Emotional Quotient of Natural Children in Coping with the Norms Society

Emotion is one of the most important “if not the most important” element that greatly affect’s an individual’s personality. To understand one’s feelings and emotions is a must or necessity as one proceeds in ones daily life.

Having a proper environment in the family dynamics plays a big part in a child’s behavioral development. So as they can establish an assured emotional function as they go about with there day to day activities in the society.

It is no longer shocking to know and hear the enlarging population of children that were born out of wedl1ock. This is a fact!!! Not a statistic – These so called “love children” “bastards” have been judge by world for the so called sins of their parents not conforming to the standard social norms… This people suffer a deeper scar than most just by living with this stigma, which can affect a normal person greatly, far worse for this individual…with either low self-esteem, pretentious over confidence, or being belligerent. As experience will tell us, we know and have seen the introvertive reaction or the destructive extrovertive tendencies of people who suffer form this kind of emotional stress. .

The researchers want to determine if the variable of emotional quotient such as belligerent, vicious, timid and depressed has a significant relationship to the norms of the society. Hence the study conducted.

BACKGROUND OF THE STUDY

Emotional Quotient (EQ) relates to the ability or skill to understand, evaluate and manage the emotions of one’s self and others. I.Q. is said to be set in stone, no matter when you take an I.Q. test you will receive, basically the same score. E.Q. however, is not set in stone. You can take E.Q. tests at different points in your life and find out that it has increased or decreased significantly. The basic reason is that the strength or weakness of emotions is affected by the age factor and environment (Komal Riaz).

The emotional Quotient (EQ) was presented as the equalizer and as “powerful” and at times more powerful, than IQ with the additional benefit in that “crucial emotional competencies can be learned” (Goleman).

Since 1990, Peter Salovey and John D. Mayer have been the leading researchers on emotional intelligence. In their influential article “Emotional Intelligence,” they defined emotional intelligence as, “the subset of social intelligence that involves the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions” (1990).

The Four Branches of Emotional Intelligence

Salovey and Mayer proposed a model that identified four different factors of emotional intelligence: the perception of emotion, the ability reason using emotions, the ability to understand emotion and the ability to manage emotions.

1.Perceiving Emotions: The first step in understanding emotions is to accurately perceive them. In many cases, this might involve understanding nonverbal signals such as body language and facial expressions.

2.Reasoning With Emotions: The next step involves using emotions to promote thinking and cognitive activity. Emotions help prioritize what we pay attention and react to; we respond emotionally to things that garner our attention.

3.Understanding Emotions: The emotions that we perceive can carry a wide variety of meanings. If someone is expressing angry emotions, the observer must interpret the cause of their anger and what it might mean. For example, if your boss is acting angry, it might mean that he is dissatisfied with your work; or it could be because he got a speeding ticket on his way to work that morning or that he’s been fighting with his wife.

4.Managing Emotions: The ability to manage emotions effectively is a key part of emotional intelligence. Regulating emotions, responding appropriately and responding to the emotions of others are all important aspect of emotional management.

According to Salovey and Mayer, the four branches of their model are, “arranged from more basic psychological processes to higher, more psychologically integrated processes. For example, the lowest level branch concerns the (relatively) simple abilities of perceiving and expressing emotion. In contrast, the highest level branch concerns the conscious, reflective regulation of emotion” (1997).

STATEMENT OF THE PROBLEM

The main purpose of this study is to determine the emotional quotient of children out of wedlock in the norms of society. 1. What are the demographic profile of the respondents as to; 1. Age

2. Gender
3. Birth Order
4. Family Status
2. What is the emotional quotient of the children out of wedlock in the norms of the society?
1. Belligerent
2. Vicious
3. Timid
4. Depressed
3. How does the environment, affects the emotional quotient of the children in terms of;
3.1. Discipline
3.2. Financial
3.3. Emotional Support
3.4. Peers
4. Is there a significant effect on children out of wedlock in the emotional quotient of the respondents? THEORETICAL FRAMEWORK

This present study is based on Daniel Goleman’s emotional intelligence theory was introduced in 2000.

Daniel Goleman was born in 1946 in Stockton, California. He received his doctorate in Harvard University and become a writer in The New York times for twelve years specialize in psychology and brain sciences, author of 3 books, psychologist and a science psychologist.

The emotional intelligence theory explains the five domains of emotional quotient such as:
1. Knowing your emotions
2. Managing your own emotions
3. Motivating yourself, Recognizing and understanding other people’s emotions,
4. Managing relationships,
5. Managing the emotions of others.

Emotional Intelligence development also contain many elements known to reduce stress for individuals and organizations That promotes individuals productiveness and success in any aspect of life. 1.decreasing conflict

2. improving relationships
3.understanding,
4.increasing stability
5.continuity and harmony

CONCEPTUAL FRAMEWORK

Figure 1. RESEARCH PARADIGM

INPUT PROCESS OUTPUT

HYPOTHESIS

This educated guess requires more work in order to confirm or disapprove it.

HA1: there is a significant relationship between the emotional quotient of children out of wedlock in relation to the norms of society.

SIGNIFICANCE OF THE STUDY

The researchers believed that this study will benefit the following;

INDIVIDUALS THAT ARE BORN OUT OF WEDLOCK: to help them conform to social norms. Increase their adaptability to the community’s nature of living. Let them handle extreme emotions in a controllable manner to prevent them having trouble to the judgment of people around them. Give them enlightenment that they should be treated equally and gain respect from the others.

PARENTS: it will help them to be aware and understand better about their children’s feelings and emotions and be able handle it carefully in whatever situations they may be.

PSYCHOLOGY STUDENTS: to handle the circumstances much better in dealing similar studies.

TEACHERS: the study will help them how to communicate, understand, handle and help their students in every way and be able to give good advice if necessary.

SCOPE AND LIMITATION OF THE STUDY

This study focuses on individuals that are born out of wedlock with no specific age group or gender.

-Parents could be either living together but not married.

-Raised by a single parent whether a father or a mother.

-Parents separated before birth.

-Teenage pregnancy.

-Non married individual wanting children.

The study will be undertaken by those who are willing to give personal detailed(semi detailed) information and take the emotional quotient test.

This will be conducted in the vicinity of Muntinlupa City and fifty (50) expected respondents.

DEFINITION OF TERMS

The following terms are viable or conceptually define for the purpose of this study in order to simplify common terminologies.

Behavior – response of an individual to the environment.

Belligerent – a troublesome impulse to undesirable circumstances.

Born out of wedlock – children having parents’ that is unmarried or separated.

Conformity – the ability to adapt in the environment.

Depressed – the feeling of being down and hopelessness.

Discipline – establishing a given rules to obey.

Emotional intelligence – handling emotions in a controlled manner.

Financial – concerns in providing daily living.

Interpersonal Intelligence – the capacity to understand the intentions, motivations and desires of other people.

Intrapersonal Intelligence – the capacity to understand oneself, to appreciate one’s feelings, fears and motivations.

Multiple intelligences – concerning with the seven intelligence such as: Linguistic/Verbal Logical-mathematical, Musical, Bodily-kinesthetic, Spatial, Interpersonal, and Intrapersonal.

Peers – a group of people to whom you can count on.

Self-esteem – the belief of individual in his/herself.

Social norms – an acceptable way of living to a certain group of people.

Society – a group that has same beliefs.

Timid – shy individual indicates fear of committing a mistake or wrong actions.

Vicious – gossiping unsupported information against to other person. An offensive act that is being projected to others.

Approval letter for: Amelita P. Achas, Ph.D