The influence of learning style, personality traits, and emotional intelligence to the academic performance of 4th Grade pupils: Structural Equation Modeling (SEM) approach

This study aimed to develop a Structural Equation Model (SEM) that captures the influence of learning style, personality traits, and emotional intelligence on the academic performance of Grade 4 learners in the Division of Butuan City. Employing a descriptive-predictive quantitative research design, data were collected from 341 learners using standardized survey instruments. The study found that most learners exhibited a kinesthetic learning style and displayed high levels of openness and agreeableness, alongside average levels of neuroticism, extraversion, and conscientiousness. Emotional intelligence dimensions such as self-awareness, motivation, and social skills were strongly manifested, while empathy and emotion regulation appeared moderately. In terms of academic outcomes, most learners achieved “outstanding” or “very satisfactory” general weighted averages (GWA), with none performing below satisfactory levels. Statistical analyses revealed significant positive correlations between academic performance and each of the independent variables. A multiple linear regression model showed that 75.9% of the variance in GWA could be explained by the combined effects of learning style, personality traits, and emotional intelligence. To address potential multicollinearity, a Partial Least Squares (PLS)-based SEM was developed, demonstrating strong reliability, convergent validity, and discriminant validity. The model accounted for 66% of the variance in academic performance and confirmed that these psychosocial and cognitive variables are significant predictors of student success. The study concludes that the interplay among learning preferences, personality, and emotional intelligence offers valuable insights into learner achievement and provides a robust framework for future educational planning and intervention.