LEVELS OF EMOTIONAL INTELLIGENCE AND CAREER DECISIVENESS OF

GRADE 12 SENIOR HIGH SCHOOL STUDENTS OF RAMON MAGSAYSAY

MEMORIAL COLLEGES GENERAL SANTOS CITY

A Thesis Proposal
Presented to the Faculty of Psychology Program
Ramon Magsaysay Memorial Colleges
General Santos City

In Partial Fulfillment of the Requirements in Research in Psychology 2

Bachelor of Arts in Psychology

KYLE O. LUCERO
April 2022
 Chapter 1

INTRODUCTION

Background of the Study

One of the most crucial choices you will make in life is choosing a career. The

decision of what you will do for a living is just one aspect of this. It is also important to

invest our time and energy in the things that we know and are sure about. Senior high

school graduates only have a brief window of time to consider their desired future

career choice as transition from high school to college life. Students might find picking a

vocation to be a challenging task since they must compare their personal interests,

talents, capabilities, and objectives to what is offered in various reachable universities.

According to Reddy (2016), everyone needs to be aware of the effects and potential

consequences of choosing an inappropriate career in this day and age. It is crucial to

know what we want from a career and what we do not want. A career that has been

chosen without considering the pros and cons may have a significant impact on one's

daily activities and, ultimately, his or her life.

But there are times that some students realize that they picked the wrong degree

when they are already in the mid of their college life that results in either they will shift

their course or continue it with low emotional motivation or that time they make a

decision, they settle based on their emotional state. A longitudinal study has been done

by the National Center for Education Statistics (NCES) in 2020, “within 3 years of initial

enrollment, about 30 percent of undergraduates in associate’s and bachelor’s degree

programs who had declared a major had changed their major at least once.” This
means that approximately one-third of all college students changed course during their

academic careers. Furthermore, the NCES found that “about 1 in 10 students changed

majors more than once.” This figure represents significant stress, fear, anxiety and

chaos for these undergraduates.

Moreover, according to Juanillo (2017), those who chose the wrong course in

college have the worst. Unfortunately, students don’t easily realize this fault. In their

senior year or first year college they think that they got their life all together until it hits

them that their course is not the one for them. Once the students realize this, they will

be shaken to the core, might regret all the chances that they didn't take and blame all

matters for their current state and that might result in suffering until the end.

This study sought to investigate the level of emotional intelligence and how

decisive the undergraduates, specifically the grade 12 student who will later need to

decide which path and what career they will choose in the future. The researcher hopes

that providing this information of the study will help the students reflect, decide and

choose the right and appropriate course in college to prevent or to lessen the

possibilities that the grade 12 students will face regrets. Not only the students will work

on themselves but also the Guidance and Testing Center in RMMC-GSC will have

career counseling integrating it with academic advising to lessen the possibilities of

students being in chaos. This would also help the parents of the students to be more

aware of their children’s choice of course that will lead to success in connection to their

future career.
Synthesis

This study highlights the level of emotional intelligence and the level of career

decisiveness of the grade 12 students and the significant relationship of the two

variables and presents the possible recommendations after finding the result.

Previous studies about emotional intelligence studies shows that emotional

intelligence supports personal growth in the areas of academics, relationships, and

careers. This is because emotional intelligence helps people understand and integrate

emotion and reason in productive ways. This trait prevents us from being extremely

emotional while deciding on something, which makes judgment easier and what are the

possible consequences.

Reviewed studies about career decisiveness, studies shows that when choosing

a career is very crucial as it holds your future career path. Being indecisive have

consequences too as what some studies presented. Emotional intelligence was

identified as one of the key predictor in career decision.

Therefore, the related literature suggest that the level of emotional intelligence of

the students have significant and/or related on students’ career decisiveness. The way

students thinks and on how they handle their emotions can affect how they will decide

on their future career.

Review of Related Literature

The researcher's comprehension of the issue is aided by related studies and

literature in a better way as it may explain unclear aspects regarding a current research

topic when compared to the results of the same studies. The related literature and
studies by various authors are reviewed in this chapter. Specifically, it includes

emotional intelligence, career decision-making and the relationship of emotional

intelligence and career decisiveness.

Emotional Intelligence

What stops you from being decisive is fear of regret. Regret is one of the bitterest

of emotions because it means that it was once within your power to make a different

decision that would have resulted in a better outcome but that time has passed. Being

able to tolerate regret means that you can forgive yourself for a bad decision and accept

that you couldn’t have known what the future would bring at the time you made it (Vikki,

2017).

According to Power (2017), these are the 7 qualities that best describe students

with a high EQ: They are not afraid of change; they understand it’s a fact of life, and

they’re quick to adapt. They are self-aware-they know what they’re good at, what they

can work on, and what kinds of environments suit them best. They are empathetic. They

can easily relate to others and understand what they are going through. They are

committed to quality but understand that perfection is an impossible standard. They are

balanced and able to have a healthy professional and personal life. They are curious

and open-minded, and they love to explore the possibilities and they are gracious,

grateful, and happy.

Emotional intelligence is a cognitive affective characteristic which support

individual development across academic, social, and career domains. This is due to the

emotional intelligence's role in enabling individuals to effectively process and integrate

emotion with reason. In the case of career choosing, this characteristic protects us from
becoming emotionally overwhelmed thus facilitate decision making (Salim & Safitri,

2020).

When the brain uses our thoughts and beliefs to interpret what is happening

around us, emotions are produced. This influences how we think, feel, and act. This

process has some effect on every decision we make. It's common to make emotional

choices. Different emotions affect decisions in different ways. If you’re feeling sad, you

might be more willing to settle for things that aren’t in your favor. Anger can breed

impatience and hasty judgment. As you ride the waves of confidence and optimism

about the future when you're excited, you could make snap judgments without thinking

through the repercussions. While if you're scared, you might make a slower decision

since you're being cautious and doubtful. This indicates that although your emotional

intelligence often plays a significant role in decision-making, it can also lead to poor

judgment, unconscious bias, irresponsibility, or risk aversion (Bach, 2018).

Career Decisiveness

It is important to attain tertiary education because college studies open wide

horizons of knowledge in the life of students. They get to know much more about life

and students who complete graduate and post graduate studies are offered greater and

better job opportunities than those who do not seek college studies. Many students may

resist college education because of the ever increasing expenditure on attaining

knowledge at higher level but still it holds its importance in terms of earning potential

that it offers to students after they complete their degree (Gross, 2017).
 According to Omaha (2019), decisiveness comes into play in every arena of life.

For example, say you're about to graduate from university, and after a round of

interviews with company recruiters you've received three equally attractive job offers.

When you're decisive, you: Can make decisions even in ambiguous and time-pressed

situations. Are able to select a course of action despite lack of full information.

Understand that making no decision still has consequences.

Santos, Wang, and Lewis (2018) highlighted that career decision making is a key

predictor of emotions and career outcomes. Further they identified that high emotional

intelligence reduced the career making difficulties.

According to (Haider et al., 2022) Students are frequently exposed to a variety of

unclear scenarios during this process of selecting a certain professional path, adding to

their stress and worry. A person's self-belief in his or her abilities to carry out specific

duties within a career, which is frequently predicted by prior experiences of success and

failure, may be impacted by this ambivalence. Therefore, the current study examined

how university students' generalized self-efficacy and career decision-making were

impacted by emotional intelligence.

The study done by Pilarik, Szatmar, and Hegedusova, (2021) presents the

findings from the study in Slovakia, which looked at how high school students in that

country made adaptive career decisions based on their perceptions of Emotional

Intelligence and career decision-making strategies. The findings take into account the

beneficial effects of perceived El on Slovak university students' contentment and lack of

regret throughout the process of choosing their careers after realizing that their choice

requires them to continue their academic courses.

Relationship between Emotional Intelligence and Career Decisiveness

Rao (2017) studied a mixed methods study of psychosocial factors in career

decision making in adolescents. The sample for quantitative phase consisted of 548

participants studying in II year pre-university recruited from government and private

students in Bangalore. 30 participants were selected for the qualitative phase to be

analyzed on interview schedules. Findings revealed that decided students had higher

career maturity than students who were not decided or undecided about their future

careers. Future scopes, ease of choice and financial the findings of the study revealed

that emotional intelligence and its dimensions such as empathy, utilization of feelings,

handling relationships, and self-control are positively related to the career decision-

making self-efficacy. Moreover, the utilization of feelings and self-control factors were

inversely related to vocational exploration and commitment.

It has been determined that there is a strong correlation between Career

Decision Making and Emotional Intelligence. Numerous researches have been indicated

that students with greater emotional intelligence inspire their peers to strive in

challenging circumstances, they are influencers and pay attention to the concerns of

other students, and these students are found to be more knowledgeable at putting their

professional choices into reality. The findings also showed that students who can

handle disagreements and are generally considered to be optimistic had greater

confidence in their decision-making. The results also showed that students who are

organized and careful in their work are well aware regarding the benefits of the subjects

they have chosen (Haider et al., 2022).

 According to research, emotional intelligence (EI) helps us make wise decisions.

Researchers from Cornell University discovered that people with greater EI were better

able to recognize important vital cues and utilize that knowledge to steer clear of risky

choices. Contrarily, persons with lower EI frequently missed these minute physical cues,

and when they did, they read them incorrectly. You may say that these people with low

EI lacked intuition (Goleman, 2019)

A study entitled “University Students’ Career Choice and Emotional Well-Being”

results showed students who reported to be more satisfied and more hopeful in their life

in general were more decisive in their career choice, more aware of their strengths and

weaknesses, more knowledgeable about their future career, and more acknowledged

the importance of their career. As such a call is made for more research on relevant

factors in the career decision-making process and implications of the potentially

important relationship between one’s career choice and emotional well-being (Zhou &

Chou, 2013; Parmentier, 2021).

According to a study titled Decision-making in Career Choices among Secondary

School Students in Kiambu West, (2021) career standing and general behavior in the

larger labor market did not accurately reflect stability in career choices. The

stakeholders were particularly concerned about this because they thought young people

needed to be more decided about their careers. These perceptions revealed that either

the career counseling provided in schools was subpar or that there was a mismatch

between the goals of the career guidance programs and the instructional strategies

used to accomplish those goals. The study's key findings revealed that 64% of the

sampled students were unsure about their career options. In addition, 87% of instructors
were judged to be inadequately qualified to oversee career advice initiatives in schools.

None of the institutions had adopted application of information technology to career

guidance procedures. Based on these findings, it was advised that schools look into

hiring qualified career counselors who could help students every day with a variety of

career decisions, much like how schools hire doctors to help students with medical

difficulties.

Theoretical Framework

The study is supported by the three theories namely, Bar-on’s Competency-

Based Theory, Decision-making Theory by Herbert Simon and lastly is the Salovey and

Mayer’s Ability Model.

The study is anchored and supported by the theory developed by Reuven Bar-

On. T. Bar-On’s model of EI consists of five scales: self-perception, self-expression,

interpersonal, decision-making, and stress managements these determine how students

will understand themselves, relate to others and cope with daily demands and

challenges especially when time comes they need to decide on degree they pursue.

According to Cherniss, 2004; Elsevier B.V, (2022) It also describes an array of

interrelated emotional and social competencies that determine how effective individuals

are at understanding and expressing themselves, understanding others and interacting

with them as well as coping with daily demands and challenges and argues that these

competencies have an influence on performance and behavior that may possibly reflect

on the study.
 The study is also supported by Herbert Simon’s Decision-making Theory. He

said that making judgments was important since delaying them would harm an aim. The

idea may be broken down into two parts: the choice made and the technique or

activities used. In other words, carrying out a choice is just as crucial as making it. The

theory of decision-making describes how sensible people ought to act in risky and

unclear situations. According to the notion, making decisions entails embracing and

using logical decision-making (Alijoyo, 2021). We all make judgments and take acts

every day in both personal and academic life. The more decision-making we do to

accomplish particular goals in the very near future or over a longer period of time the

greater our function. Since there is a delay between the moment a decision is taken and

the time it will take for the outcome or goal of that decision to be achieved, we must

cope with uncertainty. As it will also reflect on the students’ decisions that will later

affects their prices or outputs about their chosen degree.

Furthermore, Salovey and Mayer’s Ability Model. According to Salovey and

Mayer, emotional intelligence is a subset of social intelligence that encompasses the

capacity to keep track of one's own emotions as well as those of others, to distinguish

between them, and to use this knowledge to shape one's own decisions and actions

(Brackett, M., Delaney, & Salovey, 2022).The following definition of EI was later

provided in 1997: the ability to perceive accurately, appraise and express emotions; the

ability to access and generate feelings when they facilitate thought; the ability to

understand emotion and emotional knowledge; and the ability to regulate emotions to

promote emotional and intellectual growth. (Mayer & Salovey, 1997a, p. 10). It is

important to have self-awareness especially to students as it will provide insights about

the emotions they feel, why they react as they do and later, it will give them direction for

self-improvement and it will help them to thrive in everything they will do.

Conceptual Framework
Levels of Emotional Intelligence and Career Decisiveness of Grade 12
Senior High School Students in Ramon Magsaysay Memorial Colleges

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Level of Career
Level of
Decisiveness of
Emotional
Grade 12 Students in

Intelligence RMMC-GSC

Figure 1. Conceptual Framework

Figure 1 shows the conceptual framework of the study. It shows the relationship

of independent variable and dependent variable. The independent variables is the Level

of Emotional Intelligence and the dependent variable is the Level of Career

Decisiveness of grade 12 students.

Statement of the Problem

Generally, the study aims to determine the levels of emotional intelligence and

career decisiveness of Grade 12 students in Ramon Magsaysay Memorial Colleges of

General Santos City.

Specifically, it will answer the following questions:

 1. What is the level of emotional intelligence of Grade 12 students in RMMC-GSC?

2. What is the level of career decisiveness of Grade 12 students in RMMC-GSC?

3. Is there a significant relationship between the students’ level of emotional

intelligence and level of career decisiveness?

4. What recommendations can be made based on the findings of the study?

Hypothesis

HØ = There is no significant relationship between the level of emotional intelligence and

level of career decisiveness of the Grade 12 students.

Significance of the Study

The study focused on the level of emotional intelligence and the level of career

decisiveness of the grade 12 students of Ramon Magsaysay Memorial Colleges

General Santos City. Moreover, the results of the study would be of great help to the

following individuals:

To the RMMC-GSC Guidance and Testing Center, this study will help them to

have an awareness if the students are ready and sure enough about students’ career

choice. For them to be able to guide students in their prospective college degree.

To the Parents, this study may give them knowledge and understanding about

their child’s preferred degree in college and for them to be able to guide their children

for their future.

 To the Grade 12 Students, this study will help them have realizations and

assess themselves if they are sure about their possible career choice and if they are on

the right track in choosing the right degree.

To Future Researchers, this study may be an important contribution to their

ideas for their future research purposes.

Definition of Term

Academic Readiness – Conceptually, the term refers to the degree to which the

student is prepared in learning experience. (Gray, 2018). Operationally, the term refers

to the student who is ready for college.

Career Decisiveness – Conceptually, the term refers to the ability to make

decisions quickly and clearly (Gray, 2018). Operationally, the term refers to how

decisive are the Grade 12 students in their chosen college degree.

Degree - Conceptually, the term refers to the stage of proficiency or qualification

in a course of study (Princeton, 2017). Operationally, the term refers to the future career

choice of Grade 12 students in RMMC-GSC.

Emotional Intelligence – Conceptually, the term refers to the ability to perceive,

interpret, demonstrate, control, evaluate, and use emotions to communicate with and

relate to others effectively and constructively (Cherry, 2022). Operationally, the term

refers to the self-awareness, use of emotions to communicate and perception of

students in terms of their readiness for their future career.

Level of Career Decisiveness – Conceptually, the term refers to the scales of

measurement that tells how precisely variables are recorded. In scientific research, a
variable is anything that can take on different values across your data set (e.g., height

or test scores) (Bhandari, 2020). Operationally, the term refers the measurement scale

that will be used to measure the level of career decisiveness of the grade 12 students

specifically the Career Decision Making Inventory (CDMI).

Level of Emotional Intelligence – Conceptually, the term refers to the scales of

measurement that tells how precisely variables are recorded. In scientific research, a

variable is anything that can take on different values across your data set (e.g., height

or test scores) (Bhandari, 2020). Operationally, the term refers the measurement scale

that will be used to measure the level of emotional intelligence of the grade 12 students

specifically the Emotional Intelligence Scale (EIS).

Senior High School – Conceptually, the term refers to two years of specialized

upper secondary education; students may choose specialization based on aptitude,

interest, and school capacity; choice of career track will define the content of the

subjects a student can take (Catalan, 2016). Operationally, the term refers to the Grade

12 students of RMMC-GSC, who are the focus of this study.

Scope and Delimitation

This study will only focus on the level of emotional intelligence and the level of

career decisiveness of the grade 12 students who are officially enrolled in School Year

2022-2023 in Senior High School Program in Ramon Magsaysay Memorial Colleges.

This study covers one hundred seventy seven (177) out of three hundred fifteen (315)

students from grade 12.

 Chapter 2

METHOD

This chapter discusses the methods and procedure used in the study. It presents

the research design, research locale, research respondents, research instrument,

research procedures, statistical treatment and ethical considerations being used in the

study.

Research Design

The researcher uses Quantitative type of research specifically, it uses

descriptive-correlation research design to determine the levels of emotional intelligence

and career decisiveness of grade 12 students in RMMC-GSC. Descriptive correlational

design is used in research studies that aim to provide static pictures of situations as well

as establish the relationship between different variables. It describes two or more

variables and their relationships. Descriptive correlation design can provide a picture of

the current state of affairs. For instance, in psychology, it can be a picture of a given

group of individuals, their thoughts, behaviors, or feelings (McBurney & White, 2009;

IvyPanda, 2022).
Research Locale

Figure 2. Research Locale

Figure 2 shows the location of Ramon Magsaysay Memorial Colleges, and it is

located at Beatiles Street General Santos City. The study will be conducted in the said

location, specifically in Ramon Magsaysay Memorial Colleges-Annex wherein the

Senior High School Program is located.

Research Respondents

The researcher used a stratified random sampling technique. This method of

randomly selecting individuals seeks to select a sample size that is an unbiased

representation of the population (Nikolas, 2018). The Researchers chose the Grade 12

students in Ramon Magsaysay Memorial Colleges as respondents of the study since

grade 12 students will later decide which career path they will pursue.
 Senior High School Population Number of
Grade & Strand Respondents

Grade 12 - ABM 56 31

Grade 12 – HUMMS 112 63

Grade 12 - STEM 147 82

TOTAL 315 177

Table 1. Distribution of Respondents

Table 1 shows the unbiased selection of the respondents where researchers

used Slovin’s formula with the margin of error of 0.05, to get the sample size from the

n
whole population (N) and the formula for the Proportional Allocation ( ni = Ni ),
N

where (ni ) is the number of respondents of the three Academic Strand, and (N i) is the

total population of every classroom. It shows that out of 315 total population 177 of the

students will be the respondents. In choosing the students, random number method and

random number generator is used wherein, every student has an equal chance of being

selected, which allows each of the individuals in the group the same chance of

participating.

Research Instrument

The researcher will use two types of questionnaire: the Emotional Intelligence

Scale (EIS) by Anukool Hyde, Sanjyot Pethe and Upinder Dhar (2007) and the Career

Decision Making Inventory (CDMI) by Kirandeep Singh (2014). The adapted Emotional
Intelligence Scale consist of 34 items that will help measure the level of emotional

intelligence through ten factors as the following:

Factors Number of Statements

1 Self-awareness 6, 12, 18, 29

2 Empathy 9, 10, 15, 20, 25
3 Self-motivation 2, 4, 7, 8, 31, 34
4 Emotional stability 14, 19, 26, 28
5 Managing relations 1, 5, 11, 17
6 Integrity 16, 27, 32
7 Self-development 30, 33
8 Value orientation 21, 22
9 Commitment 23, 24
10 Altruistic behavior 3, 13

The Career Decision Making Inventory consists of 18 statements with two subscales

that measures the career decisiveness and career indecisiveness.

Subscale Item

Decisiveness Scale 1 to 5
Indecisive Scale 6 to 18

Research Procedures

After having gone through the title proposal, the researcher will make sure that

the questionnaire will be validated. The study will be conducted immediately after the

approval of the Dean of Psychology and by the Senior High School Coordinator. The

letter will be presented to the subject teacher in–charge. The questionnaire will be given

to the selected respondents who belongs to the Grade 12 students through Google
Form. The respondents will be informed and oriented concerning the content of the

study. After the respondents answered the questionnaire, the researchers will

summarize the result, gather all the data and analyze it.

Statistical Treatment

The statistical Treatment of data shows how the researcher will analyze the data.

There are 34 items for the Emotional Intelligence Scale and 18 items for the Career

Decision-Making Inventory. To answer the sub-problem (1) what is the level of

Emotional intelligence, answers in items 1-34 will be interpreted accordingly, where (5)

Strongly Agree; (4) Agree; (3) Neutral; (2) Disagree And (1) Strongly Disagree. The

maximum score on the scale is 170 and minimum score is 34. For the sub-problem (2)

what is the level of career decisiveness, answers in items 1-18 will be interpreted

accordingly, where Exactly Like Me(3), Somewhat Like Me(2), And Not At All Like

Me(1); on the basis of how closely the statements describe the career choices of

students. Their answers will be classified accordingly for the researcher to be able to

know the level of emotional intelligence and the level of career decisiveness. Pearson’s

Correlation Coefficient will be used to answer the sub-problem (3), is there a significant

relationship between the level of emotional intelligence and level of career decisiveness.

All the answers will be interpreted and analyzed so that the researchers can create

conclusions and recommendations out of the gathered data.

The statistical tools that will be used are the weighted mean and the Pearson’s

Correlation Coefficient.

1.) Weighted Mean

 In order to determine the average value of the dependent and independent

variable, weighted mean will be used and in order to answer the SOP 1 and 2.

∑∋¿ 1(xi∗wi)
∑∋¿ 1 wi

Where,

= denotes the sum

W= is the weights and
x =is the value

2.) Pearson’s Correlation Coefficient

The researcher will use Pearson’s Correlation Coefficient to determine the

relationship between the independent and dependent variable. Additionally SOP

3 will be answered using this statistical tool.

Ethical Considerations

Prior to starting the study, the researcher ensures that the participants are fully

educated on the goals and methodology of the study. The researcher makes sure that

the data will be kept private while being collected. In order to prevent and limit damage,

the researcher also takes into account the subjects' general wellbeing. The researcher

makes sure there is no manipulation of the results after gathering the data. The
researcher will present findings in the most truthful, reliable, and open way possible.

The data that will be collected will be kept in a secure program in the researchers’

personal laptop that will be keep safe and locked.

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%27_Career_Choice_and_Emotional_Well-Being
 Republic of the Philippines
RAMON MAGSAYSAY MEMORIAL COLLEGES
Pioneer Avenue, Dadiangas West
General Santos City, South Cotabato, Philippines
APPENDIX A

NAME:__________________________________ DATE:_____________
GRADE & STRAND:____________________________________________

EMOTIONAL INTELLIGENCE SCALE

Hyde, Pehte and Dhar (2002)

The ability to understand, manage, and regulate emotions in ways that lessen

stress, enhance communication, promote empathy for others, and defuse conflict is

known as Emotional Intelligence (EI).

Instructions: Here some statements are given and for every statement you have

to express your views by putting check (√) on any response of the five alternatives as

under.

Strongly Agree Agree Undecide Disagree Strongly Disagree

(SA) (A) d (U) (D) (SD)
5 4 3 2 1

There is no right and wrong answer, so please give your response on all items.

Response Category
NO. Statement SA UN
A(4) D(2) SD(1)
(5) (3)
I can encourage others to work even
1.
when things are not favorable.
People tell me that I am an inspiration
2. for them.
I am able to encourage people to take
3. initiative.
4. I am able to make intelligent decisions
using a healthy balance of emotions
 and reason.
I do not depend on others
5. encouragement to do my work well
I can continue to do what I believe in,
6. even under severe criticism.
I am able to assess the situation and
7. then behave.
8. I can concentrate on the task at hand
in spite of disturbances.
I pay attention to the worries and
9. concerns of others.
I can listen to someone without the
10. urge to say something.
I am perceived as friendly and
11. outgoing.
12. I have my priorities clear.
13. I can handle conflicts around me.
I do not mix unnecessary emotions
14. with issues at hand.
I try to see the other person’s point of
15. view.
16. I can stand up for my beliefs.
I can see the brighter side of my
17. situation.
18. I believe in myself.
I am able to stay composed in both
19. good and bad situation.
I am able to stay focused even under
20. pressure.
I am able to maintain the standards of
21. honesty and integrity.
I am able to confront unethical actions
22. of others.
I am able to meet commitment and
23. keep promises.
I am organized and careful in my
24. work.
25. I am able to handle multiple demands.
I am comfortable and open to novel
26. ideas and new information.
I pursue goals beyond what is
27. required and expected of me.
I am persistent in pursuing goals
28. despite obstacles and setbacks.
29. I have built rapport and made and
 maintained personal friendships with
work associates.
I am able to identify and separate my
30. emotions.
I think that feelings should be
31. managed.
32. I am aware of my weaknesses.
I feel that I must develop myself even
33. when my job does not demand it.
I believe that happiness is a positive
34. attitude.

CAREER DECISION-MAKING INVENTORY

CDMI, Singh (2014)
Instructions: There are statements in this inventory that deal with career goals.
While some of the claims might be accurate for you, others might not be. Please
carefully read the following and, as you think about your career alternatives, put (√) in
the appropriate statement that most accurately describes you.

Exactly Like Me Somewhat Like Me Not at All Like Me

3 2 1

e.g. I am confident about my future career.

If you are confident about your future career you would put (√) on (3) to indicate
that this item describes you correctly; put (√) on (2) if the item describes you in some
ways; and put (√) on (1) does not describe your feeling at all

i.e. you are not confident at all about your future career. Please give only one response
to each item. Answer all the items.

There is no right and wrong answer, so please give your response on all items.

Response Categories

NO. Statement ELM(3) SLM(2) NATLM(1)

1. I have decided the subjects and career, I wish
 to pursue.
2. I am very confident about my decision.
3. I know how to implement my choice
The career of my choice will provide me with
the opportunity to do exactly what I want to
4. do.
I want to be absolutely certain that my choice
5. is the right one.
I do not know in what way the subjects I am
studying (art/science/commerce/vocational) in
6. school will help me in choosing a career.
Everybody has suggested to me something or
the other, therefore I am confused to make a
7. choice.
I know I will have to take up a job eventually,
8. but none of the careers I know about appeal
to me.
I have no experience to make a career
9. decision right now
I am aware of my interests, but I am not
certain whether they are related to my career
10. plans.
I am not certain about the requirements, if I
11. want to become a teacher.
I know I have the ability to do well, but it is
12. hard for me to decide finally about a career.
I am not worried about choosing an
13. occupation, until I have finished my school.
I cannot understand how some people can be
14. certain about their decision.
I do not see any point in planning about my
15. teacher job in planning.
I am pursuing this stream because I did not
16. get admission in the stream of my choice.
17. I keep changing my occupational choice.
I would like to be a Doctor, but I would
definitely be going against the wishes of
18. someone who is important to me.
 Republic of the Philippines
RAMON MAGSAYSAY MEMORIAL COLLEGES
Pioneer Avenue, Dadiangas West
General Santos City, South Cotabato, Philippines

March 21, 2023

NELIZA G. PAROJINOG, LPT

Senior High School Coordinator
Ramon Magsaysay Memorial Colleges
Pioneer Avenue, General Santos City

Greetings!

I, Kyle O. Lucero, the researcher from 4 th Year Bachelor of Arts in Psychology in

Ramon Magsaysay Memorial Colleges is currently working on my Research in
Psychology II entitled “Levels of Emotional Intelligence and Career Decisiveness of
Grade 12 Students in Ramon Magsaysay Memorial Colleges”

In line with this, I would like to request a final list of all the Senior High students
currently enrolled in Second Semester SY: 2022-2023 as they are my respondents to
go through with my research. Rest assured that the names of the students will be kept
confidential.

Your prompt response would be appreciated. Thank you and God bless!

Respectfully yours,

KYLE O. LUCERO
4th year AB-Psychology Researcher

Noted by:

MARICHU P. DIENDO, PhD, RP, RPm

Research in Psychology II Adviser
 Republic of the Philippines
RAMON MAGSAYSAY MEMORIAL COLLEGES
Pioneer Avenue, Dadiangas West
General Santos City, South Cotabato, Philippines

March 21, 2023

NELIZA G. PAROJINOG, LPT

Senior High School Coordinator
Ramon Magsaysay Memorial Colleges

Greetings!

The undersigned is currently conducting a research work entitled, “Levels of

Emotional Intelligence and Career Decisiveness of Grade 12 Students in Ramon
Magsaysay Memorial Colleges” as a partial fulfillment in requirements in Research in
Psychology II.
In line with this, the researcher is requesting your good office to allow the
conduct of the study among the chosen respondents in the said school. Your positive
response will mean a lot for the success of the study. Rest assured that all gathered
information shall be kept strictly confidential.

Thank you and God bless!

Respectfully yours,

KYLE O. LUCERO
4th year AB-Psychology Researcher

Noted by:

MARICHU P. DIENDO, PhD, RP, RPm

Research in Psychology II Adviser

Approved by:

NELIZA G. PAROJINOG, LPT

Senior High School Coordinator
 Republic of the Philippines
RAMON MAGSAYSAY MEMORIAL COLLEGES
Pioneer Avenue, Dadiangas West
General Santos City, South Cotabato, Philippines

March 21, 2023

THE RESPONDENTS

Dear Respondents,

Greetings of Peace!
The undersigned is currently conducting a research work entitled, “Levels of
Emotional Intelligence and Career Decisiveness of Grade 12 Students in Ramon
Magsaysay Memorial Colleges” as a partial fulfillment in requirements in Research in
Psychology II.
In line with this, I would like to ask permission from you to answer the
questionnaires that will be given to you. Please answer the questions seriously. This will
be a great help for the success of my research study. Rest assured that whatever
information you will provide will be treated with outmost confidentiality.
Thank you for your cooperation and God bless!

Respectfully yours,

KYLE O. LUCERO
Researcher

Noted by:

MARICHU P. DIENDO, PhD, RP, RPm

Research in Psychology II Adviser
 Republic of the Philippines
RAMON MAGSAYSAY MEMORIAL COLLEGES
Pioneer Avenue, Dadiangas West
General Santos City, South Cotabato, Philippines

March 21, 2023

HEAD INSTRUCTOR

Dear Ma’am/Sir,

Greetings of Peace!
I, Kyle O. Lucero, the researcher from 4th Year Bachelor of Arts in Psychology in
Ramon Magsaysay Memorial Colleges is currently working on my Research in
Psychology II entitled “Levels of Emotional Intelligence and Career Decisiveness of
Grade 12 Students in Ramon Magsaysay Memorial Colleges”.

In line with this, I would like to ask permission to allow me to conduct my

research study in your vicinity. Rest assured that all gathered information shall be kept
strictly confidential.
Thank you for your cooperation and God bless!

Respectfully yours,

KYLE O. LUCERO
Researcher

Noted by:

MARICHU P. DIENDO, PhD, RP, RPm

Research in Psychology II Adviser
 List of Respondents
(GRADE 12- ABM)
1 Basilad, Chrystle Yvhonne, Cuaman
2 Boctot, Ashley Nicolai, Grande
3 Cordero, Hannah Moselle, Omboy
4 Labador, Erikson, Reyes
5 Laconse, Jhanna, Bunda
6 Lague, Prince Jefford, Pasignasigna
7 Largado, Erlyn Joy, Calanao
8 Lauron, Jerry Mae, Gabayno
9 Lebrilla, Leigh Denise Sarchez
10 Lim, Crystal Anne Sabina, Arubo
11 Manaloto, Janeene, Feliciano
12 Sacasac, Herchel, Quines
13 Salas, April, Ilola
14 Supilanas, Ryzhan Mae, Alipoon
15 Tablada, Jennelyn Rose, Baling
16 Alicaya, Daniella Marie, Jinon
17 Badongen, Jessica, Celestial
18 Bayhon, Shanell Ivy, Tanion
19 Blason, Krizalyn, Mahometano
20 Canja, Chzyrerich Yvonne, Besinga
21 Dela Cruz, Zandra Claire, Delalamon
22 Dumas, Mac Andrew (No Middle Name)
23 Duqueza, Chester Lee, Araquil
24 Exclamador, Mairene Faith, Gayorgor
25 Lagulao, Glea Shane, Matalubos
26 Laurente, Jhazyl Mae, Derla
27 Madridano, Jay Lou, Algarme
28 Molles, Jenielyn, Maybuena
29 Punla, Mary Karyl, Sioquim
30 Remiscal, Nicole, Gallano
31 Sumile, Janzy Ashly, Dela Fuente
TOTAL 31

No. List of Respondents

 (GRADE 12- HUMSS)
1 Buenavista, Joshua Zeus, Laurea
2 Canque, Jeremy, Melitante
3 Carlon, Joseph, Pardico
4 Dequito, Chede Loraine, Usol
5 Empinado, Mesherie Jade, Cerida
6 Incognito, Earl Adrian, De Pedro
7 Jabat, Jayvee, Tuardon
8 Lacap, Jasmine, Canlas
9 Makiputin, Gechelle Kate, Garcia
10 Malayon, Nathaniel, Matchoca
11 Marinay, Francis Adrienne, Subito
12 Miranda, Arche, Indino
13 Montes, Reynaldo Jr., Bascompte
14 Opinion, Renzel Mae, Quezon
15 Oray, Real Jaine, Besinga
16 Pabon, Jhiandrey Clark Alvarez
17 Remegio, Diana Sophia, Macatimbol
18 Salazar, Miguel (No Middle Name)
19 Salvador, Eduardo Jr., Maboloc
20 Sustiguer, John Laurence, Quiwag
21 Tupas, Abigail, Rojas
22 Alarcon, John Christian, Tuga
23 Albao, Cyril Tristan, Catingub
24 Amoguis, Princess Cyrine, Garingo
25 Anas, Jerald King, Balaba
26 Balbin, Sean James, Hernaez
27 Balcita, Kimberly,Reyes
28 Dimco, Jorginette Ray, Malinao
29 Fernandez, Kia, Tag-at
30 Flores, Jhanne Manuelle, Dupalco
31 Gulbe, Noemie, Sanchez
32 Hinampas, Liliana Michaela (No Middle Name)
33 Jabonita, Ceilynne, Laogan
34 Palmitos, Vanessa Bianca, Dupalco
35 Ritas, Justine Leo, Colita
36 Sugod, Jhammil, Dojino
37 Taladucon, Winci Angelo, Tamodtamod
38 Trazona, Joselito Jr., Cabusao
39 Villacura, Karen, Maming
40 Delos Reyes, Jan Ramhir Bentaib
41 Incensario, Jhon Kenneth, Kiande
42 Javines, Aljhon Bacatan
43 Abesia, Joana Marie, Bacolod
44 Alpitche, Rojon, Tumanda
45 Ave, CJ, Baldeo
46 Batobato, Ruby Jane, Buhat
47 Baylon, Sheran Mae, Curato
48 Besar, Trixia Mae, Quiamco
49 Betache, Rhuela Darie Jane, Suarez
50 Callao, Aaron James, Oafallas
51 Dioso, Loisa Faith, Gumboc
52 Jore, Ervel, Francisco
53 Laurente, Gil Martin, Egido
54 Lumna, Abdulazis, Sampaco
55 Macapanton, Ansary Ali
56 Mamalumpong, Fatra Mae Mandangin
57 Martin, Terence John, Sabalo
58 Pelaez, Nathaniel Alexander, Laspiñas
59 Pelagio, Rea Mae Robe, Olarte
60 Puig, Mc Edriane John, Villanueva
61 Quintos, Reynald Carl, Batitia
62 Yaun, Andrea Jane, Morales
63 Tampus, Zaniveth Calolong
TOTAL 63
 List of Respondents
(GRADE 12- STEM)
1 Agullana, Alberto III, Gian
2 Alcaria, Rhearose, Beduya
3 Balanon, Ylen Criz, Sarco
4 Bernal, Kairos Azaziah, Daliba
5 Capulla, Neil Gabriel, Abing
6 Empeño, Szetchy Shanyelle, Pabon
7 Encabo, Renna Jane, Jugos
8 Gagnao, Mhayrl Eve, Pastera
9 Jinayon, Kayla, Toñacao
10 Laviña, Edrian Charles, Lim
11 Llacuna, Marc Owhyn, Polinario
12 Lucernas, Joven Hart Enriquez
13 Marajukin, Medina Marielle, Mamalo
14 Mercado, Erik Paolo, Siaotong
15 Ollera, Hernane III, Vilbar
16 Talatala, James Andre Gambalan
17 Tonga, Marry Grace, Timagos
18 Villaflor, Francine, Projo
19 Yana, Angela, Trisha Mae, Ofqueria
20 Capili, John Ralph Vincent, Palencia
21 Diolagan, Zhairen, Jamalod
22 Aparicio, Fedelyn, Ende
23 Banaynal, CJ, Aposter
24 Borre, Charles Benedict, Cejuela
25 Braza, Sarah Shane, Villaflor
26 Dumaboc, Queenzy Kazinni, Rosales
27 Dungog, Kurt Laurence, Abellana
28 Estrabon, Brian Earl James, Rendon
29 Fredeluces, Charisse Jan, Deguma
30 Gambuta, John Laurence (No Middle Name)
31 Inocillas, Trisha, Lintuan
32 Macmod, Fatima (No Middle Name)
33 Mla, Hairah, Sigayan
34 Octavio, Erick J, Colesio
35 Pardillo, Ken Oliver, Juban
36 Samson, Mariel, Demonteverde
37 Sangalang, Jery Mae, Laurita
38 Sarga, Estephanie, Elnar
39 Sasing, Angel Faith, Dinapo
40 Yap, Aleeza Kyle, Resurreccion
41 Quiroy, Jeremy Keith, Larosa
42 Villafuerte, Wyndll Sean Angelo, Tan
43 Bulasa, Aaron Kenn, De Guzman
44 Cabotaje, Arjan Dave, Franco
45 Celestial, Glycel, Dela Cruz
46 Copada, Hannah, Carpio
47 Cueme, Sophia Marie, Martorillas
48 Delos Santos, Kaye, Planas
49 Duque, Dwynette Kaizza, Regner
50 Ebrahim, Mohammad Samir, Ambas
51 Jalando-on, Warren, Candelario
52 Limson, Axxel Ruz, Delos Santos
53 Martinez, Angelica Marie, Mier
54 Molina, Earl Vincent, Banzuelo
55 Morata, Jay Dee Busano
56 Paredes, Rubie Jane, Palmon
57 Remegio, Samantha Nicole, Ompas
58 Salinas, Curtney, Matchoca
59 Santillan, Juliana, dela Peña
60 Tagamolila, Gregory, Rosaceña
61 Tamayo, Michaela Joy, Arcallo
62 Tangente, Hilary Alexandra, Saligumba
63 Alambra, Stephanie, Rimando
64 Aparicio, Mc Daniel, Robles
65 Arbilo, Vanessa Vince, Cuanan
66 Balasa, Louis Charles Sichon
67 Carlon, Joshua, Pardico
68 Coronado, Chona, Mangigo
69 Dagaas, Jherhone Xyclemiel, Obid
70 Dayta, Reginald Carl, Desierto
71 Dela Cruz, Jahn Myrille, Torrevillas
72 Dela Cruz, John Oro (No Middle Name)
73 Dimson, Mary Jane, Sainz
74 Dizon, Jascinth Riis, Diaz
75 Fuentes, Justine Karl, Relles
76 Gandawali, Nawaf, Upak
77 Magbanua, Joshi Francis, De Felipe
78 Padernal, Adriane Rey (No Middle Name)
79 Plarisan, Krysthel Jane, Salva
80 Sayson, Christine, Pescuela
81 Villodres, Messiah Jane, Intawon
82 Yson, Crizzy, Esnardo
TOTAL 82