Emotional Intelligence and Suicide Ideations of Senior High School Students REVISED FINAL PDF
Emotional Intelligence and Suicide Ideations of Senior High School Students REVISED FINAL PDF
Emotional Intelligence and Suicide Ideations of Senior High School Students REVISED FINAL PDF
A research project
In partial fulfillment
Fernando, Xende V.
June 2020
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Approval Sheet
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Abstract
Fernando, Xende V.
Suicide, along with its continuous increasing rate, has been a leading cause of
death over the years and is identified as a global issue. Accumulating research linked
mental health of individuals with their tendency to have ideations of taking their own
of this study is to examine the relationship between Emotional Intelligence and Suicide
Ideation of the Senior High School student by considering their varying profiles.
respondents (n=119) are recruited through total population sampling from school A
percentage, mean, Pearson-r test, independent T-test, and one-way Analysis of Variance
(ANOVA), the emotional intelligence was interpreted as high level and the extent of
suicide ideation was interpreted as low level. The results also revealed a negative and
weak relation between Emotional Intelligence and suicide Ideation, further, the
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difference on suicide ideation when grouped accordingly. The result suggests that suicide
ideation is common to everyone and therefore interventions to prevent the act should
include strategies that would improve emotional coping skills. In line with previous
researches the result indicates that the higher the emotional intelligence of a person, the
lower is their suicide ideation and vice versa. Results will be of great help to spread
health and emotional intelligence, and also early formulation of intervention to suicide
Acknowledgment
First of all, the researchers humbly thank the Heavenly Father for providing them
knowledge and wisdom to understand the topic and for the ideas He has bestowed upon
the researchers. Further, for the strength to overcome the challenges in order to finish this
study.
Second, the researchers acknowledge their families for the motivation and support
they have continually given them since the first day, to their friends whom had
encouraged and helped them through the process, as well as to those people who had
Marilyn P. Mutuc who has guided the researchers throughout the research process. The
researchers extend their deepest gratitude for her patience, knowledge, and enthusiasm
she has shared despite her busy schedule. The researchers are also thankful to the faculty
and staff of MAC-Senior High School for their unending support, especially to Sir Ryan
Ray M. Mata who mentored the researchers on how to appropriately do their study.
Moreover, to the panel members and the ethics committee for their support, guidance,
and humble suggestions in order for the researchers to improve their research paper.
Finally, the researchers also extend their sincere thanks to Manila Adventist
College for allowing them to do this study wherein they have gained new knowledge and
experience that would surely be of use as they continue on with their studies.
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Dedication
First, the researchers humbly dedicate this research paper to those students who
are struggling with suicide ideations. Remember that there are people who care for you,
and want you to continue on living. Always remember that despite all the pain and
hardships in life, there are still magnificent moments to come. Believe in yourself. You
can do it.
Second, the researchers dedicate this research paper to the Manila Adventist
College institution and its faculty and staff for their awareness of the mental health of the
students, for their support to this sensitive topic and their willingness to develop approach
Moreover, the researchers proudly dedicate this study to their beloved parents
who gave them the opportunity to study in this institution. They served as the motivation
and support in order to not give up. This is an unforgettable journey and this achievement
was not possible without their help. Additionally, the researchers dedicate this research
paper to the future researchers who wish to pursue this kind of research study in the
future to fill in the gaps and blank spaces in this study to further improve this field of
endeavor.
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Table of Contents
Pages
Title Page 1
Approval Sheet 2
Abstract 3
Table of Contents 7
Hypotheses 16
Theoretical Framework 18
Research paradigm 20
Definition of Terms 21
Suicidal Ideation 30
Chapter 3 Methodology 39
Research Design 39
Instrumentation 42
Ethical Considerations 45
Summary of Findings 59
Conclusion 60
Recommendations 60
Working References 63
Appendices 75
Curriculum Vitae 97
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List of Figures
List of Tables
Students 47
Students 49
According to Sex 53
Chapter 1
There are approximately a million lives taken due to suicide every year and 60%
accounts in Asia. To apply the common estimation there are 10-20 times suicide attempts
as death, 5-6 people are affected by the said suicide death. More than 60 million people
show a possibility to be affected by suicide annually. Despite the compelling said figures,
there is under emphasis given towards this issue in some parts of the world leading to
lack of actions for preventative measures (Chen, Chien-Chang Wu, Yousuf, & Yip, 2011)
In response, researchers from different parts of the world has been focusing their
studies on suicide and its relation with mental health, the factors contributing to suicide
ideation and suicide attempts, what are the most customary actions in committing
suicides, and what are the preventions. However, there has been a limited study situated
in the Philippines regarding the association of emotional intelligence and suicide ideation.
A study done in the Philippines showed that the most important piece of literature
regarding this issue is the longitudinal analysis of suicide rates in the Philippines from
1974 to 2005 (Quintos, 2017). Those who wish to understand suicide needs to rely on the
studies in developed countries such as Europe and North America. An increase in teenage
suicide is very rampant in the Philippines nowadays, it seems so say that teenagers find it
hard to cope with the changes they experience. To address the prevailing challenges in
mental health and suicide prevention in the Philippines, September 20, 2016 during the
17th congress, senate bill No. 1163 has been filed by Joel Villanueva. This bill is about
Youth Suicide Prevention act which seeks to the creation of the national youth suicide
prevention coordinating council that will give strategies for youth suicide early
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intervention, prevention and response. This bill also institutionalized the 24/7 national
During the year 2012, an estimated number of 804,000 people died (11.4 per
100,000 people), with these numbers being higher in men than women. According to the
Centers for Disease Control and Prevention (CDC) men are four times more likely than
women to kill themselves, and 77% of US suicides are completed by men. This disparity
is partially due to men choosing more lethal means to kill themselves: 56 percent die by
firearm. Women are more likely to attempt suicide by self-poisoning. Over the past 45
years, the suicide rate has risen by 60% and has been established as the second cause of
death among the ages group of 15–29 years old, with 50 non-fatal suicide attempts for
each suicide which are linked to factors in the interpersonal and community relationship
This is due to the fact that Emotional Intelligence has a huge role to play
especially on how adolescents deal with the changes they experience in this stage of their
lives. During this phase, for some of them, it is hard to balance their emotion and to adapt
to the factors that contribute to the changes that happen in their environment. This
their behaviors.
Suicide has been an increasing trend in the present time, following accidents or
unintentional injuries, which accounts for 41 percent of deaths among the 15-29 age
group, it has been the second leading cause of death in young people following accidents
would be highly unlikely that someone would commit suicide without any prior ideation
about suicide itself (Abdollahi, Talib, Yaacob, & Ismail, 2015). Researchers identified
development (Kaphur & Kaphur, 2015). It is commonly associated with the increase in
the prevalence of depressive disorders in the Western societies and the inability to cope
up with the changes results to negative impacts on the mental health of the adolescents
such as having thoughts of committing suicide or even having the urge to hurt their own
during which Suicide ideation and behaviors are on the rise (Kwok, 2014).
Yaacob, & Ismail, 2015). Persons with a high ability to endure, recognize, control and
cope up with their emotions has a lesser vulnerability toward suicidality than individuals
who has low capabilities of handling their emotions (Law, Khazem, & Anestis, 2015).
They may have the tendency to maintain an optimistic thought that prevents them from
having negative ideas. On the other hand, individuals with emotion dysregulation are
emotional reactivity, intensity, and reactivity are risk factors that increase the probability
of Suicide ideation and suicide (Abdollahi, Talib, Yaacob, & Ismail, 2015). Therefore,
the ability to recognize, control, and manage emotions and the coping methods an
individual use in response to negative emotions are more likely to increase or decrease
promote public awareness despite this point of interest being a sensitive topic. This study
focused on examining the association of emotional intelligence with the Suicide ideation
of Senior High School students as researchers believe that this is no topic to be sensitive
about anymore as there is already an increasing rate of suicide around the globe; this is
rather a topic that needs to be addressed in a manner that is most appropriate and with
utmost care as soon as possible. This research study considered sex, birth order, family
structure, and socioeconomic status of respondents as variables that most likely to affect
The goal of this study is to determine the significant relationship of the Emotional
1. What is the level (high-low) of Emotional Intelligence of the Senior High School
students?
2. What is the extent (mild-strong) of the Suicide ideation of the Senior High School
students?
a. Sex
b. Birth order
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c. Family structure
d. Socio-economic Status?
Hypotheses
a. Sex
b. Birth order
c. Family structure
d. Socio-economic Status.
emotional intelligence and the pros and cons associated with this especially the risk they
are exposed to such as depression, anxiety, suicide, and other negative effects. This study
will aid students to mitigate the risks and inform them ways on how to handle this kind of
situations.
their children and their exposure to the risk of suicide. They can then develop ideas on
how to handle them by formulating better approach on how to communicate with them
and motivate them. This study would impart to parents their impact to their children and
make them aware of the critical role they are to play in their lives.
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with varying emotional intelligence level and develop ways to improve this degree and
mitigate the probability of depression, anxiety, suicide, and other negative effects. They
can then align their pedagogy to meet the needs and aspirations of the students, this
would not only produce happier and well-rounded students but also the ones who are
of the adolescents in the community. They can then address this issue by executing plans
and actions as to how to improve these levels and mitigate the probability of depression,
anxiety, suicide, and other negative effects to the adolescents in the community.
intelligence to suicide ideation of students that would aid in their future studies. This
study would serve as a framework for their research so that they can then focus on
identifying solutions for the gaps and develop findings that would be beneficial to the
This study is conducted in the year 2019-2020 at school A located around Pasay
City. The respondents of this study were 44% male and 56% female students enrolled in
the Senior High School curriculum in the said school. This study focused mainly on
identifying the significant relationship of the Emotional Intelligence and Suicide ideation
of Senior High School students. Data were gathered by means of disseminating survey
questionnaires.
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consideration of the availability of the Senior High School students, the number of
respondents is not large enough in yielding a better finding. Limitation of the present
work also included the little prior research in this topic especially regarding Senior High
School population, because Senior High School was approved only recently.
Theoretical Framework
behavior of Thomas Joiner (2005). According to this theory, Suicide desire results from
the joint occurrence of two interpersonal states: perceived burdensomeness and thwarted
the feeling of being alienated from friends, family, or other valued social circles is also a
risk factor for developing the desire for suicide. Although both states independently are
associated with elevated risk for developing the desire for suicide, risk is greatest when
both states are experienced concurrently (Ribeiro & Joiner, 2009). Chu et al. (2017)
further said that despite having the desire, this alone is not sufficient to result in death by
suicide—a third component must be present: the acquired capability for suicide, which
develops from repeated exposure and habituation to painful and provocative events.
In connection with the study, negative thinking affects the risk of suicide (Law &
Tucker, 2017). The inability of an individual to use emotional regulation strategies, and
change strategies in a given situation to facilitate their own negative thinking may lead to
suicide ideations, to suicide attempt, and later on to suicide itself. Therefore, the
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reasons, the outcomes, and the solutions for this negative thinking for it tackles the
The association between the aforementioned variables (suicide and negative state
of the individual) may be intensified by the impulsive use of provocative and harming
behaviors when coping with negative emotions caused by series of painful experiences.
However, as the theory suggest, the body of man is generally not designed to cooperate
with its own early demise; therefore, suicide entails a fight with self-preservation
motives.
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Research Paradigm
Moderating Variables
Sex
Birth order
Family structure
Socio-economic Status
Definition of Terms
emotion in an individual.
Family structure. Refers to the construction of family system. This may refer to
the involvement of individuals such as parents providing care and stability for the
children in the family. This may be identified as a single-parent family, nuclear family,
Senior High School Students. Are the individuals from different strands of the K-
12 curriculum. They were the respondents of this study and who were given the
Suicide Ideation. Is considered as the dependent variable in this study. This refers
Suicide. Is an act of harming oneself in which a person has gained the feeling of
wanting to die.
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Chapter 2
This chapter presents the review of several literature and studies on topics related
to the current study. It included books, journal articles, unpublished theses and
associated with mental activities (Bulmer Smith, Profetto-McGrath, & Cummings, 2009).
Generally, it was Edward Thorndike in the year 1920 who first proposed the idea
regarding Emotional intelligence in his study regarding social intelligence. This work of
his was ignored by the community until Howard Gardner in the year 1983 developed his
there are three proposed models in attempt to organize emotional intelligence literature,
employed. The first model is the performance-based ability model, where emotional
their emotions. It is based on the emotional skills and is focused on the processing of
trending information (Mayer, Caruso, & Salovey, 2016). The second model is known as
the self-report mixed model developed by Goleman. Here, EI is not considered as a form
(Mayer, Roberts, & Barsade, 2008). Finally, the Trait Model developed by Konstantin
According to Goleman (2013), emotional life is a field that requires more or less
skill, such as mathematics and reading, and that requires its own unique ability.
Emotional ability is a meta-ability; that is, it is the determinant how well a person can use
other abilities possessed, including raw intelligence. The awareness of emotion is at the
top of emotional intelligence dimension (Kaya, Senyuva, & Bodur, 2017). The study of
Mohzan, Hassan, and Halil (2013) revealed that their respondents were highly aware of
their own emotions and feelings and that they understood that emotion can evolve
depending on situations and also these individuals can anticipate what emotions they
have in certain circumstances, these findings were similar with recent studies
intelligence, their problem solving skills are high, harmonious, able to cope with stress,
optimistic, moderate and outward-looking, high in life satisfaction, aware of feelings and
conflicts. People with well-developed emotional well-being can maintain their mental
habits that will feed their own productivity by maintaining their lives in a more satisfying
and effective manner (Goleman, 2013). Moreover, according to the study of Di Fabio,
Palazzeschi, Asulin-Peretz, and Gati (2013) that resulted for an overall “high” Emotional
Intelligence of respondents, stated that people with higher Emotional Intelligence tend to
Those who cannot control their emotional lives are giving battles that undermine
the ability to focus (Goleman, 2013). In line with this, the study of Kaya, Senyuva, and
Bodur (2016) about the critical thinking disposition of nursing students and their
emotional intelligence in an academic year resulted to the respondents having low critical
beginning and the end of the academic year. The emotional intelligence of patients with
alcohol dependence when compared with that of a healthy individual revealed that
patients with alcohol dependence have significantly low emotional intelligence when
compared with mentally healthy individuals (Sumi, Punnoose, & Cyriac, 2017). Aside
from that, positive associations were also found between parental acceptance and
emotional intelligence revealing that minors with delinquent behavior have lower
(Turecki & Brent, 2016). Baca-Garcia, Perez-Rodriguez, Oquendo, Keyes, Hasin, Grant,
and Blanco (2011) stated that suicide ideation is quite common to adolescents and
passive suicidal ideation in most cases is common. According to the WHO (2014),
suicide takes a staggering toll on global public health, with close to 800,000 people die
by suicide every year. Further, suicide rates vary within and between countries, with as
economic status and cultural differences (Turecki & Brent, 2016). Moreover, suicide
ideation is not only an important predictor of the suicide attempt and completed suicide
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but also a significant marker for other mental health problems among youth (Thompson
et al., 2012). Therefore, interventions among youth experiencing suicide ideation would
benefit from focusing on alleviating negative effects on the future. As well, although
indicate more profound psychosocial needs (Thompson et al., 2012). Suicide ideation,
suicide attempt, and suicide itself are terms most of the time interchanged. However,
these should be identified clearly especially because first of all, there are recent
researches that some sources states that suicide is connected to Suicide ideation, but there
is no difference in ideators and attempters (Klonsky, May, & Saffer, 2014). Second is that
many people think about suicide than ever act on those thoughts. In the study of Nock et
al. (2008), in their large international study they have found that only 29% of participants
reporting lifetime ideation reported a lifetime attempt. Suicidal behavior has different
stages, such as suicide ideation, suicide planning, and attempting suicide (Baggio,
Palazzo, & Aerts, 2009). In short, although suicide thoughts are a prerequisite of suicide
attempts, the majority of ideators never act on their thoughts (Klonsky, May, & Saffer,
2016). Previous studies have found a close relationship between suicide attempts and
suicide ideation (Musci et al., 2015). Suicide ideation involves possessing the intention to
commit suicide; it strongly predicts suicide attempts. Nock et al. (2013) found that 33.4%
of individuals who engage in SI make suicide plans and that 33.9% of plan-makers went
on to commit suicide. Zhang, Wang and Xia (2012) study regarding stress, coping and
suicide ideation among Chinese college students showed evident signs of SI. They have
suggested that knowing the warning signs would serve as a preventative action to suicide.
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regarding the bodies of the victims of suicide that confirmed that most of those bodies
died or accomplished suicide on the first attempt of the individual. Therefore, it is clearly
shown that the identification of risk factors associated with suicide ideation (SI) to
interfere or fully end the attempt. Suicide ideation occurs in the community at 10-14 %
across the lifetime of an individual (Orden, Witte, Gordon, Bender, & Joiner, 2008). On
the other hand, individuals who have great source of support in different aspects tend to
have lower suicide ideation resulting to a lower chance of committing suicide (Horwitz,
Hill, & King, 2011). They further added that using emotional support of an individual
helps in coping up with depression and stressing situation making them survive the phase.
Most suicidal individuals give warning signs or signals of their intentions. The
best way to prevent suicide is to recognize these warning signs and know how to respond
if one sees those (Stanley & Brown, 2012). Major warning signs for suicide include
talking about killing or harming oneself, talking or writing a lot about death or dying, and
seeking out things that could be used in a suicide attempt, such as weapons and drugs
(Taliaferro, Oberstar, & Borowsky, 2012). In the study of Huen, Hip, Ho, and Yip
(2015), hope is a resilience factor that buffers the impact of hopelessness on suicide
ideation. Inducing hope in people may be a promising avenue for suicide prevention.
All individuals are born with characteristics that are naturally assigned to them.
These characteristics though already assigned to an individual through the genes they
carry can still be developed through a certain point. Further, according to Clutton-Brock
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and Sheldon (2010), these characteristics have an effect to the life of man itself. Among
mental state, and as well as their physical state. These relationship is grasped in different
aspects such as intelligence (Williams, Myerson, & Hale, 2008), perceived social lives
(LaFontana & Cillesen, 2010), activities and behaviors (Al-Hazzaa, Abahussain, Al-
assigning 18 years old as the age of legality, it is still considered as a very young age and
the adjustment to adapting the role of an adult individual including their responsibilities
are years later or so. These is supported by Mortimer and Moen (2016), when they
revealed in their study that people age differently from others, and that this process is
somehow based on and the hereditary characteristics of the individual, their lifestyle, and
the changing expectation of education and training before employment by both sexes, in
consideration, there are reports that women participation in the workforce has increased,
and there has been a greater availability of and changing social norms around
Azzopardi, Wickremarathne, & Patton, 2018). In consideration with the benefits of social
interaction with peers, as well as the influences they adapt is increased by norms in social
media and the exploitation of this industry in ways that weakens the concept of health
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and wellbeing. These powerful influences shape health and lifestyles well into the 20s,
reflecting a need to think differently about the age focus of regulatory strategies.
In the recent study of LaFontana and Cillesen (2010), they stated that in the phase
juvenile period (ages of 6–9 years), social image starts to become important in fulfilling
the needs of a child. At this age, adolescents consider others to fulfill their need for
acceptance, the social comparisons, and provide a context for growth and experiences of
rejections are considered as factors that limit growth to an adolescent, and individual at
this age are most concerned with out casting, social pride, and self-esteem. In the next
stage, the preadolescence (age 9-12 years old), intimacy with another individual is
and their desire to help others. On the other hand, loneliness and isolation are what limits
the growth and development, and the concern is the acceptance and loneliness. Finally,
in the early adolescence (ages 12-16 years old), the need for self-development, and
adolescents learn to balance their intimacy, anxiety, and sexuality. The limit to growth to
this stage is confusion to their own sexuality, and some focal emotions are sexual
frustration and lust. Sullivan in his personality theory mentioned the stage of late
adolescence but did not describe and key features or new social needs for this age group
within himself or herself is the inherited sexual category. According to recent studies,
when people perform various roles they develop skills to help them succeed in these
parts, on the other hand, those people who do not conform to their appropriate sex roles
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are prone to risks of being socially rejected for non-normative behavior (Chan &
Hayashi, 2010). In line with this, recent studies stated that men and women are
differentiated greatly in the society due to traditional stereotypes in the community (Hess,
Thibault, Adams, & Kleck, 2010). Both sex is particularly susceptible to the demands of
their traditional sex role (Chan & Hayashi, 2010). Further, according to the study
conducted by Murnen and Don (2012), exaggeration of the characteristics associated with
femininity and masculinity states that women are supposed to be “thin and sexy” and men
are supposed to be “strong and muscular”. Conformity to the ideal body for women is
central to their “success” as women, whereas conformity to the ideal body for men is
higher levels of stress than boys; this is specifically related to interpersonal stressors,
including negative events and problems related to peers, romantic relationships, and
family (Hamilton, Strange, Abramson, & Alloy, 2014). Girls are also found to exhibit
and anxiety (Alfven, Ostberg, & Hjern, 2008). Conversely, boys seem to score higher on
self-esteem during adolescence (Moksnes, Moljord, Espnes, & Byrne, 2010). In addition,
many high school students engage in behaviors that place them at risk for the leading
causes of morbidity and mortality. The prevalence of most health-risk behaviors varies by
sex, race/ethnicity, and grade and across states and large urban school districts (Kann et
al., 2014).
This planet is a gendered society where there are polarized expectations for the
behavior of females and males. In the journal of Hess, Thibault, Adams, and Kleck
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(2010), with concerns with emotions of both sex: social role effects emerge in all
emotions. They revealed that there are two types of explanations for the pervasive beliefs
regarding emotionality of men and women. One is based on social role factors such as the
distribution of power and nurturing versus agentic roles between the sexes, whereas the
other is based on the relative distribution of facial appearance cues associated with
perceived dominance and affiliation across both sex (Hess, Thibault, Adams, & Kleck,
2010). In addition, it has been found that women are expected and expect themselves to
situations that typically elicit anger in men. They are also expected to show more fear
association between EI and psychological distress indicators suggests that the perceived
their emotions in a better way than those with lower EI (Mayer, Roberts, & Barsade,
2008). Consequently, people with higher EI tend to adopt more adaptive regulatory
strategies that are, in turn, negatively associated with negative affect and psychological
affective vulnerabilities that are in the basis of suicide risk (Turecki & Brent, 2016).
According to the World Health Organization (2014), suicide rate had been
increasing for the past years worldwide and it is stated that it has been the second leading
cause of death among 15-29 year-olds globally. For that time period, it had been
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considered a public health issue that needs to be immediately responded. This increase
may be due to the restrictions in the cognitive and emotional abilities of individuals,
especially in those cases of adolescents wherein they suffer from depression and stress
(Czyz & King, 2013). According to the findings of recent studies, suicidal ideation is the
stage before the actual self-harm or suicide is committed by individuals. And due to the
many factors pointed as to why suicide is committed, depression has the highest rate of
being the reason for this action (Cukrowicz, Ekblad, Cheavens, Rosenthal, & Lynch,
2008), and for this suicide ideation is a great predictor of suicide among individuals
suicide ideation to capture the points in different areas of this variable. Emotional
intelligence and flexibility, which play an important role in the emergence of psychiatric
the society that people are demanded of higher expectation from both their performance
and skills. This anticipation comes with great amount of stress as well and no one is an
exception. These stress that are experienced by man himself have harmful effects on the
body (Benson, 2019). In addition, Singh and Sharma (2012) reported that chronic and
Notably, individuals who are likely to perform suicide ideations, self-harm and
even suicide itself are those people that have lower cognitive abilities and those that have
anxious personalities if untreated (Singh & Sharma, 2012). The findings in the study of
and Papazisis (2011) resulted to findings that are consistent with most literatures,
wherein their report identified that there is a significant relationship between depression
and suicide ideation. Similarly, a recent study of Taiwanese medical students carried out
by Fan et al. (2012) found that those who scored as depressed were significantly (p <
0.01) more likely to experience suicidal ideation. However, it is still unclear if the
other way around, wherein if an individual has high probability of suicide this would
affect his/her cognitive intelligence causing it to decrease in levels (Singh & Sharma,
2012). Previous studies have clearly shown that mental disorders, particularly anxiety
(Choi et al., 2011), and depression (Wang, Lai, Hsu, & Hsu, 2011) are among the
strongest risk factors for both attempted and completed suicide. In the study of Singh and
Sharma (2012) findings that individuals make their cognitive assessments by using their
cognitive capacities and abilities. Therefore, it is probable that our level of general
Most of the adolescent, suffering from severe anxiety and depression resulted
mental health is defined as an individual’s capability wherein he/she realizes their own
abilities, able to overcome stress and socially functioning by contributing to the well-
being of their family and society. Further, adolescents with a good sense of mental well-
being possess problem-solving skills, social competence and a sense of purpose. These
assets make them resilient and help them thrive in the face of adverse circumstances.
Specifically, a study by Cha and Nock (2009) revealed that emotional intelligence serves
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as a mediator to the relationship between suicide ideation and the experiences of sexual
children were considered as mediators in the relationship between harsh parenting and the
behavior of the child, as well as the family involvement and relationship with one another
Profile
Sex. Recent studies had claimed that a sex paradox for suicide has been found
regarding suicide behavior (Lamis & Lester, 2013). There had been an important
relationship between the ratio of nonfatal suicide attempts and fatal suicide acts in both
male and female. It is also more of a concern when suicide people tend to hurt
themselves, which is also indicated as suicide or suicide attempt (Bakken & Gunter
2012). Further, the study revealed that among 2,639 respondents, 13% were reported
engaging in non-suicidal self-injury (NSSI) within the past year, and females have
significant high rates with 17% of NSSI compared to males with 9%. Their results claim
that there are significant sex differences in NSSI and suicide ideation based on their
experiences in engaging in that act, substance use, depression, health behaviors, and
sexual orientation (Bakken & Gunter, 2012). Study shows that there is higher rate of
suicide ideation and behavior in females than males, while on the other hand, males have
higher mortality rate of suicide than females (Schrijvers, Bolten, & Sabbe, 2012).
In the recent study of Lamis and Lester (2013), they showed that hopelessness
could lead to suicide ideation in both female and male; however, depression was found to
be a significant suicide risk factor only on females. In addition, for both men and women
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perceived burdensomeness was a suicide risk factor and reasons for living a protective
factor (Lamis & Lester, 2013). With regard to sex differences, the study of Cerutti,
Manca, Presaghi, and Gratz (2011) regarding the Prevalence and clinical correlates of
differences in the rate (x2(1) = .18 p > .10). Revealing that findings only showed
significant differences for only “burning with cigarettes,” which was endorsed more
frequently by boys; however, there was a trend for girls to report higher rates of “carving
The study has focused on whether sexual category paradox play an important role
for college students, though recent study from a nationally representative sample of
college students do support the notion that females engage in more suicide ideation than
do males within this age group (Brownson, Drum, Smith & Denmark, 2011). Moreover,
they have established sex differences in several risk and protective factors for suicide
among college students, including depression, hopelessness, alcohol use, reasons for
Birth Order. It is believed that the youths make worse decisions than adults, due
to the fact that their brains are not molded yet to the fullest state (Banaticla et al., 2016).
In the study of Johnson (2014), it was proposed that there would be significant
differences between birth order categories and specific personality traits. The first born is
believed to be more responsible and focused on pleasing the parents, thus acting as a role-
model for the later born children, while later-born children are hypothesized to be more
easy-going and sociable and with a need to be more innovative in filling a family niche
(Black, Grönqvist, & Öckert, 2017). It was hypothesized that first-borns would score
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Further, researchers have test competing the hypothesis of the effects of birth
McGoldrick, Gerson, and Petry (2008) a middle sibling position can be related to the risk
of getting lost, being reserved, or feeling anxiety due to comparisons with younger and
older siblings; thus, it can be assumed that middle siblings constantly fight for attention.
This is accompanied by an observation in their study that the studied participants with
violent behaviors typically were the youngest children in their families, and were more
likely to have this sibling position. This sibling position is associated with creativity,
energy, but also with leniency and a tendency to egocentrism and not complying with
social norms (McGoldrick, Gerson, & Petry, 2008). While in the study of Bjørngaard,
Bjerkeset, Vatten, Janszky, Gunnell, and Romundstad (2013), among siblings, a higher
position in the birth order was positively associated with risk; each increase in birth order
was associated with a 46% (adjusted hazard ratio = 1.46, 95% confidence interval: 1.29,
The birth order theory of Adler places particular importance on the psychological
position of the child, he highlights that it is not the birth order number that influences the
character of the child, but rather the situation into which they are born and how they
those whose families are not emotionally supportive are more likely to be socially
Choi, & Park, 2014). However, study suggests that the quality of relationships and
interactional processes within the family are more important for adolescent adjustment
than the structure of the family or the marital status of the parents (Baharudin, Krauss,
Yacoob, & Pei, 2011). Wherein they have studied the family processes as predictor of
On the other hand, absent parents, single parents, and limited social relationships
instability in the adolescent population (Im, Oh, & Suk, 2017). Their finding further
suggests that parental support critically protects adolescents from SI and promotes the
Sitnik-Warchulska and Izydorczyk (2018) added that girls with suicidal and
violent behaviors were more likely to come from reconstructed families and to have
and/or emotional, of the biological father. Those who lived with both biological parents
until age 16 were less likely to have lifetime suicidal ideation, older, more likely to be
white, had higher educational attainment, were more likely to be married, had higher
income, were more likely to consider that religious beliefs were important, and were less
likely to have lifetime mental disorders and to report prolonged sadness of caregivers
single-parent family, predicted increases in behavior problems more than later changes
37
and movements into single and stepparent families mattered more for children of higher
during the first 5 years of life (Ryan & Claessens, 2013). Children born to low income
parents have significantly higher initial levels of behavioral problems than their moderate
and high-income peers (Ryan, Claessens, & Markowitz, 2014). Adolescents of low
socioeconomic status or living with one parent were more likely to engage in suicide
ideation (Zubrick et al., 2016). Interestingly, this population has shown higher SI levels
education costs are high in South Korea; therefore, students of low socioeconomic status
may perceive low educational support, exacerbating the relationship between depression
and SI. Moreover, family instability also predicts reduced support for adolescents (Im,
Oh, & Suk, 2017). Adrian, Miller, McCauley, and Vander (2015) found that social and
family support principally predicts SI in teenagers. Further, stressful events, more likely
present in low socioeconomic status families, tend to affect negatively the family
environment and act in detriment of students’ motivation through, for example, lower
parental responsiveness, social support, and emotional resources available for children
high SES families have much more time, energy and knowledge about education, and
they are inclined to express more warmth and affection in order to cultivate a favorable
has been done on the association between suicide and poverty across all low-income and
reliable data that this study can compare from in regards with its result. A previous
countries excluded suicide (Iemmi et al. 2016); a review on suicide and poverty did not
focus on low-income and middle-income countries (Sinyor, Tse, & Pirkis, 2017). There is
insufficient data to draw clear conclusions from and that high-quality research is needed
Chapter 3
Methodology
This chapter presents the methods and procedure utilized in this present study. It
discusses the research design, characteristic of the sample population, sampling technique
used, and description of the instrumentation. It also highlights the data gathering
procedure, ethical considerations and the statistical treatment of the data gathered.
Research Design
Suicide ideations among them, as well as the accurate representation of the population in
among variables. This analyzed the direction, degree, and strength of the associations and
examined if changes in one or more variable are related to the changes in another
This study, with a 100% response rate, was conducted among one hundred
nineteen (n=119) students of Senior High School currently enrolled in school A located
around Pasay City during the school year 2019-2020. This study utilized the total
sampling is a type of purposive sampling technique that examined the entire population
respondents in terms of age, sex, birth order, family structure, and monthly gross income.
Sex. Figure 2 shows the distribution of the respondents by sex. Majority of the
students who participated in the study were females with 56% and 44% were males.
Sex
44% Male
56% Female
Birth Order. Figure 3 shows the distribution of the respondents by their birth
order. Majority of the respondents were eldest child accounting 40% of the total
population and the lowest percentage is 15% representing the third born. The second born
children accounts for 29% while the youngest accounts for 16%.
41
Birth Order
16%
Youngest
40%
Third
15%
Second
Eldest
29%
family structure. Majority of the Senior High School students who participated in the
study belonged to a Nuclear family with 65% of the total population, 25% of the
respondents belonged in an Extended family, and the remaining 10% accounts for
Family Structure
10%
Single Parent
25% Extended Family
respondents by their Socio-economic status based on their monthly gross income. 51% of
the Senior High School students of school A belonged to a middle SES status families
followed by 35% of respondents belonging to low SES families. The lowest percentage
accounts for 14% representing respondents that belonged to a family with high SES
Socioeconomic Status
Instrumentation
The research instrument used in this study was in the form of survey
questionnaires. The said questionnaire was divided into three sections. The first section
dealt with the profile information of the respondents including the sex, birth order, the
family structure, and the socio-economic. The second section of the questionnaire
focused on the emotional intelligence of the respondents wherein the Schutte Self-Report
43
(strongly agree) to 5 (strongly disagree) scale for responses was utilized. This form
(SSEIT) has a completion time of 10-15 minutes. The third section of the questionnaire
focused on the suicide ideation level of the respondents wherein the Modified Scale for
Suicidal Ideation was utilized. It included an 18-item test that assessed the presence or
absence of suicide ideation and the degree of severity of suicidal ideas. The time frame is
from the point of survey and the previous 48 hours. It is to be scored based on an ordinal
Aside from these, in order to determine the reliability of the questionnaires used, a
pilot study was conducted among Senior High School students at School B located
around Caloocan City during the year 2019-2020, wherein result showed Cronbach’s
alpha with a value of .73 for emotional intelligence indicating acceptable level of
consistency and .94 for suicide ideation indicating excellent level of consistency.
Table 1
Table 2
As for the of data collection process, permission to conduct the study was secured
by the researchers by giving a request letter to their school principal, research adviser and
school A principal which included the purpose of the study and its goal. Researchers
were accompanied by the guidance counselor to school A during the debriefing for the
respondents as well as the researchers in order to grasp the purpose of the study, avoid
any confusion and also for the clarity of the instructions. Upon approval to conduct the
Researchers and the teachers visited school A for the data collection, specifically
the class of Senior high school students. The guidance counselor conducted the
debriefing first, and the teachers from school A approached by the researchers
administered the instrument to maintain the anonymity of the respondents. They had
facilitated the data collection in their assigned classroom making sure that only willing
individuals enrolled as a senior high school student participating in the study will answer
the questionnaires and that those individuals were well-oriented about their rights as
The questionnaires from the respondents were checked by the teachers for any
blank items. After the data collection, questionnaires were given to the researchers by the
45
teachers and were encoded to the Microsoft Excel and were sent to the statistician for
analysis. Researches made sure that the honesty and genuineness of the result were taken
care of appropriately.
and Inferential statistics through Pearson-r test, independent T-test, and One-way
distribution of personal profile of the respondents (e.g. sex). The mean was used to
measure the level of Emotional Intelligence and the extent of Suicide Ideation of Senior
High School students. Pearson correlational test was used to analyze the correlation
between the Emotional intelligence of the respondents and the extent of their Suicide
Ideation. T-test was used to measure significant difference on level of Suicide Ideation of
the Senior High School students when grouped according to sex (male and female). One-
way ANOVA was used to measure significant difference on level of Suicide Ideation of
the Senior High School students when grouped according to birth order, family structure,
Ethical Considerations
The researchers of this study asked approval from the Ethics Review board. Upon
approval, the respondents were informed in advance about the purpose of the study and
the students not willing to participate, was excluded in the study. A letter of consent was
sent to the parents of the respondents and the school principal. The objective and purpose
of the study and non-disclosure of the answers to be gathered were stated in the letter of
46
consent. This study is voluntary. The researchers informed the respondents of their right
to withdraw from the data gathering and their freedom to refuse to write any information
that may cause them inconvenience. Researchers were assisted by teachers and a
guidance counselor in administering the data gathering to assure the respondents that
every effort will be made to ensure their safety and that the information they provide will
be strictly kept confidential and their anonymity is guaranteed even from the researchers.
The questionnaires and the data from the respondents were stored in the research office in
Chapter 4
This chapter describes the results of the data analyses. The presentation of results
in tabular forms and organized is based on the sequence of the research questions found
from highest to lowest order among the 33 items within the second section of the
questionnaires. The result revealed an overall mean score of 3.66 that was interpreted as
“high level of emotional intelligence”. This result indicates that Senior High School
Table 3
Among the 33-items statement, the first three highest responses were item 24 “I
compliment others when they have done something well” with a mean of 4.31, item 6
“Some of the major events of my life have led me to re-evaluate what is important and
not important” and item 14 “I seek out activities that make me happy” which resulted
49
with same mean of 4.09. This probably suggests that previous experiences of the
respondents shape their present actions and allows them to make their current decisions.
Despite being interpreted as “high level of EI” items 5, 11, and 33 are scored lowest
among other items, the statement are as follows: “I find it easy to understand the non-
verbal messages of other people” with a mean of 3.11, “I like to share my emotions with
others” with a mean of 3.10 and “It is easy for me to understand why people feel the way
they do” with a mean of 3.01. These probably suggest that respondents had less
awareness of the emotions of others as compared to the awareness of their own emotions.
This probably means that the respondents in their current situation are well aware of their
emotions and feelings and that this drives their thoughts and allows them to evaluate
The overall response of the respondents has a mean of 3.66 which is on the “high
level of emotional intelligence” that indicates response after an experience. The study of
Intelligence of respondents, further; they have stated that people with higher EI tend to
use emotional experiences to guide their thoughts and actions which are consistent with
the result of this study. This study is also similar to the study of Mohzan, Hassan, and
they have emphasized the ability of those with high EI to understand their varying
On the other hand, the result of this study is in contrast of the result in study of
Kaya, Senyuva, and Bodur (2016) wherein result showed that respondents have a low
50
the beginning and the end of the academic year. This is also the case with that of
Šurbanovska, Kitkanj, and Ristovska (2017) which revealed that there is a positive
association between parental acceptance and emotional intelligence showing that minors
with delinquent behavior have lower emotional intelligence compared with their peers
without delinquent. Additionally, the study of Sumi, Punnoose, and Cyriac (2017)
revealed that patients with alcohol dependence were significantly deficient in all the areas
of Emotional Intelligence.
Table 4 shows the extent of suicide ideation of the respondents among the 18
items of the third section of the questionnaires. The result revealed an overall mean score
of 6.50 that was interpreted as “low suicide ideation”. This result indicates that Senior
Table 4
The results in this section regarding the 18 items statement of the suicide ideation
Keyes, Hasin, Grant, and Blanco (2011) stated that suicide ideation is quite common to
adolescents and passive suicide ideation in the most common cases. The result of this
study is consistent with the study of Horwitz, Hill, and King (2011), wherein they have
studied about the coping behaviors of adolescents to depression and suicide ideation,
51
reporting that the respondents with high emotional support were recorded to have lower
scores of suicide ideation. According to Huen, Hip, Ho, and Yip (2015) hopelessness on
the matter of suicide ideation is lower among individuals with higher hopes which this
Further, Table 5 shows the incidence of suicide ideation among the population
based on the gathered data. The result revealed that despite the interpretation of low
suicide ideation, 84 respondents (70.6%) was discovered to have Low Suicide Ideation.
Mild suicide ideation was present among 12 individuals (10.1%) which is also the case
there are 11 respondents (9.2 %) discovered to have severe suicide ideation. This
indicates that suicide ideation is common to the mind of anyone varying only in the
intensity of ideation. This means that the need for interventions is a must in order to
Table 5
Frequency Percent
Low Suicide Ideation 84 70.6
Mild Suicide Ideation 12 10.1
Moderate Suicide Ideation 12 10.1
Severe Suicide Ideation 11 9.2
Total 119 100.0
Zhang, Wang and Xia (2012) study regarding stress, coping and suicide ideation
among Chinese college student showed N=137 students having suicide ideation and
among those individuals, 5 students were reported to thinking suicide often. They have
suggested that knowing the warning signs would serve as a preventative action to suicide.
52
Moreover, suicide ideation is not only an important predictor of the suicide attempt and
completed suicide but also a significant marker for other mental health problems among
distress, internalizing psychological symptoms, and pessimism about the future. As well,
Table 6 shows the relationship between the Emotional Intelligence and Suicide
ideation of the respondents with r = -.340; p=.01 suggesting a negative, weak relation.
This revealed that there is an inversely proportional relationship between the two main
variables; that the higher the Emotional Intelligence of an individual the lower is their
suicide ideation. However, this study also revealed a weak relationship suggesting that
only a small portion of the population contributes to the inverse relationship of the two.
Hence the hypothesis, “no significant relationship between the Emotional Intelligence
and suicide ideation of Senior High School students,” was not accepted.
Table 6
Relationship between Emotional Intelligence and Suicide Ideation of Senior High School
Students
Suicide Ideation
r p-value Interpretation
Emotional Intelligence -.340 .01 Significant
Note: Correlation is significant at the 0.01 level (2-tailed)
53
Fan et al. (2012) found that those who scored as depressed were significantly (p <
0.01) more likely to experience suicide ideation. With the respondents of this study
scoring a high level of emotional intelligence and a low level of suicide ideation, this
relates with the statement based in the emotional intelligence framework where
emotionally intelligent individuals manage their emotions in a better way than those with
lower EI (Mayer, Roberts, & Barsade, 2008). Moreover, people with higher EI tend to
adopt more adaptive regulatory strategies that are, in turn, negatively associated with
negative aff ect and psychological distress. Therefore, it is probable that a person’s level
of general intelligence and emotional intelligence affects stress response (Singh &
Sharma, 2012).
Profiles
As shown in Table 7, females N=67; μ=6.76, while male N=52; μ=6.17. The
overall mean is 6.47. Based on the significant level, .719, the hypothesis that there is no
significant difference in the suicide ideation when grouped according to sex was
accepted. It means that suicide ideation had no significant difference regardless of the sex
of the individual.
Table 7
Cerutti, Manca, Presaghi, and Gratz (2011) showed the same result regarding the
Italian adolescents where findings revealed no gender differences in the rate (x2(1) = .18
p > .10). Revealing that findings only showed significant differences for only smoking
which was more endorsed by males and carving words in the skin is a trend for girls.
On the other hand, the results are in contrast with that of Schrijvers, Bolten, and
Sabbe (2012) showing that there is a significant difference in the level of suicide ideation
of individuals when grouped according to sex. Based on their study, there is higher rate
of suicide ideation and behavior in females than males, while males have higher mortality
rate of suicide that females. Further, Brownson, Drum, Smith, and Denmark (2011)
support the notion that females engage in more suicide thoughts than do males in their
study regarding difference of suicide ideation in male and female students. Adding that
sex differences is present in other protective and risk factors. Moreover, other studies
show that there is a significant sex differences in suicide ideation (Bakken & Gunter,
As shown in Table 8, respondents who are eldest has N=48; μ=6.69, those who
are 2nd born N=34; μ=6.88, those 3rd born child has N=18; μ=5.28, while those youngest
has N=19; μ=6.53. The result has an overall N=119; μ=6.50. Based on the significant
level, .935, the hypothesis that there is no significant difference in the suicide ideation
when grouped according to birth order was accepted. It means that suicide ideation had
Table 8
This result is in contrast with that of Mcgoldrick, Gerson, and Petry (2008) where
they revealed in their study that the studied participants with violent behaviors typically
were the youngest children in their families, and were more likely to have this sibling
(2013) showed in their study that among siblings, a higher position in the birth order was
positively associated with risk; each increase in birth order was associated with a 46%
(adjusted hazard ratio = 1.46, 95% confidence interval: 1.29, 1.66) higher risk of suicide.
Consequently, this study supports the birth order theory of Adler which places
not the birth order number that influences the character of the child, but rather the
situation into which they are born and how they subsequently interpret it (Eckstein et al.,
2010).
belonging in a nuclear family has N=77; μ=6.20, extended family on the other hand has
N=30; μ=6.77, while those who belong to a single parent family has N=12; μ=7.83. The
overall mean is 6.50. Based on the significant level, .823, the hypothesis that there is no
significant difference in the suicide ideation when grouped according to the family
56
structure was accepted. It means that suicide ideation had no significant difference
Table 9
This result is somehow related to the results in the study of Baharudin, Krauss,
Yacoob, and Pei (2011) where they have reported that even though recent studies have
supported that family structure causes a significant difference to the suicide ideation of an
individual (Lee, Namkoong, & Choi et al., 2014; Ryan, Claessens, & Markowitz, 2014),
the quality of relationships and interactional processes within the family are more
important for adolescent adjustment than the structure of the family or the marital status
of the parents.
With regards to the family structure, the results of this study is in contrast with the
study of Im, Oh, and Suk (2017), wherein they have showed in their study that parental
support critically protects adolescents from suicide ideation and promotes the
respondents belonging in a family with ₱30,000 and below are a total of N=42; μ=5.81,
those with ₱30,001 - ₱ 50,000 are a total of N=35; μ=5.80. Individuals from families
with ₱50,001 - ₱ 80,000 are a total of N=25; μ=7.16. While those who belong to a family
57
who earns ₱80,001 above are a total of N=17; μ=8.71. The overall mean is 6.50. Based
on the significant level, .823, the hypothesis that there is no significant difference in the
suicide ideation when grouped according to socioeconomic status was accepted. It means
that suicide ideation had no significant difference regardless of the socioeconomic status
Table 10
The result of this study is in contrast to that of Ryan, Claessens, and Markowitz
(2014), wherein their data showed that children born to low income parents have
significantly higher initial levels of behavioral problems than their moderate and high-
income peers. This was supported by accumulating studies stating that adolescents
belonging in families with low socioeconomic status are more likely to have suicidal
ideation (Zubrick et al., 2016; Im, Oh, & Suk, 2017). In addition, it was also emphasized
by Adrian, Miller, McCauley, and Vander (2015) that social and family support
suicide and poverty across all low-income and middle-income countries to date.
Therefore, there is no sufficient reliable data that this study can compare from in regards
with its result. A previous review of common mental disorders and poverty in low-
58
income and middle-income countries excluded suicide (Iemmi et al. 2016); a review on
suicide and poverty did not focus on low-income and middle-income countries (Sinyor,
Tse, & Pirkis, 2017). There is insufficient data to draw clear conclusions from and that
high-quality research is needed further (Iemmi et al. 2016; Sinyor, Tse, & Pirkis, 2017).
59
Chapter 5
recommendations.
Summary of Findings
Statistics have shown that the level of emotional intelligence of the respondents is
revealed to be “high” level, having a mean score of 3.66. This study reveals that the
those of others. Moreover, this study assumes that the use of respondents of their
previous experiences to guide their actions resulted to their high emotional intellect. As
for the extent of suicide ideation of the respondents, statistics revealed that a “low”
suicide ideation level, with an overall mean score of 6.50. This shows that suicide
ideation is commonly present to the mind of an individual and only varies in the intensity
of ideation.
Statistics revealed a negative, weak relation between the two main variables. This
and suicide ideation--- that the higher the Emotional Intelligence of an individual, the
lower is their suicide ideation. However, among the population, only a small portion
In terms of the difference in suicide ideation according to sex, birth order, family
structure, and socioeconomic status of the respondents, the results revealed that there is
Conclusion
Based on the findings of the study, the researchers concluded that Senior High
School students have high emotional intelligence with a low suicide ideation. In addition,
there is a negative but weak correlation between the variables emotional intelligence and
suicide ideation among the population. Moreover, results indicated that there is no
significant difference on the intensity of suicide ideation when grouped according to the
four demographic profiles considered in this study; namely: sex, birth order, family
Recommendations
Students. The researchers would like to recommend that students should focus on
promoting the development of their own emotional coping skills. Participate in programs
such as seminars about mental health awareness and emotional intelligence in order to
gain knowledge and awareness about suicide and coping skills. It is advisable to maintain
a healthy lifestyle. Moreover, students should learn to trust elders, open up to them when
having a hard time, seek for their help and not isolate themselves from others.
Parents. The researchers would like to recommend that parents act as the main
support of their children in every aspect. Moreover, parents should have knowledge of
warning signs and should address anxiety or depression by offering help. Parents are
advised to discourage isolation and give the child the attention especially if they are
displaying signs/behavior that would lead to suicide acts. As parents, they should
encourage their children to maintain a healthy lifestyle, improve their emotional skills,
and as well as be responsible and caring parents to them. Moreover, they should take
61
appropriate action to protect their child like ask mental health services to ensure their
proper recovery.
School Faculty and Administration. Students spend substantial part of their day
or Care plans that would address these issue together with the risks that would lead
suicide and violence prevention should also be integrated with supportive mental health
services, engage the entire school community, and promote a positive school climate
relationship.
It is crucial for all school staff members to be familiar and be watchful for risk
factors and warning signs of suicide behavior. The entire school staff should work to
create an environment where students feel safe in sharing information. Pastors, including
the school counselor and school administrator, should be trained to intervene when a
student is identified at risk for suicide. These individuals should conduct suicide risk
in order to understand how emotions interact with suicide ideation. As regard to the
present study, the results now need to be replicated and validated in a more diverse
sample of senior high school students. It would be useful to conduct longitudinal studies
demographic profile differences related to risk factors for suicide among senior high
62
socioeconomic status on suicide ideation, especially from low and middle income country
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Appendices
This informed assent form is for Senior High School student participating in the research
entitled “Emotional Intelligence and Suicide Ideation of Senior High School
Students”.
Camille Ann F. Famisan; Xende V. Fernando; Juhm Hedrick C. Malabrigo; Joshua
Ron L. Suarez; Nissi Reinorssep L. Vitto
Manila Adventist College
We, Camille Ann F. Famisan, Xende V. Fernando, Juhm Hedrick C. Malabrigo, Joshua
Ron L. Suarez, and Nissi Reinorssep L. Vitto, Senior High School students of Manila
Adventist College are tasked to determine the relationship between Emotional
Intelligence and Suicide Ideation specifically among the Senior High School students.
We want to identify if the extent of suicide ideation among a student has significantly
association with their level of Emotional Intelligence.
We are going to give you information and invite you to be part of a research study. You
have the right to choose whether you want to participate or not. We have discussed this
research with your parent(s)/guardian and they know that we are also asking you for your
agreement. If you are going to participate in the research, your parent(s)/guardian also
have to agree. However, if you do not wish to take part in the research, you can freely
withdraw, even if your parent(s)/guardian have agreed.
The information about you that will be gathered from the research will be kept privately
by the researchers. Any information about you will not be shared with or given to anyone
except for the researchers and the to the school board.
Right to Refuse or Withdraw: Can I choose not to be in the research? Can I change
my mind?
You do not have to be in this research. No one will be mad or disappointed with you if
you say no. It is your choice. You have the right to not participate and we will respect
your decision.
I have read this information (or had the information read to me) I have had my
questions answered and know that I can ask questions later if I have them.
If illiterate:
A literate witness must sign (if possible, this person should be selected by the participant,
not be a parent, and should have no connection to the research team). Participants who
are illiterate should include their thumb print as well.
I have witnessed the accurate reading of the assent form to the child, and the
individual has had the opportunity to ask questions. I confirm that the individual
has given consent freely.
Print name of witness (not a parent) _________ AND Thumb print of participant
Signature of witness ______________________
Date ________________________
Day/month/year
I have accurately read or witnessed the accurate reading of the assent form to the
potential participant, and the individual has had the opportunity to ask questions. I
confirm that the individual has given assent freely.
Print name of researcher_________________
Signature of researcher___________________
78
Date__________________
Day/month/year
Statement by the researcher/person taking consent
I have accurately read out the information sheet to the potential participant, and to
the best of my ability made sure that the child understands that the following will be
done:
1.
2.
3.
I confirm that the child was given an opportunity to ask questions about the
study, and all the questions asked by him/her have been answered correctly and to
the best of my ability. I confirm that the individual has not been coerced into giving
consent, and the consent has been given freely and voluntarily.
This informed consent form is for the parent(s)/guardian of the Senior High School
student participating in the research entitled “Emotional Intelligence and Suicide
Ideation of Senior High School Students”.
Camille Ann F. Famisan; Xende V. Fernando; Juhm Hedrick C. Malabrigo; Joshua
Ron L. Suarez; Nissi Reinorssep L. Vitto
Manila Adventist College
Risks
By participating in this research it is possible that your child will be exposed to ideas
regarding suicide. In consideration, we are responsible for explaining thoroughly our
study and that we are open for any help that we may extend as well as we are ready to
answer questions that would clarify concerns. Moreover, we will be assisted by experts in
this so that unwanted incidents will be avoided. For that, we are assuring you that there
will be no risks in participating in the study.
Discomforts
By participating in this research there is no chance that your child will be in any form of
discomfort in participating and answering our questionnaires. The comfort of your child
will be our priority throughout the study. We are willingly capable to answer all of your
concerns in regard with this matter
Benefits
Having your child participate in this research, you as parent(s)/guardian, the community,
and he/she will be aware of the importance of emotional intelligence and the pros and
cons associated with this especially the risks they are exposed to such as depression,
anxiety, suicide, and other negative effects. Through his/her participation we will be able
to identify effective ways to mitigate the suicide among their population. We will be able
to answer our research questions that future generation are most likely to benefit.
Confidentiality
The information that we collect from this research project will be kept confidential.
Information about your child that will be collected from the research will be put away
and no-one but the researchers will be able to see it. Any information about your child
will have a number on it instead of his/her name. Only the researchers will know what
his/her number is and we will lock that information up with a lock and key. It will not be
shared with or given to anyone except the research adviser.
Sharing of the results
At the end of the study, the knowledge that we get from this study will be shared with
you for the greater good of the student. We will inform you before it is made widely
available to the public. Confidentiality of the respondents will be dutifully kept until the
end of the study, and nothing will be attributed to your name. Afterwards, we will publish
the findings in order that other interested people may learn from our research.
Right to Refuse or Withdraw
You do not have to agree to your child taking part in this research if you do not wish to
do so and refusing to allow your child to participate will have no unwanted effects. You
may stop your child from participating in the research at any time that you wish.
Who to Contact
There might be some words that you may find confusing. If you have any question you
may ask now, later, or during the conducting of the research. If you wish to ask questions
later, you may contact any of the following: Camille Ann Famisan
(caffamisan@yahoo.com), Xende Fernando (fxende6@gmail.com), Juhm Hedrick
Malabrigo (cocojuhm321@gmail.com), Joshua Ron Suarez (toxicdoptalon@gmail.com)
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This proposal has been reviewed and approved by the following: Chair: Dr. Linda Lim-
Varona (rx2health@yahoo.com), Secretary: Dr. Nestor C. Rilloma
(ncrilloma@yahoo.com), Members: Dr. Bibly L. Macaya (biblymacaya@gmail.com), Dr.
Maria Carmela L. Domocmat (carmela0826@yahoo.com), Dr. Wealthy C. Estrada
(wcestrada@hotmail.com), Atty. Silvino Sumagaysay (ssumagaysay@yahoo.com), Mr.
Eufe Tantia (emto104@yahoo.com) which are committees whose task it is to make sure
that research participants are protected from harm.
PART II: Certificate of Consent
Certificate of Consent
I have been invited to have my child participate in the research regarding Emotional
Intelligence and Suicide Ideation of Senior High School students. I have read the
foregoing information, or it has been read to me. I have had the opportunity to ask
questions about it and any questions that I have asked have been answered to my
satisfaction. I consent voluntarily for my child to participate as a participant in this
study.
If illiterate
A literate witness must sign (if possible, this person should be selected by the participant
and should have no connection to the research team). Participants who are illiterate
should include their thumb print as well.
I have witnessed the accurate reading of the consent form to the parent of the
potential participant, and the individual has had the opportunity to ask questions. I
confirm that the individual has given consent freely.
nmk,
/
85
86
SURVEY QUESTIONNAIRE
Dear Respondents:
The undersigned are currently conducting a study entitled, “Emotional Intelligence and
Suicide Ideations of Senior High School Students”. This is part of the research
development of the senior high school department as well as the college.
The researcher wishes to solicit your valuable assistance on the identified aspects of the
subject to provide with the needed data through the attached survey questionnaire.
You are assured that every response made will be treated with utmost confidentiality and
anonymity. The gathered information will only be used for the purpose of this study.
Thank you for your participation.
Respectfully yours,
Part II. The Schutte Self Report Emotional Intelligence Test (SSEIT)
Reference:
Department of Washington. (n.d.). Schutte Self-Report Emotional Intelligence Test (SSEIT) - Statistics
Solution. Retrieved May 01, 2020, from Depts.washington.edu:
https://www.google.com/url?sa=t&source=web&rct=j&url=http://depts.washington.edu/uwcssc/sit
es/default/files//hw00/d40/uwcssc/sites/default/files/The%2520Schutte%2520Self%2520Report%
2520Emotional%2520Intelligence%2520Test%2520%2528SSEIT%2529.pdf&ved=2ahUKE
Emotional Intelligence is the ability to know about, control, and express one’s feelings,
and to deal with relational connections sensibly and sympathetically.
overcame them
3. I expect that I will do well on most things I
1 2 3 4 5
try
not important
7. When my mood changes, I see new
1 2 3 4 5
possibilities
experiencing
DIRECTION: This is not a test to examine your knowledge; therefore, there is no wrong
answer. We are interested in how you usually feel and think. Answer each item
immediately without thinking too much about them. Circle the number following the
statement that is relevant to you.
The purpose of this scale is to assess the presence or absence of suicide ideation and the
degree of severity of suicide ideas. The time frame is from the point of survey and the
previous 48 hours.
1. Wish to die
Over the past day or two have you thought about wanting to die? how strong has
the desire been?
1. None No current wish to die; does not have any thought about
wanting to die
2. Weak Unsure about whether wanting to die, seldom thinks about
death, or intensity seems low
3. Moderate Current desire to die; may be preoccupied with ideas about
death, or intensity seems greater than a rating of 1
4. Strong Current death wish, high frequency or high intensity during
the past day or two
2. Wish to live
Have you thought that you want to live? How sure that you really want to live?
1. Strong Have a current desire to live
2. Moderate Have a current desire to live, thinks about wanting to live
quite often, can easily turn his/her thoughts away from
death or intensity seems more than a rating of 2
3. Weak Unsure about whether he/she wants to live, occasional
thoughts about living or intensity seems low
4. None patient has no wish to live
hours
4. Strong Wanted to act on thoughts several times and/or almost
certain he wants to kill self
CUT-OFF INSTRUCTIONS - If Item 1 and Item 2 are scored less than "2" and Items 3
and 4 are scored 0, then STOP. Otherwise continue with full scale.
5. Duration of Thoughts
Over the past day or two when you have thought about suicide how long did the
thoughts last?
Is it to the point where you can't seem to get them out of your mind?
1. Brief Fleeting periods: a few seconds?
1. Short Duration several minutes
2. Longer an hour of more
3. Almost Continuous finds it hard to turn attention away from suicide
thoughts, can't seem to get them out of mind
6. Frequency of Ideation
Over the last day or two how often have you thought about suicide?
1. Rare Once in the past 48 hours
2. Low frequency twice or more over the last 48 hours
3. Intermittent approximately every hour 3
4. Persistent several times an hour
7. Intensity of thoughts
Over the past day or two, when you have thought about suicide, have they been
intense (powerful)?
1. Very weak
2. Weak
3. Moderate
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4. Strong
Do you think that your reasons for dying are better than your reasons for living?
How about vice versa?
1. Patient has no reasons for dying, never occurred to him/her to weigh
reasons
2. Has reasons for living and occasionally has thought about reasons for
dying
3. Not sure about which reasons are more powerful, living and dying
are about equal, or those for dying slightly outweigh those for living
4. Reasons for dying strongly outweigh those for living, can't think of
any reasons for living
Method:
Over the last day or two have you been thinking about a way to kill yourself,
____________________________________________________________
____________________________________________________________
____________________________________________________________
10. Degree of specificity/planning
1. Not considered, method not thought about
2. Minimal consideration
3. Moderate consideration
4. Details worked out, plans well formulated
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13. Competence
Do you think you have the ability to carry out your suicide?
1. Not competent
2. Unsure
3. Somewhat sure
4. Convinced that he/she can do it
Curriculum Vitae
Personal Information
Name: Camille Ann F. Famisan
Nickname: Camille
Gender: Female
Birthday: September 12, 2001
Birthplace: Romblon
Nationality: Filipino
Religion: Seventh-Day Adventist
Current Address: #2257-B Dona Noneng Street, Pasay City
Family Background
Father’s Name: Freddie G. Famisan
Mother’s Name: Sarah F. Faigao
Sibling/s: Carolyn F. Famisan
Alfred Vincent F. Famisan
Angelo Bryan F. Famisan
Curriculum Vitae
Personal Information
Name: Xende V. Fernando
Nickname: Xende
Gender: Female
Birthday: September 24, 2001
Birthplace: Muntinlupa City
Nationality: Filipino
Religion: Seventh - Day Adventist
Current Address:
Family Background
Father’s Name: Richard R. Fernando
Mother’s Name: Rodita Villegas
Sibling/s: Charles Carlo V. Fernando
Curriculum Vitae
Personal Information
Name: Juhm Hedrick C. Malabrigo
Nickname: Juhm
Gender: Male
Birthday: February 24, 2001
Birthplace: Batangas City
Nationality: Filipino
Religion: Seventh - Day Adventist
Current Address: 22 MIT Street Leland Drive Balonbato Quezon City
Family Background
Father’s Name: Fredrick C. Malabrigo
Mother’s Name: Jumeva Colegado
Sibling/s: Evangerica C. Malabrigo
Evan Ericka C. Malabrigo
Jumica C. Malabrigo
Educational Attainment
Senior High School: Manila Adventist College 2018-2020
Junior High School: Baesa Adventist Academy 2014-2018
Elementary School: Balumbato Elementary School 2008-2014
100
Curriculum Vitae
Personal Information
Name: Joshua Ron L. Suarez
Nickname: Dopta
Gender: Male
Birthday: August 18, 2002
Birthplace: Caloocan City
Nationality: Filipino
Religion: Seventh - Day Adventist
Current Address: 7022 BLK 11 A Lot 16 Phase 3-C Kaunlaran Village Caloocan City
Family Background
Father’s Name: Ronie N. Suarez
Mother’s Name: Lorena R. Lumalang
Sibling/s: None
Educational Attainment
Senior High School: Manila Adventist College 2018-2020
Junior High School: Pasay City Academy 2014-2018
Elementary School: Manila Central Adventist Elem. School 2008-2014
101
Curriculum Vitae
Personal Information
Name: Nissi Reinorssep L. Vitto
Nickname: Nissi
Gender: Male
Birthday: July 25, 2001
Birthplace: Pasay City
Nationality: Filipino
Religion: Seventh – Day Adventist
Current Address: 51 Perla Street FB Harrison Pasay City
Family Background
Father’s Name: Renato S. Vitto
Mother’s Name: Leonor S. Lumanglas
Sibling/s: Jireh L. Vitto
Hannah L. Vitto
Educational Attainment
Senior High School: Manila Adventist College 2018-2020
Junior High School: Pasay City Academy 2014-2018
Elementary School: Baesa Adventist Elementary School 2008-2014