Title: Exploring Peer Pressure Susceptibility, Emotional Intelligence and Academic Motivation in Mathematics among Junior and Senior High School Students
Authors: Cherise Joy B. Equipado
Volume: 9
Issue: 12
Pages: 80-88
Publication Date: 2025/12/28
Abstract:
This study examined the relationship among peer pressure susceptibility, emotional intelligence, and academic motivation in mathematics among Junior and Senior High School students at Bukidnon Faith Christian School, Inc., for S.Y. 2025-2026. To ensure reliable results, data were collected from 150 students using three adapted instruments. A descriptive correlational design was used to analyze the data. Descriptive statistics were used to summarize the levels of each variable, including their sub-variables, while Pearson's correlation coefficient was employed to determine the relationships between them. Results indicated that in terms of peer pressure susceptibility, conformity is low, social influence is moderate, and resistance is high. This indicates that, in general, students have a strong ability to stand firm against peer influence and expectations. In terms of emotional intelligence, indicators like motivation, self-awareness, and empathy were high, while social skills and self-regulation were moderate. This indicates that students are less developed in emotional competencies. Lastly, in terms of mathematics motivation, both intrinsic and extrinsic motivation were high, while amotivation was at a moderate level. This indicates that feelings, including discouragement and lack of purpose, are neutrally present. In analyzing the relationship, results emphasizes the importance of developing emotional skills and positive peer environments to enhance the student's engagement and performance, specifically in the field of mathematics.