THE MEDIATING ROLE OF COGNITIVE FLEXIBILITY ON THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND ACADEMIC SELF-REGULATED LEARNING OF SENIOR HIGH SCHOOL STUDENTS
DOI:
https://doi.org/10.46827/ejes.v11i5.5300Keywords:
educational management, cognitive flexibility, emotional intelligence, academic self-regulated learning, students, mediating effect, PhilippinesAbstract
The purpose of this study was to determine the mediating role of cognitive flexibility in the relationship between emotional intelligence and academic self-regulated learning. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 267 respondents of the study who are learners among public elementary schools in Cateel 1 and 2, Davao Oriental. The researcher utilized a stratified random sampling technique and an online survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and Medgraph using the Sobel z-test. From the results of the study, it was found that there is a very high level of cognitive flexibility, emotional intelligence, and academic self-regulated learning. Also, results revealed that there is a significant relationship between emotional intelligence and academic self-regulated learning, a significant relationship between emotional intelligence and cognitive flexibility, and a significant relationship between cognitive flexibility and academic self-regulated learning. Further, it was revealed that there is a partial mediating effect of cognitive flexibility on the relationship between emotional intelligence and academic self-regulated learning.
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References
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