Review of Related Literature

There were many early studies about student age adults as subjects. College students appear to regard
fitness more favorably as compared to

younger students and they indicated that physical fitness is a very important reason for participating in
physical education classes (Avery & Lumpkin, 1987;Blair, 1984; Soudan & Everett, 1981; Weick, 1975).
They represent the final link in school physical education and are one source that may provide valuable
insight into students' positive and negative perceptions of physical education (Coelho 2000). One of the
major causes that the researcher has been lookinginto in students' performance is socio-economic
factors. It has been studied that such factor greatly affects students’ performance in school and that
thereis a negative relationship between the family income and students’ performance (Diaz, 2003;
Raychauduri et al., 2010; Hijaz and Naqvi 2006). A number of studies have been carried out to identify
causal factors of poor academic performance in a number of institutions worldwide. Most of the studies
focus on the three intervening elements: parents (family causal factors), teachers (academic causal,
factors), and students (personal causal factors) (Diaz, 2003). One of the studies from a secondary school
level

revealed that socioeconomic status (SES) and parents' education have a significant effect on students'
overall academic achievement, as well as achievement in the subjects of Mathematics and English. The
achievement of students is negatively correlated with the low SES level of parents because it hinders the
individual in gaining access to sources and resources of learning (Duke, 2000; Eamon, 2005; Lopez,
1995). “I hear and I forget. I see and I remember. I do and I understand." (Confucius 551-479 BC) – a
quote that provides evidence that, even in early times, there was a recognition of the existence of
different learning preferences among people. Of the many characteristics that influence a person’s
behavior, only a small set aid goal attainment in a particular situation. These are called aptitudes.
Specifically, aptitude refers to the degree of readiness to learn and to perform well in a particular
situation or domain (Corno et al., 2002). In fact, intelligence tests or IQ tests are measures of general
aptitude: scores on these test represents a composite of cognitive abilities and can be used to forecast
achievement and other behavior in a wide range of situation. The importance physical education
aptitude is basic among institution they are using this sporting aptitude as a part of admission process.
The ALPHA group is a specialized sports programme in Ellowes Hall Sports College which advances both
their physical and academic achievement. The sessions takes place in PE lessons and consists of a variety
of advanced physical education sessions to cover sports psychology, physiology and skill acquisition.
Meanwhile, according to Portman (1995), students' knowledge of being low skilled when comparing
ability to others makes some student believe success was unattainable. The more that the students
perceived they were competent in physical education and valued physical education as an important,
interesting and useful school subject, andperceived autonomy and competence support from physical
educationteachers, the more likely they were to exert effort and concentrate in PE(Zhang, Solmon, Gu,
2012). "Student perceptions are thoughts, beliefs andfeelings about persons, situation, and events"
(Schunk 1992).Nicholls (1989) stated that students who can differentiate ability andNicholls (1989)
stated that students who can differentiate ability andeffort tend to believe that effort associated
withadequate ability leads tosuccess. Up until present USMA conducted in their intramural program is
anexcellent example of a Sports Education Model (Seidontop, 1994). In thismodel, students not only
learn how to play, coordinate and manage sportsexperiences but must also learn individual
responsibility and effective groupmembership skills. Students’ performance has a significant correlation
withsatisfaction with academic environment and the facilities of library, computerlab and etc. in the
institution (Karemera 2003). The academic environment isthe effective variable for students and has a
positive relationship with fathers'education and grade level (Kirmani & Siddiquah, 2008). Physical
elements inthe school environment can be shown to have discernible effects on teachersand learners.It
is recognized that having physical activity will enhance one's overallcapabilities. Curriculum plays an
extremely important role in determiningcollege students' perceptions of physical education (Figley,
1985). Generally,a school as defined by Smith (2000) consists of the provision of schoolbuildings on a
well located site which include the facilities and surroundingprovided for students to concentrate and
learn. It is a place that practices thecomplex organization in influencing the people in terms of social
perspective,school management, school organization and class allocation as well asteachers’ quality/
effectiveness.Many students suggested that the physical education teachers "takeit too far", perhaps to
the extent that learning in the physical education isadversely affected (Coelho, 2000). Siedentop (1983)
suggests that "toleranceis more likely to lead to better knowledge of the person, better knowledge ofthe
person's point of view is likely to lead to acceptance, and acceptance ismore likely to lead to positive
interactions". Aicinena (1991) concluded that thequality of a teacher's personal interactions with
students had the mostsignificant impact on students' attitudes toward physical education. Figley(1985)
found that teacher reinforcement, or lack of it, ranked first as adeterminant of college students'
attitudes. "Teachers who operate withoutawareness of their students' points of view often doom
students to dull,irrelevant experiences, and even failure" (Brooks & Brooks, 1993). Thisresearch reports
thoroughly discuss the factors affecting students'performance in LPU-L towards their performance in
physical education class.

In the Philippines, a study conducted on children funded by the UNICEF in 2004, presents reasons why
some children are not in school (Orbeta, 2005). The primary reason for not being in school among high
school students is lack of personal interest. It is interesting to note that this reason of lack of personal
interest starts early among those with some elementary education and is considerably lower among
those with some high school education (Orbeta, 2005). Engaging students in school is one of the
challenges faced by educators especially those who teach secondary school students.

The results imply that influences from peers and teachers increase, then, perceived control and
relevance of school increases. It also denotes that if there is an increasing support from peers and
teachers, students become self-regulated in attaining their goals and school

Francisco et al.

14

experiences become more relevant to them. Teachers’ roles extend from instruction to involvement
thereby promoting goals and aspirations of students. The immediate and long-term goals help student
see the relevance of schoolwork for their future endeavors. Peers on the other hand participate in
influencing their small unit in building skills that assist them in their plans for the future.
The findings also suggest that students’ engagement relationship motivation can be a starting point for
many interventions that can promote school success. Peer support combined with teacher support is
more influential in the engagement process. However, demographic variables such as age, sex, and type
of school show no evidence of predicting engagement specifically the factors attributed to it.

The current research has many limitations. The measure of peers and teachers as motivators was limited
in scope and design. Teacher support has a varying aspects, however, this study examined one
dimension only. Additional research that utilizes the varying contexts and dimensions of peers and
teachers are warranted. The relationship measure on teachers and peers cover positive aspects of
relationship. The research relied heavily on self-report measures which may delimit responses on the
attitudinal and perceptual levels. Longitudinal data can also support the results of the study.

In conclusion, despite the limitations, the findings of the present study are significant for both theory
and practice. The study contributes to the literature by explicating the contributions and peers and
teachers on student engagement and the predictive value of one engagement instrument. More
specifically the present results highlight the idea that motivation from teachers and peers promote
future aspirations, identification with school, and perceived relevance of schoolwork. Future studies that
focus

Higher education institutions see student engagement as part of their retention strategies as scholars
agree that campus life plays an important role in influencing students to stay This is viewed on the
context of improving their graduation rates and minimizing possible revenue loss. Conscious effort to
hold and or retain students requires a steady focus on many aspects of the institution citing Pascarella
and Terenzini (2005), who continue to promote that student meaningful engagement depends on
institutions and the teachers and staff that generate the conditions which stimulate and encourage
student involvement and encompasses social, as well as academic, aspects of the student experience.

Institutions should consider consistently espousing the philosophy that student quality is largely based
on teacher quality and student quality is characterized by the degree of the student engagement. Since
this can be predicted by teacher variables, it is paramount for the institutions to review their faculty
development program and consider other alternatives of supervision other than what are being
currently practiced especially in areas where teachers’ competence are consistently refined. Teachers’
capabilities to engage students positively need to be developed consistently and become part of their
performance requirements considering the outcomes based education.

REFERENCES

The current study examines the relationship between the emotional intelligence and academic
performance of

Filipino university academic achievers. First, the study calls to explore the emotional intelligence using
the five

composite scales of emotional social intelligence proposed by Bar-On (2002) and academic performance
as
measured by the respondents’ GPA (see Skipper & Brandenburg, 2013; Jordan et al., 2010). Empirical
results

show that the students who have the ability to accurately perceive, understand and express feelings to
guide their

behavior; to establish and maintain good relationships with others; to effectively control and
constructively

manage emotions; use realistic and flexible coping strategies; and to become positive and content in
oneself,

others, and life in general tend to perform better academically. These outcomes in addition to serving as

supplementing empirical evidences of previous studies, also point out the established significant
associations

between and among the emotional intelligence dimensions including a negative relationship between

interpersonal and stress management dimensions; a positive relationship between interpersonal and
intrapersonal

dimensions; and a positive but weak significant relationship between adaptability dimension to the
other

dimensions of emotional intelligence specifically intrapersonal and interpersonal dimensions. Thus,

evidences substantially add up to the reported implications of emotional intelligence to predict various
aspects of

performance in school (Bar-On, 2006) specifically university students (Parker et al., 2004; Fallahzade,
2011;

Skipper & Brandenburg, 2013; Jordan et al., 2010) and extend the scant literature on this phenomenon
in the

Philippines.

This study also supported the empirical evidences found by Petrides et al. (2004), Parker et al. (2004),
Jordan et

al. (2010), Khajepour (2011) and Skipper and Brandenburg (2013) that the overall emotional intelligence
is

related to the GPA as measured of academic performance. This means that the more the students
become
 emotional-social intelligent, the higher their tendency to exude academic prowess. The current study
used the

university academic achievers’ GPA across all educational courses which only contained their
performances

across the entire academic year. Hence, it should be noted that students’ academic performances vary
each

academic year lending a relative academic performance. This leaves future research to consider other
educational

indicators such as courses difficulty, type of enrolled courses (minor/major courses), and the number of
enrolled

courses (Parker et al., 2004) to really account for one’s academic performance.

The development of emotional and social competencies among university academic achievers has a
great

promise. While a good percentage of academic achievers have fears that their academic performance
will be

affected when they spend time with other people, results have shown that emotionally intelligent
academic

achievers can perform well on expected tasks and at the same time enjoy the company of others. With
student’s

academic success coupled with emotional-social intelligence competencies, it is very likely that schools
can

produce successful people in all fields of endeavors. The researchers propose that an emotional social

intelligence program be developed to address the academic achievers’ challenges in their academic
potential.

Likewise, it will also include improving aspects of their behavior towards social situations (sociability and

personal relations) that is needed to boost their good attitude towards interaction. Finally, it is
important that

future research focus on the implementation and evaluation of school programs that are geared toward
enhancing

the potentials of academic achievers addressing the concerns of the present study. This study further
offers
support for the inclusion of emotional social intelligence in the higher education curriculum with
emphasis on

the successful transition of academic achievers from college to employment to really account for
students’

educational progress and academic success; hence EI-based activities should be integrated as proposed
here and

in the studies conducted by Jordan et al. (2010) and Skipper and Brandenburg (2013), affirming the
growing

interest in the application of emotional intelligence in higher institution (Tolegenova et al., 2016).

intelligence is still a subject that needs to be further investigated especially within the Philippine context
to

determine its applicability to local setting. It is suggested that future research may use a larger number
of

respondents since this study had dealt only on academic achievers as its prime respondents. Future
research may

also apply emotional intelligence in other demographic profiles such as gender and age as well as
comparing

academic achievers to non-academic achievers. Widening the scope of courses under study and making
it

inter-rated among not only Catholic schools but also state universities is recommended. Furthermore, a
measure

ijps.ccsenet.org International Journal of Psychological Studies Vol. 8, No. 3; 2016

171

on emotional intelligence suited for Filipinos may also be developed to determine accurately the
emotional

intelligence of Filipino students. The result of this research lays out a reference point for research on
Filipino

university students, and direction for universities administration