25
1.0 1.6 2 4
Total 29 100
Table 8
Emotional Intelligence of Graduate Students of ESSU Salcedo Campus,
First Semester, S.Y. 2013-2014
Emotional Intelligence Frequency Percent
Very Low 3 6
Low 16 32
Below Average 21 42
Average 9 18
High 1 2
Total 50 100
Table 9
Self-Efficacy of Graduate Students of ESSU Salcedo Campus, First
Semester, S.Y. 2013-2014
Self-Efficacy Frequency Percent
Low 3 6
High 47 94
Total 50 100
Table 10
Academic Engagement of Graduate Students of ESSU Salcedo Campus,
First Semester, S.Y. 2013-2014
Academic Engagement Frequency Percent
Moderate 2 4
High 48 96
Total 50 100
Table 11
Academic Success of Graduate Students of ESSU Salcedo Campus, First
Semester, S.Y. 2013-2014
Academic Success Frequency Percent
1.0 1.4 38 76
1.5 1.9 11 22
2.0 2.4 1 2
Total 50 100
Common Problems Encountered by
Students
Among 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 12
Relationship Between the Independent Variables and Academic Success
of Graduate Students of ESSU Salcedo Campus, First Semester, S.Y. 2013-
2014
Respondents Profile
Correlational
Coefficient
Interpretation
P
value
Interpretation
Age .406 Low Correlation .221 Not Significant
Gender .208 Low Correlation .341 Not Significant
Marital Status .212 Low Correlation .325 Not Significant
Employment Status .220 Low Correlation .304 Not Significant
Nature of
Employment
.754 High Correlation .002
Highly
Significant
Monthly Net Income .392 Low Correlation .581 Not Significant
Undergraduate GPA .303 Low Correlation .609 Not Significant
Table 13
Relationship Between Nature of Employment and Academic Success of
Graduate Students of ESSU Salcedo Campus, First Semester, S.Y. 2013-2014
Nature of
Employment
Academic Success
1.0 1.4 1.5 1.9 2.0 2.4 Total
Teacher 28 (85%) 5 (15%) 0 (0%) 37
Head Teacher 0 (0%) 1(50%) 1 (50%) 2
Master Teacher 1 (100%) 0 (0%) 0 (0%) 1
Principal 1 (100%) 0 (0%) 0 (0%) 1
Total 37
Table 13
Relationship Between the Psychological and Academic Success of
Graduate Students of ESSU Salcedo Campus, First Semester, S.Y. 2013-2014
Respondents Profile
Correlational
Coefficient
Interpretation
P
value
Interpretation
Emotional
Intelligence
.364 Low Correlation .576 Not Significant
Self-Efficacy .076 Low Correlation .866 Not Significant
Academic
Engagement
.139 Low Correlation .616 Not Significant
Conclusions
Most 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.
Conclusions
Mostly 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.
Recommendation
Find 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.
Recommendation
Aggressive 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