Senior High School

Personal
Development
Quarter 1 – Module 8:
Emotional Intelligence
Personal Development – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 8: Emotional Intelligence
First Edition, 2020

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Published by the Department of Education

Nicolas T. Capulong PhD, CESO V
Ronilo AJ K. Firmo PhD, CESO V
Librada M. Rubio PhD
Development Team of the Module
Writer: Christine Ann C. Buenaventura
Editor: Honey Rocehl V. Sapitan
Reviewers: Angelica M. Burayag, PhD
Nelie D. Sacman, PhD
George Lucas
Illustrators: Cristoni A. Macaraeg
Ryan Pastor
Jonathan Paranada
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Management Team: Nicolas T. Capulong, PhD, CESO V
Librada M. Rubio, PhD
Angelica M. Burayag, PhD
Ma. Editha R. Caparas, PhD
Nestor P. Nuesca, EdD
Ramil G. Ilustre, PhD.
Larry B. Espiritu, PhD
Rodolfo A. Dizon, PhD
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 Senior High School

Personal
Development
Quarter 1 – Module 8:
Emotional Intelligence
Introductory Message
For the facilitator:
Welcome to the Personal Development/ Grade 11 Alternative Delivery
Mode (ADM) Module on Emotional Intelligence!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

For the learners:

This module will let you understand the emotional intelligence. It will help you
to demonstrate and create ways to manage various emotions.
This module is designed to provide you fun and meaningful opportunities for
guided and independent learning at your own pace and time.
You will be enabled to process the contents of the learning resource while
being an active learner.

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This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

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At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help
you understand the importance of emotional intelligence. The scope of this
module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course. But the order in which you read
them can be changed to correspond with the textbook you are now using.
After going through this module, you are expected to:
1. discuss that understanding the intensity and differentiation of your
emotions may help in communicating emotional expressions;
2. explore one’s positive and negative emotions and how one express or hides
them;
3. demonstrate and create ways to manage various emotions.

Notes to the Teacher

This Alternative Delivery Mode has been developed to help
you facilitate the learners in understanding the importance of
emotions and development of emotional intelligence.

What I Know

Directions: Read and analyze each statement below and carefully choose the
letter that best describe the statement. Write the letter of the correct answer on a
separate sheet of paper or notebook.
_____ 1. Emotional intelligence includes the individual’s ____?
a. Ability to motivate oneself
b. Capacity to control impulses
c. Ability to emphasize with others
d. All of the above

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_____ 2. What do you need to do to be emotionally intelligent?
a. Identify what you feel
b. Use and manage your emotion
c. Understand why you feel that way
d. All of the above
_____ 3. What does understanding emotions means?
a. Talking to someone
b. Releasing what you feel
c. Crying to release tensions
d. Making sense of what you feel
_____ 4. Controlling impulse is manifested when you____?
a. Immediately buy what you want
b. Meet friends during examination week
c. Wait for the right time to buy your dream car
d. Insist on your parents that you want a new cell phone
_____ 5. What does managing emotions mean?
a. Controlling emotions
b. Dominating your feelings
c. Suppressing your feelings
d. Being honest on what you feel
_____ 6. Adapted from the French word emouvoir in 1979, meaning "to stir up"?
a. Anger
b. Surprise
c. Anticipation
d. Robert Plutchik
_____ 7. What does constitutes looking forward to something good or positive that
one believes, will happen? Related words are hope and expectation.
a. Trust
b. Disgust
c. Surprise
d. Anticipation
_____ 8. What is ultimate gratification principle?
a. Take more reflective approach
b. Two maladaptation to emotions
c. All emotions at their base are _____.
d. Good things really do come to those who wai
_____ 9. What is the ability to understand and manage people?
a. Social Intelligence
b. Cognitive appraisal
c. Abstract intelligence
d. Mechanical Intelligence

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_____ 10. What is the ability to understand and manage concrete objects?
a. Regulate
b. Cognition
c. Cognitive appraisal
d. Emotional and social intelligences
_____ 11. IQ is also known as?
a. Intelligent Quotient
b. Intelligence Quotient
c. Intelligent Quote
d. Intelligent Quality
_____ 12. This is an emotion wherein you feel alone, and nobody cares.
a. Jealous
b. Lonely
c. Afraid
d. Ashamed
_____ 13. This is an emotion wherein you feel sad, blue, discouraged, and
unhappy.
a. Afraid
b. Lonely
c. Depressed
d. Confused
_____ 14. John’s parents always give his younger brother anything he wants, but
not with him. He felt unfair and sad and had a little anger inside him.
What do you think is the emotion he is showing?
a. Lonely
b. Confident
c. Jealous
d. Anger
_____ 15. What kind of emotion does a person need?
a. Positive
b. Negative
c. Both
d. None of the Above

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 Lesson

8 Emotional Intelligence

You may have heard people mention “IQ” when talking intellect and how
smart someone is. IQ stands for Intellectual Quotient; it can help predict how well
someone may do academically. IQ is just one measure of our abilities. There are
many other kinds of intelligence in addition to intellect. One important type of
intelligence is emotional intelligence.

What’s In

Let us first look into the nature of emotions, how and why they occur, and
what are their effects on us. Write your answers on the separate worksheet or
paper.

Draw your expressions. Today I’m feeling.. What did I do about

my feelings..

Happy I got to spend some time

with my friends we
1.
laugh and eat together.

2.

3.

Emotions are an essential part of who you are, but they can be messy,
complicated, and downright confusing most especially during this time that we
are experiencing COVID19. Knowing how to name them and talk about them —
with both yourself and others — is a key part of developing emotional health.

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 What’s New

Take time to Read and analyze the quote below:

Anybody can become angry

That is easy
But to be angry with the right person
And the right degree
And at the right time
And for the right purpose
And in the right way
That is not within
Everybody’s power
And is not easy

-Aristotle

In 2-3 sentences, what did you understand about the quote? Write your answers
on the separate worksheet or paper.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

What is It

Introduction to Emotional Intelligence

The term emotional intelligence – also called emotional quotient or EQ –
might sound complicated but it is something anyone can develop. It has nothing
to do with how smart you are – referred to as your intelligence quotient or IQ – or
how many facts you know. In short, EQ is a person’s ability to recognize and
manage their emotions.

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 Emotional intelligence is the ability to manage feelings so that they are
expressed appropriately and effectively, enabling people to work together
smoothly toward common goals (Goleman, 1998a).
An emotion is an inner realization or feeling of, for example, joy anger, fear,
or sadness. It can either occur spontaneously (without a clear reason) or can be
caused by a certain situation. Our emotions often influence our actions or
reactions.
Emotions
 Emotions are an encouragement to act, and a tendency to do things.
Goleman, in his book, describes the basic emotions possessed by all
cultures in the world that can be understood as a characteristic of the
emotions of various individuals. They are scared, angry, sad, and happy
feelings (Goleman, 2007).
 Emotions are attitudes or responses to a situation or an object, like
judgments (Zemach, 2001).
 Robert Plutchik theorized that emotions are multi-dimensional, or having
various intensities, identified these as: adoration, ecstasy, anticipation,
rage, disgust, grief, surprise, and fear.
Figure 1: Plutchik’s Wheel of Emotions

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  Goleman also refers to eight main families of emotions and their
corresponding members:
Figure 2: Goleman 8 Familied of Emotions

1. Anger – fury, outrage, resentment, wrath, annoyance, irritability, hostility,

and to extremes, hatred, and violence.
2. Sadness – grief, sorrow, gloom, melancholy, self-pity, loneliness, despair,
and in extreme, depression.
3. Fear – anxiety, nervousness, concern, fright, terror, and ins extreme,
phobia and panic.
4. Enjoyment – happiness, joy, relief, contentment, bliss, pride, pleasure,
satisfaction, euphoria, and to its extreme, mania.
5. Love – acceptance, friendliness, trust, kindness, devotion, adoration,
infatuation, and agape.
6. Surprise – shock, astonishment, amazement, and wonder.
7. Disgust – Contempt, disdain, scorn, aversion, distaste, revulsion.
8. Shame – guilt, embarrassment, remorse, humiliation, regret,
mortification, and contrition.
Components of Emotional Intelligence
The construct of emotional intelligence is significantly influenced by the
early work of Salovey and Mayer (1990), and Goleman, Boyatzis, and McKee
(2002). The construct encompasses several emotional skills which include
understanding emotions and using emotions to enhance reasoning. The Mayer –
Salovey model is a mental ability framework that focuses on emotions and
thought interaction (Salovey & Mayer, 1990). They defined emotional intelligence
as the ability to monitor one’s own and other people's feelings, to discriminate
among them, and to use it to guide thinking and actions.
This early, teenagers should begin focusing on developing and
strengthening their emotional intelligence quotient. Unlike IQ, which stays
constant throughout life, emotional intelligence, or quotient (EQ) cam be
developed and sharpened over time. Identity and ethical maturity happen in the

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environment of relationship with others. Teenagers should begin to learn the
emotional skills needed to manage stress and be sensitive and effective in relating
with other people. These skills are EQ. it involved self-awareness, particularly
relationship skills, which is the ability to get along well with other people and to
make friends. Adolescents without relationship skills are at greater risk towards
end problems like dropping out of school.
Similar to the mental ability model of Mayer et al. (2000), the Goleman et
al. (2002) model is also divided into four competency areas: 1) self-awareness, 2)
self-management, 3) social awareness, and 4) relationship management. Goleman
(1998a) referred to emotional intelligence as “the capacity for recognizing our own
feelings and those of others, for motivating ourselves, and for managing emotions
well in ourselves and in our relationships” (p. 317).
Table 1. Components of Emotional Intelligence

Components of
Competencies
Emotional Intelligence
 3 Competencies:
1. Self-awareness
1. Emotional Self-awareness – where you
can interpret and identify your emotions
as well as acknowledge their effect on your
work performance and relation with
others.
2. Self-confidence – where you have a strong
and positive sense of self-worth.
3. Accurate self-awareness – where you are
aware of your strengths and weaknesses.

2. Self-management  5 Competencies:
1. Self-control – ability to keep troublesome
emotions and impulses under control.
2. Adaptability – flexibility to adjust to
changing situations and overcome
challenges.
3. Transparency – which is to uphold
standards of honesty, integrity and
manage yourself and responsibilities.
4. Initiative – the readiness to grave
opportunities and act on the deed.
5. Achievement – guiding determination to
attain internal standards of excellence.
 3 Competencies:
3. Social Awareness
1. Empathy – being sympathetic to others
and take an active concern in their
problems.

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 2. Service Orientation – acknowledging and
granting customer’s needs.
3. Organizational Awareness – ability to
interpret the flow of the company, build
networks and sail across the politics.
 7 Competencies
4. Relationship
1. Visionary Leadership – you can inspire
Management
and lead individuals and groups.
2. Conflict Management – you are able to
resolve disagreements and develop
resolutions.
3. Build Connection/Bonds – ability to
further and maintain a relationship with
others.
4. Develop Others – strengthen and support
abilities of others through feedback and
guidance.
5. Teamwork and Collaboration –
encourage cooperation and build teams.
6. Change Catalyst – ability to introduce
new ideas and lead others to a new
direction.
7. Influence – ability to implement
convincing strategies with integrity
through clear and listening and
communicating skills.

Why is emotional intelligence so important for adolescents?

Handling anxiety in order to undertake a big school project, managing
anger to work through a parental conflict, dealing with fear to apply for a job are
example of how a teenager can manage his/her emotions in a healthy way which
will determine his/her quality of life.
Emotional intelligence help manages stress level and make it more stable,
thus increase participants’ life satisfaction and happiness (Extremera, 2013).
Similar research describes a significantly positive relationship between emotional
intelligence and life quality, and significantly negative relationship between
emotional intelligence and depression (Mehmood & Gulzar, 2014). Emotionally
intelligent people adopt a flexible life pattern to deal with failure and prevent
depression. High emotional intelligence encourages to develop a positive self and
self-esteem by being more open and assertive in facing difficulties and
intelligently developing better abilities to create a happy life (Cazan & Elena,
2015).

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 Overall, emotional intelligence is related to the psychological welfare of
students. The role of emotional intelligence in students’ mentality,
interpersonal relationships, social interaction, and academic skills provides
implications for parents, teachers, and counselors. Indeed, emotional
intelligence is useful in community life development (Shaheen & Shaheen, 2016).
The most important skills for Adolescents to learn as part of their EQ:
Emotional intelligence is a combination of several skills and here are some
tips to improve it:
1. Be aware of one’s emotions.
- Recognize how you react to specific situations
2. Understand how others feel and why.
- Practice “empathy”, putting oneself in the shoes of other people; this
prevents you from being judgmental and bias.
3. Manage emotional reactions.
- Before displaying emotions, it is best to think how such emotions will
impact others and if it will bring adverse reactions.
4. Choose own moods.
- The choice of improving one’s emotional intelligence depends on YOU.
Practical ways to develop your Emotional Intelligence
Emotional Intelligence can be learned and developed. The ability to stay
calm and in control in difficult situations is highly valued by the people around
you.
1. Observe how you react to people. – judging someone or a situation
without getting all the facts is not an EQ quality. Look honesty at how
you think and interact with other people. Try to put yourself in their
place and be more open and accepting of their perspectives and
needs.
2. Look at your school setting. – Humility is a wonderful trait, and it
does not mean you are shy or lack self-confidence. When you do not
seek recognition for work done, being humble means, you know your
work and can be silently confident about its value and quality. An
individual with high EQ will choose to give others a chance to shine
and not get praise for himself.
3. Do a self-evaluation. – Discover your weaknesses. No one is perfect
being open to the fact that there are still areas that you can improve
on can make you a better person. By having the courage to look at
yourself honesty, you can transform your life.
4. Be accountable for your actions. – If you offend or hurt someone’s
feelings, you must apologize.
5. Record your emotional response to events. – take time to recognize
how you feel about experiences. It is important in improving your EQ.

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 If you continue to ignore your feelings, you’re ignoring important
information that has a big influence on your mindset and the way you
behave. Be aware of your feelings and connect them to experience.
6. Listen to your body. – be alert to the physical symptoms of your
emotions. Our minds and bodies are not detached and influence each
other extremely. Raising your EQ would involve knowing the physical
signs that gives hints of the emotions you are experiencing. Stress
might make you feel like lump in your stomach, tightness in the chest,
or quick breathing; sadness might make you feel lethargic and joy,
pleasure ore nervousness might all feel like butterflies in your
stomach, rapid heartbeat or a burst energy.
7. Monitor how your emotions and behavior are linked. – listen to
your instinctive reactions to situations you encounter every day,
instead of just responding without any thought. The more you become
aware of what triggers your impulses, the higher your EQ will be, and
you’ll be able to use that knowledge in changing your behavior in the
future.
8. Refrain from judging your emotions. – all the emotions you have
are legitimate, even the negative ones. When you judge your emotions,
you will prevent your ability to completely feel, making it harder to
use your emotions for positive behavior.
9. Notice patterns in your emotional past. – it is one way to pick up
things about your own feelings and how they are associated with your
experience. So, when you feel strongly about something, think back
when this emotion was last felt. When you recognize patterns, you
can control your reaction. This is a good time to have a journal to
write down how you feel daily and see how you tend to react.
10. Relate with other people. – being open minded and agreeable are
traits of a high EQ. No one wants to deal with a person who always
contradicts or is negative about everything. When your mind is open
through sensitivity and understanding, it is easier to handle conflicts
in a calm, relaxed manner.
11. Improve your empathy skills. – empathy means being able to know
how other people are feeling and responding to them accordingly. By
being more active listener and paying close attention to what people
are saying can help you get a clearer idea of how they’re feeling.
12. Study people’s body language. – try to read between the lines of
what and how people say things and identify their true feelings by
watching their facial expressions and another body language.
Sometimes people say one thing, but their face reveals another truth.
Be more observant to how people communicate their feelings.
13. See the effect you have on others. – another half of EQ is
understanding the effect YOU have on other people. When people feel
nervous or quite around you and stop the conversation when you
approach, there may be something in your attitude make other people
react this way.

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 14. Practice being emotionally honest. – if you say you’re alright and
have a frown on your face, you are not communicating honestly. You
need to show more accurate body language or facial expressions so
other people interpret your emotions. Being yourself helps othe people
really get to know you, and they’ll trust you more. This trust helps
you relate better and enriches your EQ.
15. Be more light-hearted at home and at school. – when you’re
positive, it is easier to see the beauty in life and that will pass on those
around you. Optimism results in emotional well-being and greater
opportunities. People want to be around an optimistic person.

What’s More

A. Directions: Copy the table on a separate sheet of paper. Write about a time
when you felt these emotions in space provided. Write your answers on the
separate worksheet or paper.
Emotion What was happening when you felt emotion?
Afraid Example: Feeling fear and worry
Angry
Ashamed
Confident
Confused
Depressed
Embarrassed
Energetic
Excited
Glad
Jealous
Lonely
Proud
Relaxed
Stressed
What are the top three feelings that you do not like to have most?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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Modified True or False
B. Directions: Read the following statements. Write the word TRUE if the
statement is correct and change the underlined word or phrase if the statement
is incorrect. Write your answers on the separate worksheet or paper.
_____1. Emotional response is quick, and it takes practice to manage them.
_____2. Emotions determine how we response to others.
_____3. Intelligence Quotient is the ability to identify your own emotions and those
of others.
_____4. Sympathy is being able to imagine how others may feel.
_____5. A high EQ can predict success in social and emotional situation, helps
build strong relationships, make good decisions, and deal with
difficult situations.
_____6. The hallmarks of external motivation are a strong drive to achieve,
optimism even in the face of failure, and organization commitment.
_____7. Goleman suggests that there are four clusters of competence in emotional
intelligence such as self-awareness, self-management, social
awareness' relationship management.
_____8. EI is more than twice as important as intelligence (IQ).
_____9. Difference management is your ability to use awareness of your emotions
and the others' emotions to manage interactions successfully.
_____10. Social Competence is the ability to understand other people's moods,
behaviors, and motives in order to improve the quality of your
relationships, Social awareness, relationship management skills.

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Recipe for Happiness
We all need an extra dose of happiness in our lives. Here’s how we can make it.
C. Directions: Write your answers on the separate worksheet or paper.
1. Create Your Recipe. Write down what makes you happy next to each box.

2. Combine the ingredients for happiness. Fill up the cup by coloring it in

with each color. On the measuring cup you will see 4 lines. Begin at the
bottom, filling the cup up to the first line with one color, then repeat with
the other 3 colors.

3. In 3-5 sentences. What does it mean to be happy, and how each of the
ingredients you choose will make you happy?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________

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Crossword Puzzle
D. Directions: Read the clues given below. On a separate sheet of paper. Write
your answers on the separate worksheet or paper.

4 5

6 7

10

11

Across
1. To share and express your thoughts and
feelings to a person who will listen.
4. What can happen if your body gets run
down from stress and lack of sleep.
8. This is done out loud, when something
is funny and can make you feel better.
9. To manage your stress through different
ways that make you feel better.
10. If done at park or gym or home, this
activity relieves stress and is good for
you.
11. Feelings of high stress, panic, worry.
Sometimes including physiological
symptoms.
Down
2. People go on these at least once a year,
for break from their job.
3. Time off from work, doing nothing but
enjoying yourself.
5. You should get about 8 hrs each day to
maintain health and happiness.
6. What it's called when people talk to a
mental health professional.
7. These are the familiar people in our life
that help us cope with the stressful
times because they know us well and
listen.

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Word Quest
E. Directions: Find and box all the direction words that are hidden in the grid.
The words may be hidden in any direction. Write your answers on the separate
worksheet or paper.

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Matching Type
F. Directions: Match the definition in column B with the words in column A. Write
your answers on the separate worksheet or paper.
Column A
_____ 1. Self-awareness
_____ 2. Self-management
_____ 3. Social Awareness
_____ 4. Relationship Management
_____ 5. Mindfulness
_____ 6. Empathy (Goleman)
_____ 7. Self-Regulation
_____ 8. Personal competence
_____ 9. Influence
_____10. Conflict Management
Column B
a. You know how to develop and maintain
good relationships, communicate clearly,
inspire and influence others, work well in
a team, and manage conflict.
b. the practice of purposely focusing your
attention on the present moment and
without judgment.
c. Recognize how you react to specific
situations
d. Practice “empathy”, putting oneself in the
shoes of other people; this prevents you
from being judgmental and bias.
e. this is having an interest in learning and
self-improvement.
f. Before displaying emotions, it is best to
think how such emotions will impact
others and if it will bring adverse
reactions.
g. the ability to understand the emotional
makeup of other people
h. Ability to stay aware of your emotions and
manage your behavior and tendencies;
Self- awareness, Self-management
i. the ability to control or redirect disruptive
impulses and moods, and the propensity
to suspend judgment and to think before
acting
j. ability to implement convincing strategies
with integrity through clear and listening
and communicating skills.
k. you are able to resolve disagreements and
develop resolutions.
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 What I Have Learned

Write your answers on the separate worksheet or paper.

 What have you learned about emotions?
________________________________________________________________________
________________________________________________________________________
 What have you learned about emotional intelligence?
________________________________________________________________________
________________________________________________________________________
 What have you learned about positive and negative emotions?
________________________________________________________________________
________________________________________________________________________
 How can you manage your emotions?
________________________________________________________________________
________________________________________________________________________

What I Can Do

On your separate worksheet sheet. Write an essay about the topic:

“My Journey towards Personal Growth”

Your essay will be checked using the criteria below:

Content - 15 points
Structure, Logic and Transitions - 15 points
Vocabulary/ Word Choice - 10 points
Grammatical Accuracy - 5 points
Punctuation, Spelling, and Presentation - 5 points
Total - 50 points

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 Assessment

Multiple Choice
Directions: Read the sentence carefully and Write your answers on the separate
worksheet or paper.
_____ 1. Being able to imagine what emotions a person is likely to be feeling is
called _____?
a. Pity
b. Shame
c. Empathy
d. Sympathy
_____ 2. Emotional intelligence is to?
a. Be self-aware
b. Develop relationships
c. Manage own emotions
d. All of the above
_____ 3. Emotional intelligence is something that develops as we get _____?
a. Older
b. Younger
c. Smarter
d. Stronger
_____4. Often, it’s important to express how you feel. But managing your reaction
means knowing when, where, and _____ to express yourself?
a. Why
b. Who
c. How
d. What
_____ 5. What is an IQ?
a. Intelligent Quotient
b. Information Quality
c. Emotional Intelligence
d. None of the above
_____ 6. What is Empathy?
a. Empathy is same as sympathy
b. Both
c. Put yourself into someone else’s shoes
d. None of the above
_____ 7. Who is called the father of Emotional Intelligence?
a. Daniel Kane
b. Daniel Govink
c. Daniel Goleman
d. Daniel Sebastian

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_____ 8. What is the ability to be positive in the face of adversity or struggle?
a. Optimism
b. Self-control
c. Self-motivation
d. Interpersonal skills
_____9. Not everyone has social skill, and that is because of one or more of three
reasons EXCEPT?
a. They are too lazy to develop them
b. They don’t have the natural talent
c. They have not been taught the techniques
d. They have not used them enough to be good at using them
_____ 10. What is the ability to understand who you really are?
a. Optimism
b. Self-control
c. Self-awareness
d. Interpersonal skills
_____ 11. When you feel stressed about your school works and started acting
inappropriately, what kind of skills do we need to improve to manage our
emotions?
a. Understanding how others feel and why
b. Managing emotional reactions
c. Emotions of adolescence
d. Choosing your mood
_____ 12. Your friend tried to open up matters about himself, but you ignored him
and thinks he is just overreacting. He told you are insensitive and do not want to
be your friend anymore. What kind of skills do you need to improve in managing
emotions?
a. Managing your emotional reactions
b. Choosing your mood
c. Understanding how others feel and why
d. Being aware of your emotion
_____ 13. Many people feel confident when they?
a. Tell people to do something
b. Know how to do something
c. Forget to do something
d. Don’t want to do something
_____ 14. All of these are ways to manage emotions except?
a. Exercise
b. Eat Junk foods
c. Distract yourself
d. Be grateful
_____ 15. Your friend told you she has suffered depression. What would you do?
a. Allow your friend to express her feelings and show support
b. Convince her to go out with some friends and get her mind
out of it
c. Give her some time to herself
d. Spend time with her but avoid talking about her depression

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 Additional Activities

Based on what you have learned in this module, share your personal story by
where you experienced strong emotions. What are these emotions? What were
your thoughts while you were experiencing the emotions? How did you express
these emotions? How did you handle these emotions? Write your answers on the
separate worksheet or paper.

Your essay will be checked using the criteria below:

Content - 15 points
Structure, Logic and Transitions - 15 points
Vocabulary/ Word Choice - 10 points
Grammatical Accuracy - 5 points
Punctuation, Spelling, and Presentation - 5 points
Total - 50 points

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 22
Activity B Activity D
What I Know
1.True 1. Talk Activity F
1. D 11. B
2.True 2. Vacation 1. C
2. D 12. B
3.Emotional 3. Relaxation 2. F
3. D 13. C
Intelligence 4.GetSick 3. D
4. C 14. C
4. Empathy 5. Sleep 4. A
5. D 15. C
5. True 6. Counseling 5. B
6.A
6. Internal 7. Friends 6. G
7.D
7. True 8. Laughter 7. I
8.D
8. True 9. Cope 8. H
9.A
9. Relationship 10. Exercise 9. J
10. C
10. True 11. Anxiety 10. K
What’s in What’s new
Answers may vary Answers may vary Activity C
Answers may vary What I Have Leaned
Answers may vary
Note: Handling
Activity A
different kinds of
1. Afraid: feeling fear and worry
emotions, how to What I Can Do
2. Angry: feeling mad with a person,
manage and deal Answers may vary
act, or idea
with them in a
3. Ashamed: feeling bad after doing
healthy way can be
wrong
a factor that will Additional
4. Confident: feeling able to do
determine their Activities
something
quality of life. Answers may vary
5. Confused: feeling unable to think
clear
6. Depressed: feeling sad, blue Assessment
discouraged, and unhappy Activity E 1. C
7. Embarrassed: feeling worried 2. D
about what others may think 3. A
8. Energetic: feeling full of energy 4. C
9. Excited: feeling happy and aroused 5. A
10. Glad: feeling joy and pleasure 6. C
11. Jealous: feeling upset when 7. C
someone has something that you 8. A
would like to have, or they get to do 9. B
something you wanted 10. C
12. Lonely: feeling alone and that 11. B
nobody cares 12. C
13. Proud: feeling pleased for doing 13. B
well 14. B
14. Relaxed: feeling at ease and 15. A
without worry; calm
15. Stressed: feeling tense, tired,
uneasy, and overwhelmed
Answer Key
References

Bradberry, T., & Greaves, J. Emotional Intelligence 2.0. San Diego CA: Talent
Smart, 2009
Calero, A. D., Barreyro, J. P., & Injoque-Ricle, I. Emotional Intelligence and Self-
Perception in Adolescents. Europe's journal of psychology, 14(3), 632–643.,
2018 https://doi.org/10.5964/ejop.v14i3.1506
Cazan, A., & Elena, L. Emotional intelligence, satisfaction with life, and
burnout among university students, 180(November 2014), 1574–1578.,
2015 https://doi.org/10.1016/j.sbspro.2015.02.309
Cox, M.G. (2016). Personal Development. Pasay City. JFS Publishing Services
Davis, S.K., Humphrey, N. Emotional intelligence predicts adolescent mental
health beyond personality and cognitive ability. Personality and Individual
Differences Volume 52, Issue 2, January 2012, Pages 144-149.
https://doi.org/10.1016/j.paid.2011.09.016
Dulewicz, V. and Higgs, M., "Can emotional intelligence be measured and
developed?", Leadership & Organization Development Journal, Vol. 20 No.
5, pp. 242-253., 1999 https://doi.org/10.1108/01437739910287117
Esnaola, I., Revuelta, L., Ros, I., & Sarasa, M. The development of emotional
intelligence in adolescence. Anales de Psicología, 33(2), 327–333., 2017
https://doi.org/10.6018/analesps.33.2.251831
Extremera, N. . Emotional intelligence, life satisfaction, and subjective
happiness in female student health professionals : the. Journal of
Psychiatric and Mental Health, 1–8., 2013
https://doi.org/10.1111/jpm.12052
Goleman, D. Emotional intelligence. Jakarta: Gramedia Pustaka Utama., 2007
Karibeeran, Sathyamurthi. Emotional Intelligence Among Adolescents.
Humanities and Social Sciences. 7. 121. 10.11648/j.hss.20190703.15.,
2019
Serrat, O. Understanding and developing emotional intelligence. In Knowledge
solutions (pp. 329-339). Springer, Singapore., 2017
https://link.springer.com/chapter/10.1007/978-981-10-0983-9_37
Shaheen, S., & Shaheen, H. Emotional intelligence in Relation to
psychological well-Being among students. The International Journal of
Indian Psychology, 3(4)., 2016

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 For inquiries or feedback, please write or call:

Department of Education Region III- Learning Resources

Management Section (DepEd Region III LRMS)
Office Address: Diosdado Macapagal Government Center
Maimpis City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89
E-mail Address: region3@deped.gov.ph

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