EMOTIONAL INTELLIGENCE OF FOURTH YEAR BS CRIMINOLOGY STUDENTS, MPSPC
Eric Danglosi, Edgar Mapangdol, Mary Dicdican, Gregorio M. De los Santos

INTRODUCTION

Emotional intelligence is the ability to perceive accurately, appraise, and express emotion; the ability to access and/or generate feelings when they facilitate thoughts; the ability to understand emotional knowledge; and the ability to regulate emotions to promote educational and intellectual growth (Mayer and Salovey, 1997). To be emotionally intelligent, people should be emotionally competent. The different emotional competencies covered in this research are emotional awareness, managing one’s emotion, self-motivation, empathy and coaching one’s emotion.

Few movements have intrigued mainstream society to the extent of the study of emotional intelligence (Salopek, 1998). Written in 1995, Goleman’s book, Emotional Intelligence, has been translated into 30 languages and has become a best seller around the world (Salopek). The term “Emotional Intelligence” was first coined by Salovey and Mayer (1990) to explain different type of intelligence. Many have noted the distinction between the academic intelligence and social intelligence (Neisser, 1976). While the standard intelligence quotient (IQ), tends to be static, emotional intelligence can be leaned ( Saloipek).

Researchers have described the benefits of possessing a high emotional competence. Such individuals are found to be healthier and more successful than their less emotionally intelligent peers (Cooper, 1997). Many characteristics owned by emotionally intelligent and competent people coincide with the characteristics desired in leaders. Emotionally competent individuals are found to have strong personal relationships (Cooper), monitor and evaluate other’s feelings (Salovey and Mayer, 1990), empathized with others (Kelly and Caplan, 1993), and excel in interpersonal skills (Goleman, 1998a). Bass (1990) outlines many of these same qualities as characteristic of effective leaders. Based on the similarities exhibited between effective leaders and individuals possessing a high degree of emotional intelligence/ competencies, it follows that programs responsible for training students for leadership roles might take measures to increase their students’ levels of emotional intelligence. Specifically, universities with administrative endorsement programs could measure their students initial levels of emotional intelligence at the beginning of their studies. Some programs shall seek to address areas identified as low in relation to others, and measure again at the conclusion of the program. This would enable them to gauge the extent to which the students’ emotional competencies have been enhanced.

It had been a common observation that the BS criminology students are doing well in board examinations. The latest batch had a board rating performance of 57% higher than the national passing percentage of 35%. The graduates readily pass physical and mental examinations in their search for job, but some fail in neuro or psychological examination due to inconsistencies in judgment or appraisal.

It is then the goal of this study to enhance the emotional functioning or stability among the BS Criminology graduates.