THE MEDIATING ROLE OF COGNITIVE FLEXIBILITY ON THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND ACADEMIC SELF-REGULATED LEARNING OF SENIOR HIGH SCHOOL STUDENTS

Abstract

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.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0758/a.php" alt="Hit counter" /></p>