Emotional Intelligence and Motivation Learning Strategies Among College Students in DMC College Foundation, Inc.: Basis for A Proposed Intervention Program
DOI:
https://doi.org/10.65150/EP-jsshrs/V2E7/2026-19Keywords:
Emotional intelligence, motivational learning strategies, self-regulated learning, college students, DMCCFI, PhilippinesAbstract
This study aimed to determine the relationship between the perceived level of emotional intelligence and the perceived level of motivational learning strategies among the DMC College Foundation Inc. college students during the school year 2025-2026 using a quantitative descriptive-correlational design. Data were analyzed using weighted mean, standard deviation, and Spearman Rank Order Correlation Coefficient (Spearman rho). Students’ overall perceived emotional intelligence was rated high, with Assessment of My Own Emotion as the highest-rated dimension and Emotional Expression as the lowest, though still within the high category. Similarly, overall motivation learning strategies were rated high, with Intrinsic Goal Orientation and Self-Regulation of Effort as the strongest dimensions, while Assessment of Homework and Test Anxiety were comparatively weaker and rated moderate. A strong, positive, and significant relationship was found between emotional intelligence and motivation learning strategies. The findings suggest that higher emotional intelligence is associated with stronger motivational learning strategies, highlighting the need for targeted interventions to enhance students’ emotional and academic development. Based on the findings, DMC College Foundation, Inc. would implement program- and year-level–targeted emotional intelligence and self-regulate learning interventions, strengthen support for homework and assessment routines through structured study planning and monitoring, and reduce test anxiety through counseling services, coping-skills training, and test-taking strategy workshops.
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Copyright (c) 2026 Marjorie M. Rulog, MAEM, Leo C. Naparota, PhD (Author)
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