Cognitive Emotion Regulation and Emotional Intelligence as Correlates to The Social Well-Being of Senior High School Students

This study dealt with the influence of cognitive emotion regulation and emotional intelligence on the social well-being of Grade 12 senior high school students. Using a quantitative-correlational design, 203 respondents were selected from 426 grade 12 students through stratified and simple random sampling. Various statistical approaches were used, including average weighted mean, Spearman’s rho, and multiple regression analysis. Additionally, the findings of the study revealed that the two independent variables had obtained a high level, while the dependent variable had reached a very high. Consequently, findings indicated a low correlation between cognitive emotion regulation, emotional intelligence, and students’ social well-being. Furthermore, regression analysis revealed that three out of six cognitive emotion regulation domains specifically, focus on thoughts, positive refocusing, and putting into perspective had a notable impact on social well-being, while four out of five emotional intelligence domains, namely, appraisal of others’ emotions, appraisal of own emotions, regulation, and utilization of emotions, significantly contributed to fostering students’ social well-being. In conclusion, the study underscores the importance of cognitive emotion regulation and emotional intelligence in enhancing the social well-being of senior high school students, emphasizing the need for strategies that promote emotional resilience and interpersonal competence.