Abstract
Emotional intelligence, mental health, and academic performance are interconnected aspects of student well-being. This descriptive-comparative-correlational study sought to determine the significant relationship between emotional intelligence, mental health, and academic performance among Saint Mary’s University Senior High School students. The study utilized both quantitative and qualitative methods. Likert scale was used in the quantitative section, while thematic analysis was employed for the open-ended question in the qualitative part. Through the use of simple random sampling, 208 students were considered as the respondents of the study. After data analysis, findings revealed that Senior High School students have high emotional intelligence and good mental health. In addition, no significant difference is shown between the emotional intelligence of the respondents when grouped according to the profile variables. Similarly, this study also revealed no significant difference between the mental health conditions of the respondents when grouped according to the profile variables. Moreover, there is a low correlation between students’ emotional intelligence, mental health, and academic performance. The respondents’ practices highlight the need for a more comprehensive and multifaceted approach to mental health and emotional support, incorporating strategies that address a broader range of contributing factors for more effective outcomes. The findings of this study can be used as a basis for promoting healthy study habits as part of comprehensive student support programs and for better academic outcomes despite emotional intelligence and mental health challenges.
