Correlation of Aggressiveness and Emotional Intelligence

A Correlational Study of Aggressiveness and Emotional Intelligence among Senior High
School Athletes
Raven Elyze E. Laurella1,2,3, Nicole Anne B. Barretto1,2,3, Grace Ann S. Cadurna1,2,3, Rodelio S.
Capalad1,2,3, Suzette S. Lar1,2,3, Carlo John Rafael Lozano1,2,3, Isobelle Nicole M. Roque1,2,3,
Alessandra Mae H. Soria1,2,3, Kristine Ly M. Merete, RPm1,2,3,4
1
Basic Education Program
2
Senior High School
3
Our Lady of Fatima University
4
Research Adviser
October 2017
Endorsement
This research entitled: “Importance of Education and Why Students Drop Out” prepared of Raven
ElyzeLaurella et al. of BE-STEM 12Y1-HEA-5, in partial fulfillment of the requirements for the
Senior High School has been examined and now recommended for Oral Examination.
This is to certify that Raven ElyzeE. Laurella et. al are ready for the Oral Examination.
Kristine Ly M. Merete, RPm

Adviser
This is to certify that the research: “A Correlational Study of Aggressiveness and Emotional
Intelligence among Senior High School Athletes” prepared and submitted by Raven Elyze E.
Laurella et al. of BE-STEM 12Y1-HEA-5, is recommended for Oral Examination.
Donn Zarny A. Han, RPm

Chair
Norman Paul M. Deg-aoan Paulyn Ann C. Silvestre,RPm

Member Member
Dr. Ernesto Guevarra MD, MPH, MSTM

Senior High School STEM Coordinator – Biology Department
Certificate of Originality
We hereby declare that this research thesis is our own work and that, to the best of our knowledge
and belief, it contains no material previously published or written by another person nor material
to which to a substantial extent has been accepted for award of any other degree or diploma of a
university or other institute of higher learning, except where due acknowledgeable is made in the
text.
We also declare that the intellectual content of this thesis is the product of our work, even though
we may have received assistance from others on style, presentation and language expression.
Raven ElyzeE.Laurella
Principal Investigator
Members:
Nicole Anne B. Barretto
Grace Ann S. Cadurna
Rodelio S. Capalad
Suzette S. Lar
Carlo John Rafael Lozano
Isobelle Nicole M. Roque
Alessandra Mae H. Soria
Kristine Ly M. Merete, RPm

Adviser
October 02, 2017

Table of Contents
Endorsement .................................................................................................................................... ii
Certificate of Originality ................................................................................................................. iii
Table of Contents ............................................................................................................................ iv
Abstract ............................................................................................................................................ 1
1.0 Introduction .............................................................................................................................. 2

1.1Review of Related Literature ...................................................................................... 3
1.2 Research Questions.................................................................................................... 6
1.3 Theoretical Framework.............................................................................................. 6
1.4 Conceptual Framework.............................................................................................. 7
2.0 Research Methodology ............................................................................................................ 8

2.1Research Design ......................................................................................................... 8
2.2Research Locale.......................................................................................................... 8
2.3 Population and Sampling ........................................................................................... 8
2.4 Research Instrument .................................................................................................. 9
2.5 Data Collection .......................................................................................................... 9
2.6 Research Ethics........................................................................................................ 10
2.7 Data Analysis ........................................................................................................... 10
3.0 Results ..................................................................................................................................... 11
4.0 Discussion ............................................................................................................................... 12
5.0 Conclusion .............................................................................................................................. 13
6.0 Recommendation.................................................................................................................... 13
References ..................................................................................................................................... 14
APPENDIX I: Tables
APPENDIX II: Permission Letter
APPENDIX C: Informed consent
APPENDIX D: Research Questionnaires
CURRICULUM VITAE
LIST OF TABLES
Table 1:Demographic Profile of the Respondents…………………………………11
Table 2:Mean and Standard Deviation of Aggressiveness and
Emotional Intelligence……………………………………………...….12
Table 3:Relationship of Aggressiveness and Emotional Intelligence………......…12

A CORRELATIONAL STUDY OF AGGRESSIVENESS… 1
Abstract
Aggression is behavior that is considered a harsh treatment towards other. It is a behavior that is
evident among athletes. In this study, the researchers use aggression to be correlated with
emotional intelligence which is the ability to control one's emotions especially in athletes who are
in the game. The researchers used a quantitative correlational design and utilized purposive and
referral sampling to gather their respondents which are athletes who are Senior High school at
Our Lady of Fatima University and Colegio de San Pascual Baylon. Buss/Perry Aggression
Questionnaire and the Schutte Self Report Emotional Intelligence test were used to measure the
aggression and emotional intelligence of the athletes. The result shows that aggression and
emotional intelligence has a positive correlation. A positive correlation means the variables move
in the same direction. This means that as one variable increases, so does the other one.
Keywords: Aggressiveness, Emotional Intelligence, Athletes
OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

1.0 Introduction
The ultimate tournament in this world is sports. According to Igor Ovsyannykov (2015),
humans in this world are born naturally competitive. In this generation, competitions make the
life of humans more exciting and enjoyable. In sports, different teams compete against each other,
showing eagerness, enjoyment and lastly effort to win the battle. But it is made different by the
skills, characteristics and somehow behavior of a person that leads them to win and for some to
be famous and inspire more to love sports.
Some of the behaviors of a human that may develop the performance of a player are their
aggressiveness and their emotional intelligence. Aggression is defined as the pain of an adverse
stimulus, physical, gestural or verbal upon one person by another. Aggression also is not an
attitude or a behavior that are badly committed and intended to cause pain (Snow, 2010). In sport,
aggression may affect the performance of a player, it leads the player to play with very high
intensity and made them feel motivated. As defined by Baron and Richardson (1994), aggression
is a human behavior which aims to reach the goal that in some cases leads to harm another living
person. This behavior may have lots of negative and positive effects in terms of sports or in the
performance of athletes. In some competitions, harmful acts are said to be an effective way for a
championship (Sekot, 2016).
Aside from the aggression, emotional intelligence of a person may also affect or develop
the performance of a player. Emotional intelligence can be broadly defined as the ability to
perceive, control, and evaluate emotions (Johnson et al., 2009). In sports, according to Birwatkar
(2014), emotional intelligence is the most significant element in sports performance of a player.
According to him also, it is the capability of a player to know and attain the required feeling in a
game. Sport is an environment where the players need to inspire themselves to reach long-term
goals through hard training. Moreover, athletes need to constantly cope with the stress of hard
training and competitive pressure, and this includes understanding and regulating the emotions of
athletes.
Although athletes and people who play sports have the will to play fair in a game the
athletes without intending to get carried and forget to play by the rules. In some ways, the players
set their minds as looking at the opponent team as their enemies which leads to teasing and
provoking the opponent in fights that results to their unruly behaviors (Bettencourt et al., 2006).
The significance of this study is to inform people about the correlation of aggressiveness and
emotional intelligence. That upon knowing this information aggressiveness can be avoided in

future sports game. The people who play sports would know the importance of having the ability
to be aware, and to control one’s emotion during a game.
Sports have always been a favorite contest or game by many people there are two kinds
of sports, which is competitive sports where football, basketball, and baseball are under. Then the
contact sports which are the boxing, mixed martial arts, wrestling, etc. In these sports, good
sportsmanship needs to be present. Meanwhile, contact sports involve physical contacts that
sometimes turn into physical violence which can be called aggression (Kerr, 2002). People who
play sports tend to overdo the things that are needed to be done without thinking the effect of
their actions to the other players (Brackett, Mayer & Warner, 2004).Although these things happen
to sports, people just take extra measures to avoid it. In terms of following the rules of the game.
Thus pertaining to emotional intelligence of the athletes that is defined as having the ability to
control the emotion and being able to build productive relationship with others. The purpose of
this study is to know and understand the correlation of aggressiveness and emotional intelligence
among athletes, specifically those who plays as a team.
1.1 Review of Related Literature
1.1.1 Aggression
Aggression is a violent behavior that uses forceful action with an intention of harming
other individuals. Aggression sometimes has negative effects but also has a positive effect on the
individual’s performance (Ramsey, 2013). According to Krishnaven & Ahmed (2014), aggression
in sports is defined as “unprovoked physical or verbal assault, and aggressiveness as the intent to
commit such an assault”. The term aggression is usually used in sports. Aggression comes from
the Latin word "ad" meaning "to or toward" and "greater" meaning "walk". The word aggression
literally means "to work towards or approach" (Tomar & Singh, 2012).
There are types of aggression according to Krishnaven & Shahin (2014). (1) Direct: the
player directly criticized or harm other people, examples are hitting, punching, insulting and
excluding. (2) Indirect: examples are gossiping, destroying the subject’s property, spreading
rumors, and saying bad things. (3) Instrumental: also known a predatory aggression, it is often
planned in order to achieve a specific goal. (4) Emotional or Impulsive Aggression: it is the result
of negative emotions.

In competitions or in sports being aggressive is part of the game; competition and

aggression are always together. Rules of the game, frustrations, environmental cues, personality,
and instincts are the common factors that lead the player to become aggressive (Reza, 2012).
Aggression in sports can be caused by a number of factors. Frustrations are the reason why some
players or athletes become more aggressive, those frustrations are dominant in sports
competitions. Frustrations occur when players lose the game and when the players do not achieve
their goals (Tomar & Singh, 2012). When an athlete is frustrated, he or she may not perform
correctly. Frustration arises from the gap between expectations and attainments. Athlete's
aggressiveness also occurs when they receive so much expectations and praises, because of that
they become competitive and they will be eager to win to reach other people's expectations, and
being competitive leads to aggressiveness. Being highly competitive, highly motivated, and
having so much confidence and energy can also be the reason why most of the players or athletes
become aggressive. Weather temperature can also be a factor why players become more
aggressive; as temperatures rise, tempers flare (Krishnaven & Ahmed, 2014).
According to Kerr (2002), forceful actions that occur in competition can be considered
as aggression. Those actions can be sometimes dangerous for those who involve in the sport.
Winning is the common goal of the most players. Research shows that when an athlete has a
strong desire on winning they are more likely to show aggressive behavior and to cause injuries to
other people (Tomar & Singh, 2012).
1.1.2 Emotional Intelligence
Emotional intelligence according to Khokar & Kush (2009), is the capability of a person
to control his emotions, to become sensitive to his environment and to the people that he is
interacting with. Emotional intelligence has many varied and fundamentally different definitions
(Johnston, 2003). According to the study conducted by Jaswant (2015), emotionally intelligent
people have high levels of well-being, it may be because people who are emotionally intelligent
adjust themselves according to the circumstances present that is not totally improving the well-
being of that person.
In line with the statement of Garcia-Sancho et.al (2014), they have defined emotional
intelligence (EI) as a person’s accurate awareness, and the ability to express feelings towards
another person or to his environment. Also according to Jaswant (2015), in sports the emotionally

intelligent players can make good decisions and maintain mental balance which makes them
overcome worst situations with a proper strategic mind which can help the player to get more
respect and social acceptance that could help him win the trust of the colleagues-players and
which in turns help that players to achieve high levels of well-being. This means that the more
emotionally intelligent a person is, the greater the possibility of winning a game.
The concept of emotional intelligence proposes that intelligence may understand

emotion, and that emotion may facilitate intelligence (Mayer & Ciarrochi, 2006). If intelligence
may understand emotions, then this means that aggression is a way of the mind to express
emotions intelligently. Aggression is directly linked with emotion and it determines one’s
behavior, personality and integrity. It determines the nature of an individual. (Das & Tripathy,
2015).
EI has traditionally been conceptualized from two theoretical approaches that are related
but different: EI as a trait (TEI) (Petrides, Pita & Kokkinaki, 2007) and EI as ability (AEI)
(Mayer & Salovey, 1997). TEI, also called emotional self-efficacy, is defined as a constellation of
emotional self-perceptions located at the lower levels of personality hierarchies (Petrides et al.,
2007). If emotional intelligence was considered as an ability, an athlete might use this ability to
lessen the possibility of being aggressive in sports. Same as in the consideration of EI as a trait,
since emotional intelligence is already a trait, it would be easier for the athlete or a player to
access his emotional intelligence in the game.
A growing interest in emotional intelligence in sport provesthat different emotions is

related with successful performance (Lane et.al, 2009). Sports have always been a part of every
human’s life and being emotional intelligent is a key to success in every game. Being able to
adapt to every situation happening makes a player able to win the competition. According to
Singh (2016) researchers have found emotional quotient possessing high predictive capability of
performance and adjustment in various areas. Adjustment to the happenings in every game is
valuable for a player to win the game. A significant positive correlation between emotional
quotient (EQ) and social adjustment was observed in India (Dhingra et.al, 2005; Rathee, 2009;
Suri, 2008).

1.2 Research Questions
1.2.1 Profile of the respondents

a. Age
b. Gender
1.2.2 Is there a significant relationship between levels of aggression & emotional
intelligence among student athletes?
1.3 Theoretical Framework
1.3.1 Emotional Intelligence Theory
Often referred to as EI, Emotional intelligence is about having the ability to understand and
manage the emotions of yourself and also those around you. Remember, the objective of a leader
is to complete the task successfully, keep the team together and manage the team on an individual
basis to ensure everyone is happy and playing to their strengths.
Daniel Goleman, (2002), A psychologist who helped make the idea of EI popular, presented
the concept of Emotional Intelligence as being encapsulated by four elements: Self Awareness,
Self-Management, Social Awareness, Social Skills.
This theory can relate to the topic simply because it contains the concept of Emotional
Intelligence. These concepts can help nurture the study of the researcher’s. Thus, making it easier
for them to do the study.
1.3.2 Sigmund Freud’s Theory about Aggression
1.3.2.1 General Aggression Model
The frustration aggression theory (Dollard, Doob, Miller, Mowrer, & Sears, 1939) states
that aggression occurs because frustration arises due to a goal blockage. However, this theory
states that every time a player becomes frustrated this will always cause aggression. This theory
does not take into account any other intrinsic or extrinsic factors. On the other hand, the general
aggression model (Anderson & Bushman, 2002) argues that situational and personal factors play
a role in causing a person to behave aggressively. Therefore, a player’s personality will play a
large role in determining whether they are aggressive or not in certain situations. This model also

takes into account socially learnt cues and therefore if a player has been taught not to be
aggressive in certain situation then he will not use aggression.
This theory, in relation to the topic helps the researchers in having an idea about the
different point of views of scientist in aggression. Also, the last theory states that aggression can
happen to people especially to those who are inclined in sports activities. However, these theories
are all helpful to the researcher’s topic.
1.4Conceptual Framework
Emotional
Aggressions Intelligence
FIGURE 1
There have been studies that have tackled about the relationship of aggressiveness and
emotional intelligence in sports. According to Rackett, Mayer and Warner, (2004) if the
adolescent has a low level of emotional intelligence then there is a high chance that he will be
involved in illegal drug abuse, poor social skills, high level of aggression, and in fights. While
having high level of emotional intelligence is correlated with positive life that includes high
levels of well-being, health, and happiness (Qualter et al., 2007; Salami, 2011).
In a game, it is hard to predict what will happen before during and after the match and the
result of it can very much affect the emotion of the players. It has been observed that people who
can greatly control their emotions, and have self-control are less aggressive (Mofﬁtt et al.,
2011).Emotionplays a massive part among athletes as it affects the behaviors of athletes in
competition and training as stated by Blanchard, Mask, Vallerand, Sablonnie, & Provencher
(2007). Particularly in competitive sports the outcome and performance of the game are based on
the emotional intelligence of the players (Latomer, & et al. 2007).According to Hanin (in press),
an individual can have different interpretations of the emotional impact it can either be pleasant
or unpleasant, helpful or harmful to the performance of the athlete (Robazza, & Bortoli, 2007).

2.0 Research Methodology
2.1Research Design
This study a Quantitative Non-Experimental Correlation design. A Quantitative research

uses statistical analysis in measuring the value of the variables. The said variables can be two or
more depending on the topic of the researchers (Babbie, 2010). While Non-Experimental is a type
of Quantitative research wherein the researchers have no control on the independent variable.
Correlational is a kind of non-experimental study where there is a little or no control over the
extraneous variables, after that process the variables will now be studied if there is any
relationship between them. (Price, 2017), using this type of design, it will be easier to understand
and to express the results of this study.
2.2Research Locale
The respondents of this study came from Our Lady of Fatima University, located at
Barangay Marulas, Valenzuela City. Researchers have chosen this locale for the reason that it is
accessible for them and somehow, convenient and reachable. The research locale offered an
opportunity for the researchers to search for athletes that passed the criteria of this study. The
research was also conducted at Colegio de San Pascual Baylon, located at Brgy. Pagasa,
Municipality of Obando, Province of Bulacan. This locale was chosen because of the initial
respondents that referred the place to have athletes which are qualified as respondents for the
study.
2.3 Population and Sampling
A non-probability sampling method was established in this study specifically the

snowball sampling, wherein initial samples are asked to refer other people who will meet the
criteria required by the researchers (Dino et al. 2016). In this type of sampling the researchers are
able to find their respondents with ease. Also purposive sampling was utilized in this research
wherein a criteria was used in order to gather the samples (Dino et al. 2016). The researchers
must have a total of 50 participants in before conducting the survey. The participants must be a
member of a varsity team or must be a player in Barangay leagues.

2.4 Research Instrument
2.4.1 Buss- Perry Aggression Questionnaire
In this study the researchers used a questionnaire made by the other researchers and are
already used in some studies. Several options were provided where the respondents chose to
answer if they are willing to give their time. Also, a camera was used to for documentation. Buss-
Perry Aggression questionnaire subdivided in Four factors: Physical aggression (9 items), Verbal
Aggression (5 items), Anger (8 items), Hostility (8 items). The questionnaire administered by the
researchers utilized a five (5) point scale: 1 = extremely uncharacteristic of me, 2 = somewhat
uncharacteristic of me, 3 = neither uncharacteristic nor characteristic of me, 4 = somewhat
characteristic of me, 5 = extremely characteristic of me. The Buss-Perry aggression questionnaire
is said to have 0.78 reliability.
2.4.2 Schutte Self Report Emotional Intelligence Test
For the questionnaires on emotional intelligence the researchers used the Schutte Self
Report Emotional Intelligence Test (SSEIT) wherein it has thirty-three items of questions and it
utilizes a 5-point scale: 1=strongly disagree, 2= disagree, 3=neither disagree nor agree, 4= agree,
5= strongly agree. The questionnaire was said to have a reliability rating of 0.90 on the past
studies where it is used.
2.5 Data Collection
The researcher's curiosity brought them into this topic. The researchers searched for 50
participants from Our Lady of Fatima University that are qualified as a respondent for this topic.
Primary data was provided by the informants to get the important details that the researchers
needed. Also initial respondents from Our Lady of Fatima University referred samples from
Colegio de San Pascual Baylon to be surveyed. For the tools, the researchers gathered all the
related literature that was used. Second, the researchers validated the literatures if it is reliable or
not. Third, after the researchers validated the literatures, they now searched for the possible test
questionnaires that was used for the survey. For the actual data gathering the researchers gathered
the participants in the selected place for them to answer the survey that was provided by the
researchers. The survey lasted for about 30 minutes depending on the how the respondent
answered the provided questions.

2.6 Research Ethics
The researchers assured that the participants of this study was not forced nor maltreated
during the time of the survey. The permission of the participants is needed in order to conduct the
research properly. An informed consent was given in order to acknowledge the respondent about
the topic. The given consent contains the purpose, and the procedure. The profiles of the
participants are kept privately.
2.7 Data Analysis
The researchers focused on a question that is needed to be answered. The data that the
researchers were tallied are encoded in SPSS version 20.0
2.7.1 Mean
The mean is the average of all numbers and is sometimes called arithmetic mean. To
calculate the mean, add together all of the number of the set and then divide the sum by the total
count of numbers. (Rouse, 2014).
2.7.2 Standard Deviation
The standard deviation of a data set is a calculated number that tells you how close, or
how far, the values of that data set are in relation to the mean. It is important because it can tell us
more information about a data set than the mean itself will provide (White, 2017).
2.7.3 Pearson R
The Pearson product-moment correlation coefficient is a measure of the strength of the

linear relationship between two variables. It is referred to as Pearson's correlation or simply as the
correlation coefficient. A perfect positive linear relationship, r = 1.

3.0 Results
Table 1. Demographic Profile of Respondents
F %
Gender
Male 34 68
Female 16 32
Total 50 100
Age
17 years old 30 60
18 years old 13 26
19 years old 3 6
20 years old 4 8
Total 50 100
The table 1 presents the gender and the age of participants. As indicated in the table 68%
of the participants are male while the female was only 32%. The study limited the participants to
Senior High school Student only that age is normally ranging from 17-20 years old then
chronologically arranged according to the age. First is 17 years old with 30 participants, followed
by 18 years old with 13 participants, then 19 years old with 3 participants and lastly, 20 years old
with 4 participants.
Table 2. The Mean and Standard Deviation of Aggression and Emotional Intelligence
Variable Mean Standard Deviation Verbal Interpretation

Aggression 84.38 15.435 High Average
Emotional Intelligence 116.30 18.578 High Average
The table 2 shows the mean and the standard deviation of aggressiveness and emotional
intelligence of the respondents. The result of the both variables was interpreted as high average. It
means that the said variables have significance to each other. In today’s society, people can be
more aggressive compared to the past even if their emotional intelligence is high. This just shows
having high emotional intelligence results to having high aggressiveness. Having a high level of
aggression can make an athlete more competent in the game with high emotional intelligence, it
can result to an athlete being able to manage his emotions which leads to being more focused on
the game. The results show that the answers of the respondents are close to each other.

Table 3. Relationship of Aggressiveness and Emotional Intelligence
Interpretation
Variable R- Value P-Value Rule
Significant
Aggressiveness/Emotional
0.006 0.964 Significant Reject Ho
Intelligence
As shown above, the result for the Pearson Correlation is 0.006 which is less than 0.05.
Table 3 shows the decision on the level of significance of Aggression and Emotional Intelligence.
It is said that if it is less than 0.05 the Ho must be rejected and the two variables shows
significance to one another.
4.0 Discussion
During the data gathering, the researcher’s searched for respondents that are fit for the
criteria and some were referred. A screening tool was used to sort the respondents according to
the said criteria. Merriam Webster defines aggression as an angry or violent behavior. Emotional
intelligence according to Khokar & Kush (2009), is the capability of a person to control his
emotions, it is also defined as the ability to support the proper use of emotions as a part of our
adaptive cognitive process (Berrocal, 2014). As for Onojaife (2015), being emotionally intelligent
is not just about having a positive outlook or cheery personality, as an athlete, being emotionally
intelligent means being ready to cope up with the full array of emotions that are encountered
during different struggles experienced by an athlete. In this case, it will increase their
performance to a higher standard. Moreover, sports are the only setting in which acts of
interpersonal aggression are not only permitted but also enthusiastically applauded by large
segments of society (Tenebaum, et. al, 1997). This study administers the aggression and the
emotional intelligence of an athlete only. Emotional intelligence and aggression showed negative
correlation to adolescents, which means adolescents with higher EI has less aggression (Sancho,
2015). According to Sancho, (2014), several studies provide strong evidence that the aggressive
behavior of a person has a negative relation to emotional abilities. However, the two variables
have a 0.006 level of significance which means that aggression and emotional intelligence has a
positive correlational relationship. It means that both of the variables increase at the same time.
These data are all based on the answers of the fifty (50) athletes. To justify the content of the
articles above, it only indicates that the two variables plays an important role in a person’s sport
career. It may not be directly stated but the two articles prove that the said traits are correlated
together in the same way, specifically, on the athlete’s performance.

5.0 Conclusion
The researchers have concluded that there is a correlational relationship between the
aggression and emotional intelligence of an athlete. This means, every time an athlete gets
aggressive his or her emotional intelligence increases too. As shown by the results above, the
level of significance of the two variables is .006 resulting in a positive correlation. Emotional
intelligence is one of the most vital variables and it has a great influence on human character.
This means that EI play a different role in every aspect of a person. The level of emotional
intelligence depends on the characteristics of an individual. Moreover, aggressiveness is also on
the same ground as the EI. It is said that aggression is not an attitude; but a behavior. Which
means aggression really has connection on emotional intelligence because it is the ability to
understand and manage the emotions.
6.0 Recommendation
After a thorough analysis of the data the researchers offer the following recommendations
for future researchers. Future researchers should target a sample group that is more accessible and
more convenient for data gathering. For the future respondents, make sure to have the right
criteria for gathering your desired samples. Also in order to make the results congruent to the
samples the size of the sample must be greater than fifty (50) to lessen the sampling error. The
researchers also recommend to have a questionnaire that is reliable and valid.

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APPENDIX I:
Tables
Descriptive Statistics
Mean Std. Deviation N
Aggression 84.38 15.435 50
Emotional_Intelligence 116.30 18.578 50
Correlations
Aggression Emotional
Intelligence
Pearson Correlation 1 .006
Aggression Sig. (2-tailed) .964
N 50 50
Pearson Correlation .006 1
Emotional_Intelligence Sig. (2-tailed) .964
N 50 50
APPENDIX II:
Permission Letter
September ____, 2017
Dear Ma’am/Sir,
A pleasant day to you! We are students from the STEM strand in Senior High School here in Our
Lady of Fatima University. We would like to ask for your permissionto let us conduct a survey
here in your classroom. This will only last for about 20-30 minutes of your time. The said study is
entitled "A Correlational Study of Aggressiveness and Emotional Intelligence among Senior High
School Athletes".
We hope for your cooperation. Thank you and God bless!
Respectfully yours,
Raven ElyzeLaurella
Principal Researcher
Ms. Kristine Ly Merete, RPm

Research Adviser
APPENDIX III:
Informed Consent
INFORMED CONSENT
We are Senior High School students from Our Lady of Fatima University and we are doing a
research entitled A Correlational Study of Aggressiveness and Emotional Intelligence among
Senior High School Athletes
The purpose of this study is to know the correlation of aggressiveness and emotional intelligence
among senior high school athletes. This study administered to educate athletes on how to handle
the unlikely behaviour they can acquire towards being aggressive in sport.
This research will require 30 minutes of your time. During this time, you will be answering
questionnaires that the researchers have.
There is no risk involved in this study except your valuable time. But it can benefit you. Also, the
results of the study may help you understand the relationship of aggressiveness in our emotional
intelligence.
Your participation in this research is completely voluntarily. You may also withdraw any time
from the study for any reason. You may also refuse to answer some or all the questions if you do
not feel comfortable with those questions.
The information provided by you will remain confidential. Nobody except the researchers will
have an access to it. Your name and identity will also not be disclosed at any time.
If you have any further questions you may contact Raven ElyzeLaurella (Group Representative)
at 09353406255
I have read and understand this consent form, and I volunteer to participate in this research study.
Signature over printed name Date
Type of Sport: _________________________ Raven ElyzeLaurella

Researcher (Group Representative)
APPENDIX IV:
Research
Questionnaire
Buss & Perry Aggression Questionnaire
Instructions: Using the 5-point scale shown below, indicate how uncharacteristic or
characteristic each of the following statements is in describing you. Put a check in the box to the
right of the statement.
1 = extremely uncharacteristic of me
2 = somewhat uncharacteristic of me
3 = neither uncharacteristic nor characteristic of me
4 = somewhat characteristic of me
5 = extremely characteristic of me
1 2 3 4 5
1 Some of my friends think I am a hothead

If I have to resort to violence to protect my
2
rights, I will.
When people are especially nice to me, I
3
wonder what they want.
I tell my friends openly when I disagree
4
with them.
I have become so mad that I have broken
5
things.
I can’t help getting into arguments when
6
people disagree with me.
I wonder why sometimes I feel so bitter
7
about things.
Once in a while, I can’t control the urge to
8
strike another person.
9* I am an even-tempered person.
I am suspicious of overly friendly
10
strangers.
11 I have threatened people I know.
12 I flare up quickly but get over it quickly.

Given enough provocation, I may hit
13
another person.
When people annoy me, I may tell them
14
what I think of them.
15 I am sometimes eaten up with jealousy.
I can think of no good reason for ever
16*
hitting a person.
At times I feel I have gotten a raw deal out
17
of life.
18 I have trouble controlling my temper.
19 When frustrated, I let my irritation show.

I sometimes feel that people are laughing
20
at me behind my back.
I often find myself disagreeing with
21
people.
22 If somebody hits me, I hit back.
I sometimes feel like a powder keg ready
23
to explode.
Other people always seem to get the
24
breaks.
There are people who pushed me so far
25
that we came to blows.
I know that “friends” talk about me behind
26
my back.
My friends say that I’m somewhat
27
argumentative.
Sometimes I fly off the handle for no good
28
reason.
I get into fights a little more than the
29
average person.
The Schutte Self Report Emotional Intelligence Test (SSEIT)
Instruction: Put a check in the box to the right of the statement to indicate the extent to which
each item applies to you using the following scale:
1 = strongly disagree
2 = disagree
3 = neither disagree nor agree
4 = agree
5 = strongly agree
1 2 3 4 5
I know when to speak about my personal problems
1
to others.
When I am faced with obstacles, I remember times
2
I faced similar obstacles and overcame them.
3 I expect that I will do well on most things I try
4 Other people find it easy to confide in me

I find it hard to understand the non-verbal
5
messages of other people*
Some of the major events of my life have led me to
6
re-evaluate what is important and not important
7 When my mood changes, I see new possibilities
Emotions are one of the things that make my life
8
worth living
9 I am aware of my emotions as I experience them
10 I expect good things to happen
11 I like to share my emotions with others

When I experience a positive emotion, I know how
12
to make it last
13 I arrange events others enjoy
14 I seek out activities that make me happy

I am aware of the non-verbal messages I send to
15
others
I present myself in a way that makes a good
16
impression on others
When I am in a positive mood, solving problems is
17
easy for me
By looking at their facial expressions, I recognize
18
the emotions people are experiencing
19 I know why my emotions change
When I am in a positive mood, I am able to come
20
up with new ideas
21 I have control over my emotions
I easily recognize my emotions as I experience
22
them
I motivate myself by imagining a good outcome to
23
tasks I take on
I compliment others when they have done
24
something well
I am aware of the non-verbal messages other
25
people send
When another person tells me about an important
26 event in his or her life, I almost feel as though I
have experienced this event myself
When I feel a change in emotions, I tend to come
27
up with new ideas
When I am faced with a challenge, I give up
28
because I believe I will fail*
I know what other people are feeling just by
29
looking at them
30 I help other people feel better when they are down
I use good moods to help myself keep trying in the
31
face of obstacles
I can tell how people are feeling by listening to the
32
tone of their voice
It is difficult for me to understand why people feel
33
the way they do*
Curriculum
Vitae
GRACE ANN S. CADURNA
Address: Lot 24 Block 35 Phase 3D Las Villas de Sto. Niño
Perez Meycauayan City, Bulacan
Contact No.: 09368273865/ (044)3232880
E-mail: graceanncadurna04@gmail.com
PERSONAL INFORMATION
Full name : Grace Ann SalvaritaCadurna

Date of Birth : 04 October 1999
Age : 17 years old
Gender : Female
Marital Status : Single
Religion : Roman Catholic
Nationality : Filipino
EDUCATIONAL BACKGROUND:
Secondary Education OUR LADY OF FATIMA UNIVERSITY– Valenzuela

Science, Technology, Engineering, and Mathematics
Marulas, Valenzuela City
S.Y. 2016-2018
MEYCAUAYAN NATIONAL HIGHSCHOOL

Camalig, Meycauayan City, Bulacan
S.Y. 2012-2016
Primary Education PEREZ ELEMENTARY SCHOOL

Perez Meycauayan City, Bulacan
S.Y. 2006-2012
NICOLE ANNE B. BARRETTO
Address: #35 Jasmin St. St. Michael Homes

Meycauayan City Bulacan
Contact No.: 09975001736
E-mail: barrettoanne10@gmail.com
Full name: Nicole Anne Bernardo Barretto

Date of Birth: 10 January 1999
Age: 18 years old
Gender: Female
Marital Status: Single
Religion: Born Again
Nationality: Filipino
EDUCATIONAL BACKGROUND
Secondary Education: OUR LADY OF FATIMA UNIVERSITY– Valenzuela

S.Y. 2016-Present
DALANDANAN NATIONAL HIGH SCHOOL

Dalandanan Valenzuela City
S.Y. 2012 – 2016
Primary Education: ST. MICHAEL ACADEMY

Meycauayan City, Bulacan
S.Y. 2006-2012
RODELIO S. CAPALAD
Address: 1068 Lawa Obando Bulacan

Contact No.: 09496027686
E-mail: lupincee@gmail.com
Full name: Rodelio Salazar Capalad

Date of Birth: 10 October 1999
Age: 17 years old
Gender: Male
Religion: Roman Catholic
Secondary Education: OUR LADY OF FATIMA UNIVERSITY – Valenzuela

S.Y. 2016-Present
OBANDO NATIONAL HIGH SCHOOL

Paliwas, Obando, Bulacan
S.Y. 2012 – 2016
Primary School: OBANDO CENTRAL SCHOOL

Paliwas, Obando, Bulacan
S.Y. 2006-2012
SUZZETTE S. LAR
Address: 377 A. Feliciano St. Arkong Bato Valenzuela

City
Contact No.: 09551428564
E-mail: suzzettelar02@gmail.com
Full name: Suzzette Santiago Lar

Date of Birth: 02 June 2000
Age: 16 years old
Gender: Female

S.Y. 2016-Present
POLO NATIONAL HIGH SCHOOL

M.H. Del Pilar St. Palasan, Valenzuela City
S.Y. 2012 – 2016
Primary School: PIO VALENZUELA ELEMENTARY SCHOOL

M.H. Del Pilar St. Palasan, Valenzuela City
S.Y. 2006-2012
RAVEN ELYZE E. LAURELLA
Address: 44 Eulogia Drive Balintawak Quezon city

Contact No.: 09353406255
E-mail:ravenelyzeevangelista@gmail.com
Full name: Raven Elyze Evangelista Laurella

Age: 17 years old
Gender: Female

S.Y. 2016-Present
MANILA CENTRAL UNIVERSITY

Caloocan City
S.Y. 2012 – 2016
Primary School: MANILA CENTRAL UNIVERSITY

Caloocan City
S.Y. 2006-2012
CARLO JOHN RAFAEL LOZANO
Address: Blk 5 Lot 3 Meywoods subdivision, Lawa,

Meyaacuayan , Bulacan.
Contact No.: 09270411665
E-mail: yuanlozano2014@gmail.com
Full name: Carlo John Rafael Lozano

Age: 16 years old
Gender: Male

S.Y. 2016-Present
ST. MARY’S COLLEGE OF MEYCAUAYAN

Saluysoy, Meycauayan City, Bulacan
S.Y. 2012-2016
Primary School: SAN ISIDRO – SAN ROQUE ACADEMY

Malhacan, Meycauayan City, Bulacan
S.Y. 2006-2012
ISOBELLE NICOLE M. ROQUE
Address: 86.P Aquino ave, ext. Longos Malabon City

Contact No.: 09756483858
E-mail: Ryscole26@gmail.com
Full name: Isobelle Nicole Miranda Roque

Date of Birth: 26 November 1999
Age: 17 years old
Gender: Female

S.Y. 2016-Present
TAÑONG INTEGRATED SCHOOL

Malabon City
S.Y. 2012 – 2016
Primary School: TONSUYA ELEMENTARY SCHOOL

Malabon City
S.Y. 2006-2012
ALESSANDRA H. MAE SORIA
Address: #24 pinapple road Potrero Malabon City

Contact No.: 09159728153
E-mail: Alssandramae@gmail.com
Full name: Alessandra Mae Hipolito Soria

Date of Birth: 11 December 1999
Age: 17 years old
Gender: Female
Religion: Born Again

S.Y. 2016-Present
SALVADOR ARANETA MEMORIAL INSTITUTE

Malabon City
S.Y. 2012 – 2016
Primary School: POTRERO ELEMENTARY SCHOOL

Potrero, Malabon City
S.Y. 2006-2012

Correlation of Aggressiveness and Emotional Intelligence

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Correlation of Aggressiveness and Emotional Intelligence

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A Correlational Study of Aggressiveness and Emotional Intelligence among Senior High

Kristine Ly M. Merete, RPm

Donn Zarny A. Han, RPm

Norman Paul M. Deg-aoan Paulyn Ann C. Silvestre,RPm

Dr. Ernesto Guevarra MD, MPH, MSTM

Kristine Ly M. Merete, RPm

October 02, 2017

Certificate of Originality ................................................................................................................. iii

Table of Contents ............................................................................................................................ iv

1.0 Introduction .............................................................................................................................. 2

1.2 Research Questions.................................................................................................... 6

1.3 Theoretical Framework.............................................................................................. 6

1.4 Conceptual Framework.............................................................................................. 7

2.0 Research Methodology ............................................................................................................ 8

2.3 Population and Sampling ........................................................................................... 8

2.4 Research Instrument .................................................................................................. 9

2.5 Data Collection .......................................................................................................... 9

2.6 Research Ethics........................................................................................................ 10

2.7 Data Analysis ........................................................................................................... 10

3.0 Results ..................................................................................................................................... 11

4.0 Discussion ............................................................................................................................... 12

5.0 Conclusion .............................................................................................................................. 13

APPENDIX II: Permission Letter

APPENDIX C: Informed consent

APPENDIX D: Research Questionnaires

Table 1:Demographic Profile of the Respondents…………………………………11

Table 2:Mean and Standard Deviation of Aggressiveness and

Table 3:Relationship of Aggressiveness and Emotional Intelligence………......…12

Keywords: Aggressiveness, Emotional Intelligence, Athletes

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

1.1 Review of Related Literature

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

In competitions or in sports being aggressive is part of the game; competition and

1.1.2 Emotional Intelligence

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

The concept of emotional intelligence proposes that intelligence may understand

A growing interest in emotional intelligence in sport provesthat different emotions is

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

1.2 Research Questions

1.2.1 Profile of the respondents

1.3 Theoretical Framework

1.3.1 Emotional Intelligence Theory

1.3.2 Sigmund Freud’s Theory about Aggression

1.3.2.1 General Aggression Model

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

2.0 Research Methodology

This study a Quantitative Non-Experimental Correlation design. A Quantitative research

2.3 Population and Sampling

A non-probability sampling method was established in this study specifically the

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

2.4 Research Instrument

2.4.1 Buss- Perry Aggression Questionnaire

2.4.2 Schutte Self Report Emotional Intelligence Test

2.5 Data Collection

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

2.6 Research Ethics

2.7 Data Analysis

2.7.2 Standard Deviation

The Pearson product-moment correlation coefficient is a measure of the strength of the

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

Table 1. Demographic Profile of Respondents

Variable Mean Standard Deviation Verbal Interpretation