TITLE TYPE STATEMENT APA CITATION LINK

Exploring Local According to Bance, L. O., &

Emotional Study Bance and Acopio, J. R. B. [Link]
Intelligence and Acopio (2016) (2016). Exploring journal/[Link]/ijps/
Academic study entitled Emotional article/view/62045
Performance of “Exploring Intelligence and
Filipino Emotional Academic
University Intelligence and Performance of
Academic Academic Filipino University
Achievers Performance of Academic
Filipino Achievers. Internati
University onal Journal of
Academic Psychological
Achievers, their Studies, 8(3), 164.
findings revealed
that the student’s
overall emotional
intelligence (EI)
had significant
positive
associations with
intrapersonal,
interpersonal,
stress
management,
adaptability, and
general mood
[Link]
means that the
higher
emotional-social
intelligence is,
the better
academic
performance
among university
academic
achievers.
Emotional Local According to Capilitan, J. A. H.,
Intelligence and Study Capilitan and & Bartolo, M. A. R.
Academic Bartolo (2018), C.
Performance of “It was revealed (2019). Emotional
First Year College in their study that Intelligence and
Working male respondents Academic
Students. have higher Performance of
interpersonal First Year College
abilities. Working
Meaning they are Students. Madayaw
more able to Journal, 2(1).
communicate and
understand their
 emotions and
feelings for
others than how
women do. Male
participants also
appear to be
more adaptable
to changing
environments
than female. This
implicates the
perception of
people
on women that
has been rooted
from cultural
stereotypes.
Women
are perceived as
being more
emotional and
they behave that
way
because it is
believed as what
women do, while
men express
emotions only
when situation
warrants it.
Emotional Local According to Ybanez, M. G. S.
Intelligence and Study Ybanez (2018) (n.d.). Emotional
Engagement study entitled Intelligence and
among Senior “Emotional Engagement among
High School Intelligence and Senior High School
Students: Basis Engagement Students: Basis for
for Intervention among Senior Intervention
Program High School Program. Journal of
Students: Basis Education and
for Intervention Social
Program” The Sciences, 8(1), 1-
findings of the 10.
study hold
important
implications on
the value of
student’s
emotional
intelligence and
their engagement
in school. Their
 ability in
handling
relationships,
personal
autonomy,
knowing one’s
emotions, and
creativity were
found to be
significantly and
positively
associated with
student
engagement in
school.”

Transforming Foreign Emotional Brackett, M. A., &

Students’ Lives Literatu Intelligence Rivers, S.
with Social and re refers to the E. (2014). Transfor
Emotional mental abilities ming students’ lives
Learning from: associated with with social and
International processing and emotional
Handbook of responding to learning. In R.
Emotions in emotions, Pekrun & L.
Education including Linnenbrink-Garcia
Routledge. recognizing the (Eds.), Internationa
expression of l handbook of
emotions in emotions in
others, using education (pp.3).
emotions to
enhance
thinking, and
regulating
emotions to drive
effective
behaviors
(Mayer &
Salovey, 1997;
Salovey &
Mayer, 1990).
These abilities
are likely to be
associated with
social
competence,
adaptation, and
academic success
(see review by
Mayer,
Roberts, &
Barsade, 2008;
 also, see Allen,
MacCann,
Matthews, and
Roberts, 2014).

Correlation Foreign Their findings Almegewly, W. H.,

between Study dings showed Rawdhan, A., [Link]
emotional presence of Saleh, M., Alrimal, publication/
intelligence and positive M., Alasmari, R., 364335839_Correlation_betwee
academic association Alhamad, S., n_emotional_intelligence_and_
achievement between Almuqri, R., academic_achievement_among
among emotional Aljebreen, M., _undergraduate_nursing_studen
undergraduate intelligence and Alsubaie, H., & ts
nursing better academic Abdelaliem, S. M.
students. Internati achievement, F. (2022). Correlati
onal Journal of similar to on between
Africa Nursing previous emotional
Sciences literature (Sharon intelligence and
& Grinberg, academic
2018; Prakoso & achievement among
Farozin, 2020; undergraduate
Halimi nursing
et al., 2020). The students. Internatio
results further nal Journal of
shows that the Africa Nursing
students with Sciences
excellent
academic
performance
have the most
stable emotional
intelligence and
most efficient
management of
emotions. The
other groups of
students with
lower levels of
academic
performance
show lower
levels of
emotional
intelligence.
Impact of Foreign According Okwuduba, E. N.,
intrapersonal and Study to Okwuduba, E. Nwosu, K. C.,
interpersonal N., Nwosu, K. Okigbo, E. C.,
emotional C., Okigbo, E. Samuel, N. N., &
intelligence and C., Samuel, N. Achugbu,
self-directed N., & Achugbu, C. (2021). Impact
learning on C. (2021) of intrapersonal and
academic entitled, “impact interpersonal
performance of intrapersonal emotional
among pre- and interpersonal intelligence and
university science emotional self-directed
students. intelligence and learning on
self-directed academic
learning on performance among
academic pre-university
performance science students.
among pre-
university
science
students”, the
finding that
showed that the
impact of self-
directed learning
was significantly
moderated by
students’
emotional
intelligence is
quite instructive.
This shows that
higher scores in
emotional
intelligence
could be a
substitute for
self-regulation.
Interventionists
could borrow
from this by first
equipping
students with
emotional
intelligence that
help them
regulate their
actions. It could
be concluded
from this study
that the academic
achievement of
 pre-university
science students
could be
impacted by their
emotional
intelligence and
self-directed
learning skills.

Emotional Foreign According to Ali Ali, A., Saleem, N.,

Intelligence of Study et al., (2021) & Rahman,
University study entitled, N. (2021). Emotion https ://[Link]
Students: Gender- Emotional al Intelligence of m/science/article/pii/S24058
Based Intelligence of University 44021007143
Comparison. Bull University Students: Gender-
etin of Education Students: Based
and Research Gender-Based Comparison. Bullet
Comparison. Bul in of Education and
letin of Research, 43(1),
Education and 255-265.
Research” their
findings showed
that male had
greater (EI) than
female. Male
university
students had high
level of
emotionally self-
regulation and
emotional self-
awareness than
their female
counter part. But
in case of
interpersonal
skills, male and
female university
students were
equivalent.
Emotional Foreign According to Watson, E. J.
Intelligence: A Literatu Watson (2016), (2016). Emotional
Practical Guide re The obvious and Intelligence: A [Link]
on How to generally Practical Guide on 2918613/c98ca4/emotional-
Control Your prevalent notion How to Control intelligence-a-practical-guide-
Emotions and about people Your Emotions and on-how-to-control-your-
Achieve Lifelong with high Achieve Lifelong emotions-and-achieve-lifelong-
Social Success. Intelligence Social Success. [Link]
Quotient (IQ)
will be the best
performers was
not validated
with statistics.
Practical data
showed that 70%
of the
outstanding
performers were
people with
average IQs. This
also proved that
high IQ cannot
be the sole
determining
factor of a
persons’ success.
The advent of
“emotional
intelligence” in
this scenario
solved the issue;
now decades of
research has
proved that this
skill is what the
performers have
in abundance and
leads to their
success.
The emotional
intelligence in us
is not a
quantifiable trait.
It is the sum of
the different
methods that we
instinctively use
to solve different
situations in your
life. It governs
how we behave
generally, our
social
interactions, our
decision-making
ability and our
ability to steer a
problem or
situation towards
a positive
 resolution. The
four intrinsic
skills make up
emotional
intelligence may
be paired under
two
competencies;
social and
personal.

Emotional According to Goleman, D.

Intelligence: Goleman (2020), (2020). Emotional
Improve Your Еmоtіоnаl Intelligence: [Link]
Social Skills and іntеllіgеnсе іѕ thе Improve Your 5502915/95c2d8/emotional-
Emotional Agility сарасіtу tо Social Skills and intelligence-improve-your-
for a Better Life, rесоgnіzе оur Emotional Agility emotional-agility-and-social-
Success at Work, еmоtіоnѕ аnd for a Better Life, skills-for-a-better-life-
and Happier rеgulаtе thеm, tо Success at Work, [Link]
Relationships. dіѕсеrn thе and Happier
Discover Why It еmоtіоnѕ оf Relationships.
Can Matter More оthеrѕ, аnd tо Discover Why It
Than IQ (EQ 2.0) dіffеrеntіаtе Can Matter More
bеtwееn vаrуіng Than IQ (EQ 2.0).
еmоtіоnѕ, uѕіng
thіѕ іnfоrmаtіоn
tо fасіlіtаtе
thоughtѕ аnd
bеhаvіоr іn оrdеr
tо асhіеvе thе
dеѕіrеd rеѕultѕ.
Gender Foreign According to Fischer AH, Kret
differences in Literatu Fischer et al., ME, Broekens J.
emotion re (2018), The Gender differences [Link]
perception and emotional in emotion pmc/articles/PMC5784910/
self-reported sensitivity perception and self-
emotional hypothesis states reported emotional
intelligence: A that women are intelligence: A test
test of the more sensitive to of the emotion
emotion subtle cues, sensitivity
sensitivity which implies hypothesis.
hypothesis. that they
perceive the
intended emotion
as more intense,
but only when
the cues are
subtle or low
intense. This
explanation has
received support
in previous
studies
examining
gender
differences in
emotion
recognition, and
suggests that
men and women
may not differ in
recognizing
clear,
prototypical
emotions, but
that women are
more sensitive to
emotional
refinements and
thus only have an
advantage in
perceiving less
intense, or less
prototypical
emotion
expressions. For
example, authors
in tested gender
differences in
emotional faces
with different
intensities. In
two experiments,
they found that
there were no
gender
differences in the
recognition of
emotional faces
with most
extreme
intensity,
whereas gender
differences were
found for lower
level intensities.
In addition,
others provided
participants with
short videos of
morphed faces,
 starting with
neutral (0%
emotion) and
ending with
100% emotion
(including 6
different
emotions).
Participants had
to label the
emotion they
perceived
(accuracy task)
and next, they
had to indicate
when they started
seeing the
emotion
(sensitivity task).
The results
showed that
women were
better both in the
accurate labeling,
particularly of
sadness and
surprise and they
were quicker in
detecting anger
and disgust.
The Theories of Foreign According to Craig, H. (2019,
Emotional Literatu Meshkat and January 30). The
Intelligence re Nejati (2017) Theories of https://
Explained. males and Emotional [Link]/
females are Intelligence emotional-intelligence-
socialized Explained. Psychol theories/#gender-differences
differently – ogy Today.
females are
encouraged to be
cooperative,
expressive and
tuned in to their
interpersonal
world, whereas
males are
encouraged to be
competitive,
independent and
instrumental.

Biologically,
 females are
‘biochemically
adapted’ to focus
on the emotions
of the self and
other as
necessary to
promote survival.
Furthermore,
neuroscientificall
y speaking, the
areas of the brain
that are
necessary for
emotional
processing are
larger in females
than these areas
are in males.

The role of self- Foreign According to Sun Sun, Z., Xie, K., &
regulated learning Study et al., (2018), Anderman, L. H.
in students’ students' self- (2018). The role of [Link]
success in flipped efficacy in self-regulated science/article/abs/pii/
undergraduate learning math learning in S1096751617304542
math courses and the use of students’ success in
help seeking flipped
strategies were undergraduate math
all significantly courses. The
positively related Internet and Higher
with academic Education, 36, 41–
achievement in 53.
both pre- and in-
class learning
environments. In
addition,
students' self-
efficacy
in collaborative
learning had a
positive impact
on their use of
help seeking
strategies during
in-class learning.
Math Anxiety: A Foreign According to Beilock, S. L., &
Factor in Math Study Beilock & Maloney, E. A.
Achievement Not Maloney (2015) (2015). Math [Link]
to Be Ignored study entitled: Anxiety: A Factor 10.1177/2372732215601438
“Math Anxiety: in Math
A Factor in Math Achievement Not
Achievement Not to Be
to Be Ignored”, Ignored. Voices in
The strongest Education, 2.
contribution of
math anxiety
research to
public policy is
an understanding
that success in
mathematics
requires not only
knowledge of
mathematical
concepts but also
the right mind-
set. When
students are
anxious about
math, they
typically perform
at a level that is
below that of
their actual
abilities. Their
math anxiety not
only causes them
to underperform
in math but also
to avoid math
and math-related
careers, resulting
in fewer
professionals
trained in STEM
disciplines..

An investigation Foreign According to the Erturan, S., &

of boys’ and girls’ Study study of Erturan Jansen, B. (2015).
emotional & Jansen (2015) An investigation of [Link]
experience of entitled, “An boys’ and girls’ article/10.1007/s10212-015-
math, their math investigation of emotional 0248-7
performance, and boys’ and girls’ experience of math,
the relation emotional their math
between these experience of performance, and
variables math, their math the relation
performance, and between these
the relation variables. European
between these Journal of
variables”, Psychology of
Gender Education, 30,
differences in 421–435.
children’s
emotional
experience of
math, their math
performance, and
the relation
between these
variables were
investigated in
two studies. In
Study 1, test
anxiety, math
anxiety, and math
performance
(whole-number
computation)
were measured in
134 children in
grades 3–8 (ages
7–15 years). In
Study 2,
perceived math
competence,
math anxiety, and
math
performance
(whole-number
computation)
were measured in
208 children in
grades 3–6 (ages
8–13 years)
using data from
the study of
Jansen et al.
(Learning and
Individual
Differences, 24,
190–197, 2013).
Gender
differences
occurred only in
test anxiety (boys
had lower test
anxiety than
girls).
Concerning the
relationship
between
emotional
experience of
math and math
performance,
math anxiety and
math
performance
were negatively
related, but only
for girls, even
when controlled
for test anxiety
(Study 1).
However, only
the relation
between
perceived math
competence and
math
performance was
significant in
Study 2, for both
boys and girls.
The relation
between math
anxiety and math
performance was
not significant in
this study after
controlling for
perceived math
competence.
Therefore, we
might conclude
that perceived
math competence
is a crucial
variable when
investigating
children’s
emotional
experience
concerning math.
Impact of Foreign According to Ramesh, S.,
emotional Study Ramesh et al., Thavaraj, H. S., &
intelligence on (2016) in their Ramkumar, https://
academic study entitled, D. (2016). Impact [Link]/
achievements of “Impact of of emotional 45708559/3._IJBMR_-
college students – emotional intelligence on _IMPACT_OF_EMOTIONAL_
A review intelligence on academic INTELLIGENCE_ON_ACAD
academic achievements of [Link]?
achievements of college students – 1463491855=&response-
college students A
– A review”, review. Internation
By learning to al Journal of
use the emotional Business
part of students’ Management &
brain as well as Research
the rational, (IJBMR), 6(2), 25–
students’ not 30.
only expand their
range of choices
when it comes to
responding to a
new event, they
will also factor
emotional
memory into
their decision-
making. This will
help prevent
students’ from
continually
repeating earlier
mistakes.
The Relationship Most of the Carbonel, L. G.,
between students have Bayongan, A.,
Freshman College low interest and Carino, M.,
Students' unfavorable Daguasi, I.,
Academic attitude in Math Guzman, L., &
Performance and 11(Mathematics Viloria, P. (2022).
the Performance in the Modern PAQIA: The
Analysis World) in which Relationship
Quadrants, most of them between Freshman
Interest, and have grades of 80 College Students'
Attitudes in to 84%. Academic
Mathematics 11. Performance and
the Performance
Analysis
Quadrants, Interest,
and Attitudes in
Mathematics 11.
Gender The study shows Arhin, A. K., &
Differences and that performance Offoe, A. K.
Mathematics assessment tests (2015). Gender
Achievement of are not gender Differences and
Senior High biased and also Mathematics
School Students: contradict the Achievement of
A Case of Ghana assertion that Senior High School
National College. boys perform Students: A Case of
(Journal of better in Ghana National
Education and mathematics College. Journal of
Practice) than girls with Education and
particular Practice, 6(33), 67-
reference to early 74.
high school level
in Ghana.

Influence of gender Data in table 1 Unity, O., & Igbudu,

on students’ revealed that U. (2015). Influence
academic 49% of male had of gender on
achievement in ‘A’ in students’ academic
government subject achievement in
government
in public secondary government subject
schools in Oredo subject while in public secondary
Local Government 51% of female schools in Oredo
Area of Edo State, had 51%. It Local Government
Nigeria therefore Area of Edo State,
(Journal of Nigeria. Journal of
Educational and shows that Educational and
Social) female Social
performed better Research, 5(2), 101-
106.
than boys in this
subject grade ‘A’.
This study agrees
with the view of
Lao (1980)

found female
students to obtain
higher CGPA
compared to
males. Kimball
(1989) found that
in contrast to
standardized

measure of
mathematics
achievement tests
like SAT-M,
female students
outperform males
in math classess.

Data in table 2,
shows that 51%
of males had ‘B’
grade in
government
subject compared
to their female

counterpart with
49%. This study
corroborated
with the view of
Young and Fisler
(2000)
examining SAT-
M scores of high

school senior,
found males to
score better than
females.

Data in table 3,
indicated that
48% of males
had grade ‘C’ in
government
subject while
52% of female
 had grade

‘C’. This shows

that the female
students
outclassed their
male counterpart
in grade ‘C’ in
government
subject. This
study
Does Emotional Results showed Meshkat, M., &
Intelligence that there was no Nejati, R. (2017).
Depend on Gender? significant Does emotional
A Study on difference between intelligence depend
Undergraduate the genders on
on gender? A study
English Majors of their total score
Three Iranian measuring
on undergraduate
Universities emotional English majors of
intelligence, but three Iranian
the genders did universities. Sage
tend to differ in Open, 7(3),
emotional self- 2158244017725796
awareness, .
interpersonal
relationship, self-
regard, and
empathy with
females scoring
higher than males.
Self-regard, a
component where
males usually
score higher, has
yielded different
results in this study
which can open
new avenues of
research.

Bridging the gap: Our findings Clarke, M. J.,

the effect of indicate that Marks, A. D., &
gender depictions of Lykins, A. D.
normativity on normative (2016). Bridging
emotional behavior
differences in the gap: the effect
for each gender
empathy and may
of gender
emotional influence self- normativity on
intelligence perceptions of differences in
empathy. As empathy and
hypothesized, emotional
participants in the intelligence.
control Journal of gender
condition studies, 25(5), 522-
supported previous 539.
studies (e.g.,
Baron-Cohen &
Wheelwright,
2004; Lawrence
et al., 2004;
Schieman & Van
Gundy, 2000;
Wheelwright et al.,
2006) that have
found that
females rate
themselves as
being significantly
more empathic
than males. This
pattern was
maintained in the
condition in which
fictitious
neurological
information
supported the
gender stereotype
that females are
more empathic
than males. As
predicted, in the
condition in which
participants were
given fictitious
neurological
information that
challenged this
stereotype
(suggesting that
males are superior
to females in
empathy),
there was no
significant
difference between
males and females
in self-reported
empathy.
Influence Of Based on the Prafitriyani, S.,
Emotional results of research Magfirah, I., Amir, N.
Intelligence On and discussion, the F., Irmawati, A., &
Mathematics conclusion that can Umanailo, M. C. B.
Learning Outcomes be drawn is that (2019). Influence of
Of Class VII there are positive emotional
Middle School 9 influence between intelligence on
Buru Students emotional mathematics learning
intelligence to outcomes of class VII
mathematics middle school 9 Buru
achievement of students.
students of class International Journal
VII Middle School of Scientific &
9 Buru. Technology
The effect Research, 8(10),
amounted to 1490-1494.
49.70%

Does Emotional Results showed Meshkat, M., &

Intelligence that there was no Nejati, R. (2017).
Depend on significant Does emotional
Gender? A Study difference intelligence depend
on Undergraduate between the on gender? A study
English Majors of genders on their on undergraduate
Three Iranian total score English majors of
Universities measuring three Iranian
emotional universities. Sage
intelligence, but Open, 7(3),
the genders did 2158244017725796
tend to differ in .
emotional self-
awareness,
interpersonal
relationship, self-
regard, and
empathy with
females scoring
higher than
 males. Self-
regard, a
component
where males
usually score
higher, has
yielded different
results in this
study which can
open new
avenues of
research.

Bridging the gap: Our findings Clarke, M. J.,

the effect of indicate that Marks, A. D., &
gender depictions of Lykins, A. D.
normativity on normative (2016). Bridging
differences in emotional the gap: the effect
empathy and behavior for each of gender
emotional gender may normativity on
intelligence influence self- differences in
perceptions of empathy and
empathy. As emotional
hypothesized, intelligence.
participants in Journal of gender
the control studies, 25(5), 522-
condition 539.
supported
previous studies
(e.g., Baron-
Cohen &
Wheelwright,
2004; Lawrence
et al., 2004;
Schieman & Van
Gundy, 2000;
Wheelwright et
al., 2006) that
have found that
females rate
themselves as
being
significantly
more empathic
than males. This
pattern was
maintained in the
condition in
which fictitious
neurological
information
 supported the
gender stereotype
that females are
more empathic
than males. As
predicted, in the
condition in
which
participants were
given fictitious
neurological
information that
challenged this
stereotype
(suggesting that
males are
superior to
females in
empathy),
there was no
significant
difference
between males
and females in
self-reported
empathy.
Influence Of Based on the Prafitriyani, S.,
Emotional results of Magfirah, I., Amir,
Intelligence On research and N. F., Irmawati, A., [Link]
Mathematics discussion, the & Umanailo, M. C. profile/Muhamad-Chairul-Basrun-
Learning conclusion that B. (2019). Umanailo/publication/
Outcomes Of can be drawn is Influence of 336878341_Influence_Of_Emotional_
Class VII that there are emotional Intelligence_On_Mathematics_Learni
Middle School 9 positive intelligence on ng_Outcomes_Of_Class_VII_Middle_
Buru Students influence mathematics School_9_Buru_Students/links/
between learning outcomes 5db8390d4585151435cfd36d/
emotional of class VII middle Influence-Of-Emotional-Intelligence-
intelligence to school 9 Buru On-Mathematics-Learning-Outcomes-
mathematics students.
Of-Class-VII-Middle-School-9-Buru-
achievement of International
students of class Journal of [Link]
VII Middle Scientific &
School 9 Buru. Technology
The effect Research, 8(10),
amounted to 1490-1494.
49.70%