Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                

Emotional Intelligence and Suicide Ideations of Senior High School Students REVISED FINAL PDF

Download as pdf or txt
Download as pdf or txt
You are on page 1of 101

1

Emotional Intelligence and Suicide Ideations of Senior High School Students

A research project

presented to the faculty of

Senior High School Department

Manila Adventist College

In partial fulfillment

of the requirements for the subject

Inquiries, Investigations, and Immersion

Famisan, Camille Ann F.

Fernando, Xende V.

Malabrigo, Juhm Hedrick C.

Suarez, Joshua Ron L.

Vitto, Nissi Reinorssep L.

June 2020
2

Approval Sheet
3

Abstract

Emotional Intelligence and Suicide Ideation of Senior High School Students

Famisan, Camille Ann F.

Fernando, Xende V.

Malabrigo, Juhm Hedrick C.

Suarez, Joshua Ron L.

Vitto, Nissi Reinorssep L.

Adviser: Marilyn P. Mutuc, MAEd, PhD

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

lives. Among committers, high percentage is identified to be adolescents. The objective

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.

Anchored to the Interpersonal-Psychological Theory of Suicidal behavior, where

respondents (n=119) are recruited through total population sampling from school A

located around Pasay City. Descriptive-correlation design was utilized. By analysis of

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
4

demographic profile of the respondents considered in this study showed no significant

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

public awareness of the importance of EI as a coping mechanism and as well as the

danger of suicide ideations to an individual. Recommendations of this study include

promotion of guidance counseling at school, enforcement of seminars about mental

health and emotional intelligence, and also early formulation of intervention to suicide

ideations and prevention methods for suicide risks.

Keywords: emotional intelligence, suicide ideation, senior high school students


5

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

been an inspiration to do this study.

This acknowledgement would not be complete without the help of Ma’am

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.
6

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

in order to prevent risks to the life of the students.

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.
7

Table of Contents

Pages

Title Page 1

Approval Sheet 2

Abstract 3

Table of Contents 7

Chapter 1 The Problem and Its Background 12

Statement of the Problem 15

Hypotheses 16

Significance of the Study 16

Scope and Delimitation 17

Theoretical Framework 18

Research paradigm 20

Definition of Terms 21

Chapter 2 Review of Related Literature 22

Level of Emotional Intelligence 22

Extent of Suicide Ideation 24

Demographic Profile of the Respondents 26

Relationship between Emotional Intelligence and

Suicidal Ideation 30

Difference on Extent of Suicide Ideation When Grouped

According to Demographic Profile 33


8

Chapter 3 Methodology 39

Research Design 39

Population and Sampling technique 39

Profile of the respondents 40

Instrumentation 42

Data Gathering Procedure 44

Statistical Treatment of Data 45

Ethical Considerations 45

Chapter 4 Results and Discussion 47

Level of Emotional Intelligence of Senior High School Students 47

Extent of Suicide Ideation of Senior High School students 50

Relationship of Emotional Intelligence and Suicide Ideation 52

Difference on Extent of Suicide Ideation When Grouped

According to Demographic Profiles 53

Chapter 5 Summary, Conclusion, and Recommendations 59

Summary of Findings 59

Conclusion 60

Recommendations 60

Working References 63

Appendices 75

APPENDIX A – Consent forms: Informed and Assent 75

APPENDIX B – Permission to Use of Research Instrument 83

APPENDIX C – Research Instrument 86


9

APPENDIX D – Correspondence letter 95

APPENDIX E – Ethical Board Review 96

Curriculum Vitae 97
10

List of Figures

Figure No. Page

1 Independent Variable-Dependent Variable Model

for Emotional Intelligence and Suicide Ideation of

Senior High School Students 20

2 Distribution of Respondents by Sex 40

3 Distribution of Respondents by Birth Order 41

4 Distribution of Respondents by Family Structure 41

5 Distribution of Respondents by Socioeconomic

Status based on Monthly Gross Income 42


11

List of Tables

Table No. Page

1 Scoring Interpretation for Emotional Intelligence 43

2 Scoring Interpretation for Suicide Ideation 44

3 Level of Emotional Intelligence of Senior High School

Students 47

4 Extent of Suicide Ideation of Senior High School

Students 49

5 Incidence of Suicide Ideation 51

6 Relationship between Emotional Intelligence and Suicide

Ideation of Senior High School Students 51

7 Difference on Suicide Ideation when Grouped

According to Sex 53

8 Difference on Suicide Ideation when Grouped

According to Birth Order 55

9 Difference on Suicide Ideation when Grouped

According to Family Structure 56

10 Difference on Suicide Ideation when Grouped

According to Socioeconomic Status 57


12

Chapter 1

The Problem and Its Background

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
13

intervention, prevention and response. This bill also institutionalized the 24/7 national

hotline for suicide prevention.

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

of individuals (World Health Organization, 2019).

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

influence a variety of disturbance on their mental functioning that would be evident in

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

or unintentional injuries (World Health Organization, 2018). Further, having suicide

thoughts is one of the outcomes of having an unbalanced emotion. It is believed that it


14

would be highly unlikely that someone would commit suicide without any prior ideation

about suicide itself (Abdollahi, Talib, Yaacob, & Ismail, 2015). Researchers identified

adolescence as a period of transition with significant physical, psychological, and social

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

self. Moreover, this transition is believed to be a mark of a delicate progress period

during which Suicide ideation and behaviors are on the rise (Kwok, 2014).

Emotional Intelligence (EI) is considered as a significant factor in an individual

especially in dealing with stressful environments and situations (Abdollahi, Talib,

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

more likely to experience Suicide ideation. Since affective vulnerabilities such as

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

the experience of Suicide ideation.


15

Moreover, it is necessary to investigate this field of knowledge in order to

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 relationship of Emotional intelligence and Suicide ideation.

Statement of the Problem

The goal of this study is to determine the significant relationship of the Emotional

Intelligence of an individual to their Suicide ideations. Specifically, it will answer the

following research questions:

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?

3. Is there a significant relationship between the Emotional Intelligence and suicide

ideation of the Senior High School students?

4. Is there a significant difference on extent of Suicide ideation of the Senior High

School students when grouped according to

a. Sex

b. Birth order
16

c. Family structure

d. Socio-economic Status?

Hypotheses

1. There is no significant relationship between the Emotional Intelligence and suicide

ideation of Senior High School students.

2. There is no significant difference on the extent of Suicide ideation of Senior High

School students when grouped according to

a. Sex

b. Birth order

c. Family structure

d. Socio-economic Status.

Significance of the Study

Students. To have awareness on the importance and effect of varying levels of

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.

Parents. To have awareness of the particular level of emotional intelligence of

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.
17

Teachers and School. To gain knowledge on how to approach different students

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

better adjusted and more successful.

Community. To gain awareness of the particular level of Emotional Intelligence

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.

Future researchers. To gain information about the association of emotional

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

research community and future researchers as well.

Scope and Delimitations

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.
18

This study tackled an important social problem in a psychological manner. In

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

This study is anchored to the Interpersonal-Psychological Theory of Suicidal

behavior of Thomas Joiner (2005). According to this theory, Suicide desire results from

the joint occurrence of two interpersonal states: perceived burdensomeness and thwarted

belongingness (Chu et al., 2017). Perceived burdensomeness is the potentially dangerous

misperception that the self is so incompetent that the existence of an individual is a

burden on friends, family members, and/or society. Relatedly, thwarted belongingness or

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
19

Interpersonal theory of suicidal behavior may be utilized to further understand the

reasons, the outcomes, and the solutions for this negative thinking for it tackles the

interpersonal states: perceived burdensomeness and belongingness, and other different

components under it.

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.
20

Research Paradigm

Independent Variable Dependent Variable

Emotional Intelligence Suicidal Ideation

Moderating Variables

Sex

Birth order

Family structure

Socio-economic Status

Figure 1. Independent Variable-Dependent Variable Model for Emotional Intelligence and

Suicidal Ideation of Senior High School Students


21

Definition of Terms

Birth order. Refers to the position of an individual in relation to birth among

siblings. Individuals in this classification may be considered as a first-born, second-born,

third-born, and so on.

Emotional Intelligence. Is the independent variable of the study. It is a type of

intelligence that contributes to the accurate expression and effective regulation of

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,

blended family, and extended 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

questionnaire for the gathering of data.

Suicide Ideation. Is considered as the dependent variable in this study. This refers

to the thought of an individual to end up their lives intentionally.

Suicide. Is an act of harming oneself in which a person has gained the feeling of

wanting to die.
22

Chapter 2

Review of Related Literature

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

dissertations as well as findings of previous researches done locally and internationally.

Level of Emotional Intelligence (EI)

Emotional intelligence is a product of past psychological thinking, researches, and

practices. Definitions of intelligence differ which is usually based on behaviors

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

theory about multiple-intelligence (Por, Barriball, Fitzpatrick, & Roberts, 2011).

In light of the growing conflicts on the idea regarding emotional intelligence,

there are three proposed models in attempt to organize emotional intelligence literature,

which can be distinguished according to the type of measuring instruments that is to be

employed. The first model is the performance-based ability model, where emotional

intelligence is considered as a mental ability that includes individuals reasoning about

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

of intelligence but instead views it as a broad concept that includes motivations,

interpersonal and intrapersonal abilities, empathy, personality factors and well-being


23

(Mayer, Roberts, & Barsade, 2008). Finally, the Trait Model developed by Konstantin

Vasily Petrides. He defined this model as a constellation of emotion-related self-

perceptions located at the lower levels of personality (Russo et al., 2011).

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

(Yalçınkaya, 2010; Ruiz-Aranda, Extremera, & Pineda-Galán, 2013).

In the study of Yalçınkaya (2010) individuals with high level of emotional

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

thoughts, self-determining their own goals, empathizing and succeeding in resolving

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

use emotional experiences to guide their thoughts and actions.


24

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

thinking disposition and intermediate level of emotional intelligence both at the

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

emotional intelligence compared with their peers without delinquent behavior

(Šurbanovska, Kitkanj, & Ristovska, 2017).

Extent of Suicide Ideation

Suicide behavior is a complex public health problem of global importance

(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

much as a ten-time difference between regions; variation is partly correlated with

economic status and cultural differences (Turecki & Brent, 2016). Moreover, suicide

ideation is not only an important predictor of the suicide attempt and completed suicide
25

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

elevated psychological distress is a common problem, for a subset of youth it may

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.
26

In general, ideations, planning, and finally, to attempt of suicide; these process is

a mechanism as to how complex suicide is presented. Additionally, there are studies

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.

Demographic Profile of the Respondents

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
27

and Sheldon (2010), these characteristics have an effect to the life of man itself. Among

these characteristics are believed to have a significant relationship to their behavior,

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-

Sobayel, Qahwaji, & Musaiger, 2011).

Certainly, aging is another stage of life like childhood, adolescence or young

adulthood. According to Sawyer, Azzopardi, Wickremarathne, and Patton (2018), despite

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

as well as their attitudes.

Further, partnering, parenting, and economic independence in the society reflects

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

contraception, and difficulties in transitioning to economic independence (Sawyer,

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
28

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

co-operation, compromise and also rivalry. In addition, harassments or bullying and

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

regarded in these stage. Preadolescents develop their collaboration, mindsets, empathy,

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

(LaFonatana & Cillesen, 2010).

Another characteristic that affects the functioning of an individual in the society or

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
29

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

associated with success, but not central to it.

A growing body of research confirms that girls during adolescence experience

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

more emotional problems in adolescence than boys, including symptoms of depression

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
30

(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

show sadness in reaction to a wide range of emotion eliciting situations, including

situations that typically elicit anger in men. They are also expected to show more fear

than men in fearful situations (Vingerhoets & Bylsma, 2016).

Relationship between Emotional Intelligence and Suicide Ideation

Studies such as Fernández-Berrocal and Extremera (2016) showed that broad

association between EI and psychological distress indicators suggests that the perceived

ability to deal with emotions is linked to psychological adjustment and adaptation of

individuals. According to the EI framework, emotionally intelligent individuals manage

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

distress. Conversely, emotion dysregulation is considered a factor contributing to

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
31

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

(Abdollahi, Talib, Yaacob, & Ismael, 2015).

Significantly several neuropsychological bounds have been associated with

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

disorders, may also be related with suicidality (Sojer, Kainbacher, Kemmler,

Freudenthaler, & Deisenhammer, 2017). Because of the fast phased industrialization of

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

intense stress has negative effects on intelligence based on their research.

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

Aradilla-Herrero, Tomás-Sábado, and Gómez-Benito (2014) relating to depression of


32

Greek nurses as respondents in the study of Melissa-Halikiopoulou, Tsiga, Khachatryan,

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

limitation of the cognitive intelligence results in high probability of suicide or is it 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

intelligence and emotional intelligence affects stress response.

Most of the adolescent, suffering from severe anxiety and depression resulted

from unbearable burdensome (WHO, 2014). In the study of Ganaprakasam (2018),

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
33

as a mediator to the relationship between suicide ideation and the experiences of sexual

abuse in childhood. A study conducted regarding properly controlled emotions of the

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

to the suicidal ideation (Kwok, 2014).

Difference on Extent of Suicide Ideation When Grouped According to Demographic

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
34

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

deliberate self-harm among a community sample of Italian adolescents revealed no sex

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

words into skin” than boys.

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

living, and social support.

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
35

higher on conscientiousness and extraversion and later-born would score higher on

agreeableness and openness to experience (Johnson, 2014).

Further, researchers have test competing the hypothesis of the effects of birth

order on delinquency and other problem behaviors in adolescence. According to

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,

1.66) higher risk of suicide.

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

subsequently interpret it (Eckstein et al., 2010).

Family Structure. Adolescents who live in dysfunctional family structures and

those whose families are not emotionally supportive are more likely to be socially

maladjusted and to show self-destructive behaviors such as suicide (Lee, Namkoong,


36

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

antisocial behavior among adolescents, giving more emphasis on the relationship of

family members rather than the structure.

On the other hand, absent parents, single parents, and limited social relationships

predicted suicide ideation, suggesting that these factors maximize psychological

instability in the adolescent population (Im, Oh, & Suk, 2017). Their finding further

suggests that parental support critically protects adolescents from SI and promotes the

establishment of a positive identity during periods of relative psychological instability

resulting from adaptation to adolescence.

Sitnik-Warchulska and Izydorczyk (2018) added that girls with suicidal and

violent behaviors were more likely to come from reconstructed families and to have

experienced divorce or separation of their parents or consequent absence—physical

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

during childhood (Susukida, Wilcox, & Mendelson, 2016).

Early changes in family structure, particularly from a two-biological-parent to

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

versus lower income parents (Ryan, Claessens, & Markowitz, 2014).

Socioeconomic Status. Research suggests that union of family influence

children’s behavioral trajectories highlighting the importance of family context to

understanding the developmental implications of family instability (Ryan, Claessens, &

Markowitz, 2014). Effects of family instability on behavior of children are strongest

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

than adolescents living with foster parents (Zubrick et al., 2016).

Adolescents of low socioeconomic status more commonly experience hardship,

potentially distracting them from schoolwork and suggesting an uncertainty. Private

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

(Grolnick, 2009) stressful events in low socioeconomic status families especially


38

undermine mothers’ ability to support children’s motivation. In contrast to this, parents in

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

parent–child relationship (Krauss et al., 2012).

Despite body of research examining issue regarding suicide, no systematic review

has been done on the association between suicide and poverty across all low-income and

middle-income countries to date (Iemmi et al. 2016). 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-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).


39

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

Descriptive-correlation design was utilized for the identified characteristics of the

respondents, the analyzed association of the level of EI in an individual to the degree of

Suicide ideations among them, as well as the accurate representation of the population in

this study. The descriptive-correlation design provided an accurate description of

characteristics of particular respondents involved in the study to identify the associations

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

variable/s (Anastas, 1999).

Population and Sampling Technique

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

population sampling as the technique to investigate the population. Total population

sampling is a type of purposive sampling technique that examined the entire population

that had a particular set of characteristics (Etikan, 2016).


40

Profile of the Respondents

This section of the chapter described the demographic characteristics of the

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

Figure 2. Distribution of Respondents by Sex.

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%

Figure 3. Distribution of Respondents by Birth Order.

Family Structure. Figure 4 presents the distribution of the respondents by their

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

respondents who belonged in a Single Parent family.

Family Structure

10%

Single Parent
25% Extended Family

65% Nuclear Family

Figure 4. Distribution of Respondents by Family Structure.


42

Socio-economic Status (SES). Figure 5 presents the distribution of the

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

status in the community.

Socioeconomic Status

Php 30,000 and below


14% (LOW SES)
35%
Php 30,001 - 50,000 &
Php 50,001 - 80,
000(MIDDLE SES)

51% Php 80,001 and above


(HIGH SES)

Figure 5. Distribution of Respondents by Socioeconomic Status based

on Monthly Gross Income.

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

Emotional Intelligence Test (SSEIT) which includes a 33-item self-report using a 1

(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

scale from 0 to 3. This form has a completion time of 10-20 minutes.

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

Scoring Interpretation for Emotional Intelligence

Mean Interval Interpretation


4.21-5.00 Very High
3.41-4.20 High
2.61-3.40 Moderate High
1.81-2.60 Low
1.00-1.80 Very Low
44

Table 2

Scoring Interpretation for Suicide Ideation

Mean Score Interpretation


0-8 Low
9-14 Mild
15-20 Moderate
21 above Severe

Data Gathering Procedure

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

study, the researchers started the data gathering.

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

respondents and about the instructions on how to answer the questionnaire.

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.

Statistical Treatment of Data

In analyzing the data, descriptive statistics through percentage, mean, frequency

and Inferential statistics through Pearson-r test, independent T-test, and One-way

ANOVA were used.

Percentage was employed to determine the frequency counts and percentage

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,

and socio-economic status.

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

duration of one year.


47

Chapter 4

Results and Discussions

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

in Chapter 1. In addition, below each table are the corresponding analyses,

interpretations, and literature support.

Level of Emotional Intelligence of Senior High School Students

Table 3 shows the level of emotional intelligence of the respondents arranged

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

students have a high level of emotionally intelligence.

Table 3

Level of Emotional Intelligence of Senior High School Students

Statement Mean Interpretation


24 I compliment others when they have done something well 4.31 Very High
6 Some of the major events of my life have led me to re-
evaluate what is important and not important 4.09 High
14 I seek out activities that make me happy 4.09 High
20 When I am in a positive mood, I am able to come up with
new ideas 4.00 High
23 I motivate myself by imagining a good outcome to tasks I
take on 3.98 High
9 .I am aware of my emotions as I experience them 3.91 High
31 I use good moods to help myself keep trying in the face of
obstacles 3.89 High
30 I help other people feel better when they are down 3.88 High
19 I know why my emotions change 3.86 High
18 By looking at their facial expressions, I recognize the
emotions people are experiencing 3.84 High
16 I present myself in a way that makes a good impression on
others 3.82 High
48

17 When I am in a positive mood, solving problems is easy


for me 3.80 High
2 When I am faced with obstacles, I remember times I faced
similar obstacles and overcame them 3.77 High
26 When another person tells me about an important event in
his or her life, I almost feel as though I have experienced
this event myself 3.75 High
22 I easily recognize my emotions as I experience them 3.74 High
8 Emotions are one of the things that make my life worth
living 3.72 High
15 I am aware of the non-verbal messages I send to others 3.70 High
32 I can tell how people are feeling by listening to the tone of
their voice 3.69 High
7 When my mood changes, I see new possibilities 3.68 High
25 I am aware of the non-verbal messages other people send 3.66 High
1 I know when to speak about my personal problems to
others 3.64 High
10 I expect good things to happen 3.61 High
3 I expect that I will do well on most things I try 3.60 High
27 When I feel a change in emotions, I tend to come up with
new ideas 3.41 High
29 I know what other people are feeling just by looking at
them 3.40 Moderate High
13 I arrange events others enjoy 3.35 Moderate High
12 When I experience a positive emotion, I know how to
make it last 3.32 Moderate High
4 Other people find it easy to confide in me 3.30 Moderate High
21 I have control over my emotions 3.30 Moderate High
28 When I am faced with a challenge, I give up because I
believe I will fail* 3.29 Moderate High
5 I find it hard to understand the non-verbal messages of
other people* 3.11 Moderate High
11 I like to share my emotions with others 3.10 Moderate High
33 It is difficult for me to understand why people feel the way
they do* 3.01 Moderate High
Total MEAN 3.66 High
Legend: 4.21-5.00 – Very High; 3.41-4.20 – High; 2.61-3.40 – Moderate High;1.81-2.60 – Low;
1.00-1.80 – Very Low

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

decisions before doing an action.

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

Di Fabio, Palazzeschi, Asulin-Peretz, and Gati (2013) resulted to “high” Emotional

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

Halil, (2013) resulting to respondents having “high” emotional Intelligence awareness.

Their study is in regards with the influence of EI on Academic Achievement wherein

they have emphasized the ability of those with high EI to understand their varying

emotions at certain different situations, yet lacking to understand emotions of others.

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

critical thinking disposition and an intermediate level of emotional intelligence both at

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.

Extent of Suicide Ideation of Senior High School students

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

High School students have a low suicide ideation.

Table 4

Extent of Suicide Ideation of Senior High School Students

Mean Score Interpretation


Suicide ideation 6.50 Low
Valid N (list wise) 119

The results in this section regarding the 18 items statement of the suicide ideation

of the respondents are interpreted as low level. Baca-Garcia, Perez-Rodriguez, Oquendo,

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

study agrees with.

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

for another 12 individuals (10.1%) revealing a Moderate Suicide ideation. Moreover,

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

avoid the risks of harm or even death.

Table 5

Incidence of Suicide Ideation

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

youth (Thompson et al., 2012). Therefore, clinical interventions among youth

experiencing suicide ideation would benefit from focusing on alleviating psychological

distress, internalizing psychological symptoms, and pessimism about the future. As well,

although elevated psychological distress is a common problem, for a subset of youth it

may indicate more profound psychosocial needs (Thompson et al., 2012).

Relationship of Emotional Intelligence and Suicide Ideation

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).

Difference on Extent of Suicide Ideation When Grouped According to Demographic

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

Difference on Suicide Ideation when Grouped according to Sex

Sex N Mean t df Sig. Interpretation


Male 52 6.17 -.361 117 .719
Female 67 6.76 Not Significant
Total 119 6.47
Note: The mean difference is significant at ≤ 0.05 level
54

Cerutti, Manca, Presaghi, and Gratz (2011) showed the same result regarding the

Prevalence and clinical correlates of deliberate self-harm among a community sample of

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,

2012; Lamis & Lester, 2013).

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

no significant difference regardless of the birth order of the individual.


55

Table 8

Difference on Suicide Ideation when Grouped according to Birth Order

Birth Order N Mean F Sig. Interpretation


Eldest 48 6.69 .142 .935
Second 34 6.88
Third 18 5.28 Not Significant
Youngest 19 6.53
Total 119 6.50
Note: The mean difference is significant at ≤ 0.05 level

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

position. Further of Bjørngaard, Bjerkeset, Vatten, Janszky, Gunnell, and Romundstad

(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

particular importance on the psychological position of the child, it is highlighted 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 subsequently interpret it (Eckstein et al.,

2010).

Shown in Table 9 is the Family structure of the respondents, those respondents

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

regardless of the family structure the individual has.

Table 9

Difference on Suicide Ideation when Grouped according to Family Structure

Family Structure N Mean F Sig. Interpretation


Nuclear 77 6.20 .196 .823
Extended 30 6.77
Not Significant
Single Parent 12 7.83
Total 119 6.50
Note: The mean difference is significant at ≤ 0.05 level

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

establishment of a positive identity during periods of relative psychological instability

resulting from adaptation to adolescence.

Shown in table 10 is the Socioeconomic status of the respondents. Those

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

the individual belongs into.

Table 10

Difference on Suicide Ideation when Grouped According to Socioeconomic Status

Family MGI N Mean f Sig. Interpretation


₱30,000 and below 42 5.81 .558 .644
₱30,001 - ₱ 50,000 35 5.80
₱50,001 - ₱80, 000 25 7.16 Not significant
₱80,001 and above 17 8.71
Total 119 6.50
Note: The mean difference is significant at ≤ 0.05 level

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

principally predicts suicide ideation in teenagers.

Consequently, no systematic review has been done on the association between

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

Summary, Conclusion, and Recommendations

This chapter presents the summary of the findings, conclusion, and

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

respondents have a higher awareness of their emotions compared to their awareness of

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

reveals that there is an inversely proportional relationship between emotional intelligence

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

contributes to the inverse relationship of the revealed relationship of emotional

intelligence and suicide ideation.

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

no significant difference in the matter.


60

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

structure, and socioeconomic status of the respondents.

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

at school under the supervision of school administration. It is advisable to have Programs

or Care plans that would address these issue together with the risks that would lead

towards the promotion of emotional intelligence or the awareness of emotions. Effective

suicide and violence prevention should also be integrated with supportive mental health

services, engage the entire school community, and promote a positive school climate

through student behavioral expectations and a caring and trusting student/adult

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

assessment, warn/inform parents, provide recommendations and referrals to community

services, and often provide follow up counseling and support at school.

Future research. It is recommended for future researchers to continue this study

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

in order to establish causal relationship between the variables. Moreover, any

demographic profile differences related to risk factors for suicide among senior high
62

school student needs to be examined in greater depth. Finally, the effect of

socioeconomic status on suicide ideation, especially from low and middle income country

needs more in depth research in order to make a conclusion.


63

Working References

Abdollahi, A., Talib, M. A., Yaacob, J., & Ismail, K. (2015). Emotional intelligence as a

mediator betweenrumination and suicidal ideation among depressed inpatients:

The moderating role of suicidal history. Psychiatry Research, 228(3), 591–597.

Adrian, M., Miller, A., McCauley, E., & Vander-Stoep, A. (2016). Suicidal ideation in

early to middle adolescence: sex-specific trajectories and predictors. Journal of

Child Psychology and Psychiatry, 57(5), 645-653.

Anastas, J. (1999). Flexible Methods: Descriptive Research. In Research Design for

Social Work and the Human Services (2nd ed., pp. 135-142). New York:

Columbia University Press.

Al-Hazzaa, H., Abahussain, N., Al-Sobayel, H., Qahwaji, D., & Musaiger, A. (2011).

Physical activity, sedentary behaviors and dietary habits among Saudi adolescents

relative to age, gender and region. International Journal of Behavioral Nutrition

and Physical Activity, 8, 140.

Alfven, G., Östberg, V., & Hjern, A. (2008). Stressor, perceived stress and recurrent pain

in Swedish schoolchildren. Journal of Psychosomatic Research, 65(4), 381–387.

Aradilla-Herrero, A., Tomás-Sábado, J., & Gómez-Benito, J. (2014). Associations

between emotional intelligence, depression and suicide risk in nursing students.

Nurse Education Today, 34(4), 520–525.

Baca-Garcia, E., Perez-Rodriguez, M. M., Oquendo, M. A., Keyes, K. M., Hasin, D. S.,

Grant, B. F., et al. (2011). Estimating risk for suicide attempt: Are we asking the

right questions? Journal of Affective Disorders, 134(1-3), 327–332.


64

Baggio, L., Palazzo, L., & Aerts, D. (2009). Suicide planning among teenage students:

prevalence and associated factors. Cadernos de Saude Public, 25(1), 142-150.

Baharudin, R., Krauss, S. E., Yacoob, S. N., & Pei, T. J. (2014). Family Processes as

Predictors of Antisocial Behaviors among Adolescents from Urban, Single-

Mother Malay Families in Malaysia. Journal of Comparative Family Studies,

42(4), 509-522.

Bakken, N. W., & Gunter, W. D. (2012). Self-Cutting and Suicidal Ideation among

Adolescents: Gender Differences in the Causes and Correlates of Self-Injury.

Deviant Behavior, 33, 339–356.

Banaticla, J., Atijera, I., Calica, M., Concepcion, R., Yllera, C., Sagun, B., et al. (2016).

Background of Self-Harm in Filipino Adolescents of an Ilocano Community:

Presented at the DLSU Research Congress 2016. Manila, Philippines: De La

Salle University.

Benson, H. (2019). The mind Body effect. New York: Simon and Schuster.

Bjørngaard, J. H., Bjerkeset, O., Vatten, L., Janszky, I., Gunnell, D., & Romundstad, P.

(2013). Maternal Age at Child Birth, Birth Order, and Suicide at a Young Age: A

Sibling Comparison. American Journal of Epidemiology, 177(7), 638–644.

Black, S., Grönqvist, E., & Öckert, B. (2017). Born to Lead? The effect of birth order on

non-cognitive abilities. National Bureu of Economic Research, 1-26.

doi:10.3386/w23393

Brownson, C., Drum, D. J., Smith, S. E., & Denmark, A. (2011). Differences in suicidal

experiences of male and female undergraduate and graduate students. Journal of

College Student Psychotherapy, 25, 277-294.


65

Bulmer Smith, K., Profetto-McGrath, J., & Cummings, G. G. (2009). Emotional

intelligence and nursing: An integrative literature review. International Journal of

Nursing Studies, 46(12), 1624–1636.

Cerutti, R., Manca, M., Presaghi, F., & Gratz, K. L. (2011). Prevalence and clinical

correlates of deliberate self-harm among a community sample of Italian

adolescents. Journal of Adolescence, 34(2), 337–347.

Cha, C. B., & Nock, M. K. (2009). Emotional intelligence is a protective factor for

suicidal behavior. Journal of the American Academy of Child & Adolescent

Psychiatry, 48(4), 422–430.

Chan, R. K., & Hayashi, K. (2010). Gender Roles and Help-Seeking Behaviour. Journal

of Social Work, 10(3), 243–262.

Chen, Y., Chien-Chang Wu, K., Youuf, S., & Yip, P. (2011). Suicide in Asia:

Opportunities and Challenges. Epidemiologic Reviews, 34(1), 129–144.

Choi, H., Kim, S., Yun, K., Kim, Y., & Lim, W. (2011). A study on correlation on

correlation between anxiety symptoms and suicidal ideation. Psychiatry

investigation, 320-326.

Chu, C., Buchman-Schmitt, J. M., Stanley, I. H., Hom, M. A., Tucker, R. P., Hagan, C.

R., et al. (2017). The interpersonal theory of suicide: A systematic review and

meta-analysis of a decade of cross-national research. Psychological Bulletin,

143(12), 1313-1345.

Clutton-Brock, T., & Sheldon, B. C. (2010). Individuals and populations: the role of

long-term, individual-based studies of animals in ecology and evolutionary

biology. Trends in Ecology & Evolution, 25(10), 562-573.


66

Cukrowicz, K. C., Ekblad, A. G., Cheavens, J. S., Rosenthal, M. Z., & Lynch, T. R.

(2008). Coping and thought suppression as predictors of suicidal ideation in

depressed older adults with personality disorder. Aging and Mental Health, 12(1),

149–157.

Czyz, E., & King, C. (2013). Longitudinal Trajectories of Suicidal Ideation and

Subsequent Suicide Attempts Among Adolescent Inpatients. Journal of Clinical

Child & Adolescent Psychology, 1-13.

Di Fabio, A., Palazzeschi, L., Asulin-Peretz, L., & Gati, I. (2013). Career indecision

versus indecisiveness: Associations with personality traits and emotional

intelligence. Journal of Career Assessment, 21, 42-56.

Eckstein, D. e. (2010). A Review of 200 Birth-order studies: lifestyle characteristics. The

Journal of Individual Psychology, 66(4), 408-419.

Etikan, L. (2016). Comparison of Convenience Sampling and Purposive Sampling.

American Journal of Theoretical and Applied Statistics, 5(1), 1-5.

Fan, A., Kosik, R., Mandell, G., Tran, D. T., Cheng, H., Chen, C., et al. (2012). Suicidal

Ideation in Medical Students: Who Is at Risk? Annals Academy of Medicine,

41(9), 377-382.

Fernández-Berrocal, P., & Extremera, N. (2008). A review of trait meta-mood research

(Vol. 2). Spain: Nova Science Publisher, Inc.

Ganaprakasam, C. (2018). Emotional intelligence on suicidal ideation and mental health.

Muallim Journal of Social Science and Humanities, 2(3), 185-195.

Goleman, D. (2013). Primal Leadership: Unleashing the Power of Emotional

intelligence. United Sates: Harvard Business Press.


67

Grolnick, W. (2009). The role of parents in facilitating autonomous self-regulation for

education. School Field, 7(2), 164–173.

Hamilton, J. L., Strange, J. P., Abramson, L. Y., & Alloy, L. B. (2014). Stress and the

Development of Cognitive Vulnerabilities to Depression Explain Sex Differences

in Depressive Symptoms During Adolescence. Clinical Psychological Science,

3(5), 702–714.

Hess, U., Thibault, P., Adams, R. B., & Kleck, R. E. (2010). The influence of gender,

social roles, and facial appearance on perceived emotionality. European Journal

of Social Psychology, 40(7), 1310–1317.

Horwitz, A. G., Hill, R. M., & King, C. A. (2011). Specific coping behaviors in relation

to adolescent depression and suicidal ideation. Journal of Adolescence, 34(5),

1077–1085.

Huen, J. M., Hip, B. Y., Ho, S. M., & Yip, P. S. (2015). Hope and Hopelessness: The

Role of Hope in Buffering the Impact of Hopelessness on Suicidal Ideation. PLOS

ONE, 10(6), 1-18.

Iemmi, V., Bantjes, J., Coast, E., Channer, K., Leone, T., McDaid, D., et al. (2016).

Suicide and poverty in low-income and middle-income countries: a systematic

review. The Lancet Psychiatry, 3(8), 774–783.

Im, Y., Oh, W., & Suk, M. (2017). Risk Factors for Suicide Ideation Among

Adolescents: Five-Year National Data Analysis. Archives of Psychiatric Nursing,

31(3), 282-286.

Johnson, S. (2014). Investigating the effects birth order has on personality, self-esteem,

satisfaction with life and age. Department of Psychology. Retrieved from


68

https://esource.dbs.ie/bitstream/handle/10788/2254/hdip_johnson_j_2014.pdf?seq

uence=1&isAllowed=y.

Kann, L., Kinchen, S., Shanklin, S., Flint, K., Hawkins, J., Harris, W., et al. (2014).

Youth risk behavior surveillance--United States, 2013. (C. f. (CDC), Ed.)

Morbidity and Mortality Weekly Report Supplementary, 63(4), 1–168.

Kaphur, S., & Kaphur, S. (2015). ADOLESCENCE: THE STAGE OF TRANSITION.

Horizon of Holistic Education, 223-250.

Kaya, H., Şenyuva, E., & Bodur, G. (2017). Developing critical thinking disposition and

emotional intelligence of nursing students: a longitudinal research. Nurse

Education Today, 48, 72–77.

Klonsky, E. D., May, A. M., & Saffer, B. Y. (2016). Suicide, Suicide Attempts, and

Suicidal Ideation. Annual Review of Clinical Psychology, 12(1), 307–330.

Krauss, M. W., Piff, P. K., Mendoza-Denton, R., Rheinschmidt, M. L., & Keltner, D.

(2012). Social class, solipsism, and contextualism: how the rich are different from

the poor. Psychology Review, 119, 546–572.

Kwok, S. Y. (2014). The moderating role of emotional competence in suicidal ideation

among Chinese university students. Journal of Advanced Nursing, 70(4), 843-

854.

LaFontana, K. M., & Cillessen, A. H. (2010). Developmental Changes in the Priority of

Perceived Status in Childhood and Adolescence. Social Development, 19(1), 130–

147.
69

Lamis, D. A., & Lester, D. (2013). Gender Differences in Risk and Protective Factors for

Suicidal Ideation Among College Students. Journal of College Student

Psychotherapy, 27(1), 62–77.

Law, K. C., & Tucker, R. P. (2017). Repetitive negative thinking and suicide: a

burgeoning literature with need for further exploration. Curriculum of Opininions

in Psychology, 22, 68-72.

Law, K. C., Khazem, L. R., & Anestis, M. D. (2015). The role of emotion dysregulation

in suicide as considered through the ideation to action framework. Current

Opinion in Psychology, 3, 30–35.

Lee, K., Namkoong, K., Choi, W.-J., & Park, J. (2014). The relationship between parental

marital status and suicidal ideation and attempts by gender in adolescents: Results

from a nationally representative Korean sample. Comprehensive Psychiatry,

1093-1099.

Mayer, D., Caruso, R., & Salovey, P. (2016). The ability model of emotional intelligence:

principles and updates. Emotional Review, 8, 290–300.

Mayer, J. D., Roberts, R. D., & Barsade, S. G. (n.d.) (2008). Human Abilities: Emotional

Intelligence. Annual Review of Psychology, 59(1), 507–536.

McGoldrick, M., Gerson, R., & Petry, S. (2008). Genograms: Assesment and

Intervention. New York, USA: W. W. Norton & Company.

Melissa-Halikiopoulou, C., Tsiga, E., Khachatryan, R., & Papazisis, G. (2011).

Suicidality and depressive symptoms among nursing students in northern Greece.

Health Science Journal, 5(2), 90-97.


70

Mohzan, M. A., Hassan, N., & Halil, N. A. (2013). The Influence of Emotional

Intelligence on Academic Achievement. . Procedia - Social and Behavioral

Sciences, 90, 303-312.

Moksnes, U. K., Moljord, I. E., Espnes, G. A., & Byrne, D. G. (2010). The association

between stress and emotional states in adolescents: The role of gender and self-

esteem. Personality and Individual Differences, 49(5), 430–435.

Mortimer, J. T., & Moen, P. (2016). The Changing Social Construction of Age and Life

Course: Precarious Identity and Enactment of “Early” and “Encore” Stages of

Adulthood. Handbook of the Life Course, Handbooks of Sociology, 111-124.

Murnen, S. K., & Don, B. P. (2012). Body Image and Gender Roles. Encyclopedia of

Body Image and Human Appearance, 128–134.

Musci, R. J., Hart, S. R., Ballard, E. D., Newcomer, A., Van Eck, K., Ialongo, N., et al.

(2016). Trajectories of Suicidal Ideation from Sixth through Tenth Grades in

Predicting Suicide Attempts in Young Adulthood in an Urban African America.

Suicide and Life-Threatning Behavior, 46(3), 255-265.

Nock, M., Borges, G., Bromet, E., Alonso, J., Angermeyer, M., ..., et al. (2008). Cross-

national prevalence and risk factors for suicidal ideation, plans and attempts. The

British Journal of Psychiatry, 192, 98-105.

Orden, K. A., Witte, T. K., Gordon, K. H., Bender, T. W., & Joiner Jr., T. E. (2008).

Suicidal desire and the capability for suicide: Tests of the interpersonal-

psychological theory of suicidal behavior among adults. Journal of Consulting

and Clinical Psychology, 76, 72-83.


71

Por, J., Barriball, L., Fitzpatrick, J., & Roberts, J. (2011). Emotional intelligence: Its

relationship to stress, coping, well-being and professional performance in nursing

students. Nurse Education Today, 31(8), 855–860.

Quintos, M. (2017). Prevalence of Suicide Ideation and Suicide Attempts among the

Filipino Youth and Its Relationship with the Family Unit. Asia Pacific Journal of

Multidisciplinary Research, 5(2), 11-23.

Ribeiro, J. D., & Joiner, T. E. (2009). The interpersonal-psychological theory of suicidal

behavior: current status and future directions. Journal of Clinical Psychology,

65(12), 1291–1299.

Russo, P. M., Mancini, G., Trombini, E., Baldaro, B., Mavroveli, S., & Petrides, K. V.

(2011). Trait Emotional Intelligence and the Big Five. Journal of

Psychoeducational Assessment, 30( 3), 274–283.

Ryan, R. M., & Claessens, A. (2013). Associations between family structure changes and

children’s behavior problems: The moderating effects of timing and marital birth.

Developmental Psychology, 49, 1219–1231.

Ryan, R. M., Claessens, A., & Markowitz, A. J. (2014). Associations Between Family

Structure Change and Child Behavior Problems: The Moderating Effect of Family

Income. Child Development, 86(1), 112–127.

Sawyer, S. M., Azzopardi, P. S., Wickremarathne, D., & Patton, G. C. (2018). The age of

adolescence . The Lancet Child & Adolescent Health, 2(3), 223-228.

Schrijvers, D. L., Bollen, J., & Sabbe, B. G. (2012). The gender paradox in suicidal

behavior and its impact on the suicidal process. Journal of Affective Disorders,

138(1-2), 19–26.
72

Singh, Y., & Sharma, R. (2012). Relationship between general intelligence, emotional

intelligence, stress levels and stress reactivity. Annals of Neurosciences, 3-14.

Sinyor, M., Tse, R., & Pirkis, J. (2017). Global trends in suicide epidemiology. Current

Opinion in Psychiatry, 30(1), 1–6.

Sitnik-Warchulska, K., & Izydorczyk, B. (2018). Family Patterns and Suicidal and

Violent Behavior among Adolescent Girls—Genogram Analysis. Int. J. Environ.

Res. Public Health, 15(10), 2067.

Sojer, P., Kainbacher, S., Kemmler, G., Freudenthaler, H., & Deisenhammer, E. (2017).

The impact of trait emotional intelligence and resilience on suicidal behavior in

university students. European Psychiatry, 41, S403.

Stanley, B., & Brown, G. K. (2012). Safety planning intervention: A brief intervention to

mitigate suicide risk. Cognitive and behavioral practice, 19(2), 256-264.

Sumi, K., Punnoose, V. P., & Cyriac, N. (2017). Emotional Intelligence in alcohol

dependent and mentally healthy individuals: Case-control study. Kerala Journal

of Psychiatry, 30(2), 67-72.

Šurbanovska, O., Kitkanj, Z., & Ristovska, N. (2017). Parental acceptance /rejection and

emotional intelligence among adolescents with and without delinquent behavior.

Psychological And Pedaegocial Survey, 55-71.

Susukida, R., Wilcox, H. C., & Mendelson, T. (2016). The association of lifetime

suicidal ideation with perceived parental love and family structure in childhood in

a nationally representative adult sample. Psychiatry Research, 237, 246–251.

Taliaferro, L., Oberstar, J., & Borowsky, I. (2012). Prevention of Youth Suicide: The

Role of the. Hospital Physicians, 19(6), 270-282.


73

Turecki, G., & Brent, D. A. (2016). Suicide and suicidal behaviour. The Lancet,

387(10024), 1227–1239.

Thompson, R., Proctor, L. J., English, D. J., Dubowitz, H., Narasimhan, S., & Everson,

M. D. (n.d.). (2012) Suicidal ideation in adolescence: Examining the role of

recent adverse experiences. Journal of Adolescence, 35(1), 175–186.

Vingerhoets, A. J., & Bylsma, L. M. (2016). The Riddle of Human Emotional Crying: A

Challenge for Emotion Researchers. Emotion Review, 8(3), 207–217.

Wang, R., Lai, H., Hsu, H., & Hsu, M. (2011). Risk and protective factors for suicidal

ideation among Taiwanese adolescents. Nursing research, 60, 413-421.

WHO (2014, August 17). Suicide. Retrieved from World Health Organization:

https://www.who.int/health-topics/suicide#tab=situation

Williams, B., Myerson, J., & Hale, S. (2008). Individual Differences, Intelligence, and

Behavior Analysis. Journal of the Experimental Analysis of Behavior, 90(2), 219–

231.

World Health Organization. (2018, January 15). Suicide. Retrieved from World Health

Organization: https://www.who.int/en/news-room/fact-sheets/detail/suicide

World Health Organization. (2019, January 01). Global school-based student health

survey (GSHS) purpose and methodology. Retrieved from World Health

Organization: https://www.who.int/ncds/surveillance/gshs/methodology/en/

Yalçınkaya, M. (2010). O g retmen adaylarının problem c o zme davranıs ları ve

duygusal. Ege U niversitesi, Eg itim Faku ltesi, I zmir.

Zhang, X., Wang, H., Xia, Y., Liu, X., & Jung, E. (2012). Stress, coping and suicide

ideation in Chinese college students. Journal of Adolescence, 35(3), 683–690.


74

Zubrick, S., Hafekost, J., Johnson, S. E., Lawrence, D., Saw, S., Sawyer, M., et al.

(2016). Suicidal behaviours: Prevalence estimates from the second Australian

Child and Adolescent Survey of Mental Health and Wellbeing. Australian & New

Zealand Journal of Psychiatry, 50(9), 899-910.


75

Appendices

APPENDIX A – Consent forms: Informed and Assent

SENIOR HIGH SCHOOL


“Equipping students for life and preparing them for eternity”
1975 Corner Donada and San Juan Streets, Pasay City

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

This Informed Assent Form has two parts:


 Information Sheet (gives you information about the study)
 Certificate of Assent (this is where you sign if you agree to participate)

You will be given a copy of the full Informed Assent Form

Part I: Information Sheet


Introduction

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.

Purpose: Why are you doing this research?


We want to determine if there is an association between the Emotional Intelligence and
the suicide ideation of Senior High School students so that we may be able to mitigate the
risks of an individual of suicide and other mental illnesses by coming up with effective
prevention methods.
76

Choice of participants: Why are you asking me?


We are asking you for the reason that our research particularly refers to senior high
school students that are currently taking a senior high school curriculum.

Participation is voluntary: Do I have to do this?


If you wish to participate, you have our utmost gratitude, but do remember that you also
have a choice to not participate in the research study.

Risks: Is this bad or dangerous for me?


We researchers understand that this is a sensitive topic and may expose you to ideas
regarding suicide especially if there are confusions; that is why we are open to all
questions so that we may clarify all of your concerns. We have also asked expert
individuals to assist us while conducting this study. In addition to that, we are assuring
you that there are no risks in participating in the study.

Discomfort: Will it give me worries?


There will be no discomforts in participating and answering the questionnaires of this
study.

Benefits: Is there anything good that happens to me?


You 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.

Confidentiality: Is everybody going to know about this?


The confidentiality of the information that you will be providing is guaranteed. After the
research is over, only you and your parent(s)/guardian will be told regarding the result.

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.

Who to Contact: Who can I talk to or ask questions to?


You can approach and ask anyone of the researchers, teachers, school board, and your
parents. 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),
77

Juhm Hedrick Malabrigo (cocojuhm321@gmail.com), Joshua Ron Suarez


(toxicdoptalon@gmail.com)

PART 2: Certificate of Assent

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.

I agree to take part in the research.


OR
I do not wish to take part in the research and I have not signed the assent below.
___________ (initialled by child/minor)

Only if child assents:


Print name of child ___________________
Signature of child: ____________________
Date: ________________
day/month/year

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.

A copy of this assent form has been provided to the participant.

Print Name of Researcher/person taking the assent________________________


Signature of Researcher /person taking the assent _________________________
Date ___________________________
Day/month/year

Copy provided to the participant ________ (initialed by researcher/assistant)

Parent/Guardian has signed an informed consent ___Yes ___No ____ (initialed by


researcher)
79

SENIOR HIGH SCHOOL


“Equipping students for life and preparing them for eternity”
1975 Corner Donada and San Juan Streets, Pasay City

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

This Informed Consent Form has two parts:


 Information Sheet (to share information about the study with you)
 Certificate of Consent (for signatures if you agree that your child may
participate)

You will be given a copy of the full Informed Assent Form


Part I: Information Sheet
Introduction
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 conducting a study about Emotional Intelligence and Suicide
Ideation specifically among the Senior High School students, which will help our school
to assess the relationship between the variables of this study. We are going to inform and
invite your child to participate in this research. You do not have to decide immediately
whether you will approve your child to participate in the research study. Before you
decide, you can discuss this to anyone you feel comfortable with.
Purpose
The purpose of this study is to determine the association of the Level of Emotional
Intelligence to the extent of Suicide Ideation of Senior High School students.
Participant selection
We are asking your child to take part because or research particularly refers to Senior
High School students which are currently taking Senior High School curriculum. Your
child has the credentials that we seek for our respondents. Your participation to this study
will be of big help for us.
Voluntary Participation
Your decision to have your child participate in this study is voluntary. It is your choice
whether to have your child participate or not. If you choose not to consent, all the
services you and your child receive at this clinic will continue and nothing will change.
You may also choose to change your mind later and stop participating, even if you agreed
earlier, and the services you and/or your child receives at the clinic will continue.
80

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)
81

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.

Print Name of Participant_______________________________


Print Name of Parent or Guardian________________________
Signature of Parent or Guardian _________________________
Date ___________________________
Day/month/year

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.

Print name of witness___________________ AND Thumb print of parent


Signature of witness ______________________
Date ________________________
Day/month/year
82

Statement by the researcher/person taking consent


I have accurately read out the information sheet to the parent of the potential
participant, and to the best of my ability made sure that the person understands
that the following will be done:
1.
2.
3.
I confirm that the parent was given an opportunity to ask questions about the
study, and all the questions asked by the parent 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.

A copy of this ICF has been provided to the participant.

Print Name of Researcher/person taking the consent_________________________


Signature of Researcher /person taking the consent__________________________
Date ___________________________
Day/month/year

An Informed Assent Form will_______ OR will not ________ be completed.


83

APPENDIX B – Permission to Use of Research Instrument


84

nmk,

/
85
86

APPENDIX C – Research Instrument

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,

Camille Ann Famisan


Xende Fernando
Juhm Hedrick Malabrigo
Joshua Ron Suarez
Nissi Reinorsepp Vitto
__________________________________________________________________

Part I. Demographic Profile

DIRECTION: Please provide pertinent information to the items below by supplying on


the blanks or by checking the appropriate box.

Sex: Male Female Age: _______ (Please specify)

Number of member/s in the family (including you): ____

Number of Sibling/s (including you): ____

Birth order (Please specify): ____

Family Structure: Nuclear Extended Single Parent

Monthly Gross Income: ₱ 10,000 below ₱ 10,000- ₱ 29,999

₱ 30,000- ₱ 49,999 ₱ 50,000 above


87

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

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. Answer how much the given
statements are relevant to you by circling one of the following numbers:
1 = strongly disagree
2 = disagree
3 = neither disagree nor agree
4 = agree
5 = strongly agree

Emotional Intelligence is the ability to know about, control, and express one’s feelings,
and to deal with relational connections sensibly and sympathetically.

1. I know when to speak about my personal


1 2 3 4 5
problems to others
2. When I am faced with obstacles, I
remember times I faced similar obstacles and 1 2 3 4 5

overcame them
3. I expect that I will do well on most things I
1 2 3 4 5
try

4. Other people find it easy to confide in me 1 2 3 4 5

5. I find it hard to understand the non-verbal


1 2 3 4 5
messages of other people*
6. Some of the major events of my life have
led me to re-evaluate what is important and 1 2 3 4 5

not important
7. When my mood changes, I see new
1 2 3 4 5
possibilities

8. Emotions are one of the things that make 1 2 3 4 5


88

my life worth living


9. I am aware of my emotions as I experience
1 2 3 4 5
them

10. I expect good things to happen 1 2 3 4 5

11. I like to share my emotions with others 1 2 3 4 5

12. When I experience a positive emotion, I


1 2 3 4 5
know how to make it last

13. I arrange events others enjoy 1 2 3 4 5

14. I seek out activities that make me happy 1 2 3 4 5

15. I am aware of the non-verbal messages I


1 2 3 4 5
send to others
16. I present myself in a way that makes a
1 2 3 4 5
good impression on others
17. When I am in a positive mood, solving
1 2 3 4 5
problems is easy for me
18. By looking at their facial expressions, I
recognize the emotions people are 1 2 3 4 5

experiencing

19. I know why my emotions change 1 2 3 4 5

20. When I am in a positive mood, I am able


1 2 3 4 5
to come up with new ideas

21. I have control over my emotions 1 2 3 4 5

22. I easily recognize my emotions as I


1 2 3 4 5
experience them
23. I motivate myself by imagining a good
1 2 3 4 5
outcome to tasks I take on
24. I compliment others when they have done
1 2 3 4 5
something well
89

25. I am aware of the non-verbal messages


1 2 3 4 5
other people send
26. When another person tells me about an
important event in his or her life, I almost
1 2 3 4 5
feel as though I have experienced this event
myself
27. When I feel a change in emotions, I tend
1 2 3 4 5
to come up with new ideas
28. When I am faced with a challenge, I give
1 2 3 4 5
up because I believe I will fail*
29. I know what other people are feeling just
1 2 3 4 5
by looking at them
30. I help other people feel better when they
1 2 3 4 5
are down
31. I use good moods to help myself keep
1 2 3 4 5
trying in the face of obstacles
32. I can tell how people are feeling by
1 2 3 4 5
listening to the tone of their voice
33. It is difficult for me to understand why
1 2 3 4 5
people feel the way they do*

Thank you for your cooperation and honesty!


90

Part III. The Modified Scale for Suicide Ideation


Reference:
Miller, I. W. (1991). The Modified Scale for Suicidal Ideation. Retrieved May 01, 2020, from Ketamine:
https://www.google.com/url?sa=t&source=web&rct=j&url=http://ketamineconsult.com/wp-
content/uploads/2018/04/20160118183859_Modified_Scale_for_Suicidal_Ideation_20150126.pdf
&ved

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

3. Desire to make an active suicide attempt


Over the past day or two when you have thought about suicide did you want to kill
yourself?
1. None Have had thoughts but does not want to make an attempt
2. Weak Is not sure whether wants to make an attempt
3. Moderate Wanted to act on thoughts at least once in the last 48
91

hours
4. Strong Wanted to act on thoughts several times and/or almost
certain he wants to kill self

4. Passive suicide attempt


Right now would you deliberately ignore taking care of your health?
1. None Would take precautions to maintain life
2. Weak Not sure whether he/she would leave life/death to chance,
or has thought about gambling with fate at least once in the
last two days
3. Moderate Would leave life/death to chance, almost sure he/she would
gamble
4. Strong Avoided steps necessary to maintain or save life

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
92

4. Strong

8. Deterrent to active attempt


Can you think of anything(deterrent) that would keep you from killing yourself?
1. Definite deterrent Wouldn't attempt suicide because of
deterrents
2. Probable deterrent Can name at least one deterrent, but does not
definitely rule out suicide
3. Questionable deterrent Has trouble naming any deterrents; minimal
concern over deterrents
4. No deterrents no concern over consequences to self or
others

9. Reason for living and dying


Right now can you think of any reasons why you should stay alive? How about
thoughts that make you want to die?
Living Dying

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
93

11. Method: Availability/opportunity


Over the past day or two have you thought methods are available to you to
commit suicide?
1. Method not available, no opportunity
2. Method would take time/effort, opportunity not readily available
3. Future opportunity or availability anticipated
4. Method/opportunity available

12. Sense of courage to carry out the attempt


Do you think you have the courage to commit suicide?
1. No courage, too weak, afraid
2. Unsure of courage
3. Quite sure
4. Very sure

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

14. Expectancy of actual attempt


Over the last day or two have you thought that suicide is something you really
might do sometime?
1. Patient says he/she definitely would not make an attempt
2. Unsure - might make an attempt but chances are less than 50% or
about equal, 50-50
3. Almost certain - chances are greater than 50% that he/she would
try to commit suicide?
4. Certain - will make an attempt if left by self

15. Talk about death/suicide


Over the last day or two have you noticed yourself talking about death more than
usual?
1. No talk of death/suicide
2. Probably talked about death more than usual but no specific
mention of death wish
3. Specifically said that he/she wants to die
4. Confided that he/she plans to commit suicide
94

16. Writing about death/suicide


Have you written about death/suicide e.g. poetry, in a personal diary?
1. No written material
2. General comments regarding death
3. Specific reference to death wish
4. Specific reference to plans for suicide

17. Suicide note


Over the last day or two have you thought about leaving a note or writing a letter
to somebody about your suicide?
1. None - hasn't thought about a suicide note
2. "Mental note" - has thought about a suicide note
3. Started - suicide note partially written, may have misplaced it
4. Completed note - written out, definite plans about content, and
addressee

18. Actual Preparation


Over the past day or two have you actually done anything to prepare for your
suicide, e.g., collected material, pills, guns, etc.?
1. None - no preparation
2. Probable preparation - patient not sure, may have started to collect
materials
3. Partial preparation - definitely started to organize method of
suicide
4. Complete – has pills, gun, or other devices that he needs to kill self

Thank you for your cooperation and honesty!


95

APPENDIX D – Correspondence letter


96

APPENDIX E – Ethics Review Committee Approval


97

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

Educational Attainment (Year)


Senior High School: Manila Adventist College 2018-2020
Junior High School: Adventist Mission Academy of Romblon 2014-2018
Elementary School: Poctoy- Baito Elementary School 2008-2014
98

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

Educational Attainment (Year)


Senior High School: Manila Adventist College 2018-2020
Junior High School: Pasay City Academy 2014-2018
Elementary School: Christian Builders School 2006-2012
99

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

You might also like