Bridging the Gap: Supporting Students’ Emotional Intelligence with Parental Engagement

Abstract

This study examined the influence of various dimensions of parental involvement on students’ emotional intelligence and academic performance. Using a quantitative descriptive–correlational design, data were collected from 252 students through the Bar-On Emotional Quotient Inventory and the School and Family Partnership Survey. Six domains of parental engagement—financial, moral, extracurricular, academic, emotional, and personal/physical—were assessed alongside students’ EI scores. Descriptive statistics summarized respondent profiles and engagement levels. A one-way ANOVA was used to test differences across demographic groups, and Pearson correlations were used to explore relationships between parental engagement and EI components. Results showed uneven parental involvement, with high engagement in financial, moral, and extracurricular domains but limited participation in academic and emotional areas. Significant differences in economic and academic engagement were found to be linked to students’ subject inclinations and school activities. Higher parental involvement in moral, emotional, and academic domains correlated positively with students’ emotional intelligence, especially in managing academic and social challenges. Despite active participation in some areas, gaps persist between parental support and students’ emotional intelligence needs, particularly in terms of emotional and academic engagement. The study recommends enhancing parental awareness through workshops and structured programs, in conjunction with school mentorship and home-based learning strategies, to support students’ emotional development more effectively. Future research should investigate the role of parenting styles in shaping emotional intelligence.