Self-Perceived Emotional Intelligence and Accounting Skills: Insights to Learning Competencies

Abstract

This study examined the University General Admission Abstract: This study examined the relationship between self-perceived emotional intelligence and accounting skills among third- and fourth-year Bachelor of Science in Accountancy students at Capiz State University to provide insights for competency-based learning. Employing a quantitative descriptive-correlational research design, the study utilized a researcher-made questionnaire administered to 42 proportionally stratified respondents. Emotional intelligence was assessed across five dimensions: self-awareness, self-regulation, motivation, empathy, and social skills, while accounting skills were evaluated in terms of intellectual, interpersonal and communication, personal, and organizational skills. The study was anchored on Goleman’s Emotional Intelligence Model and the International Federation of Accountants’ International Education Standard 3 framework. Findings revealed a significant positive relationship between emotional intelligence and accounting skills, indicating that emotional competencies contribute to the development of technical, analytical, and professional capabilities among accountancy students. The results further suggest that emotional intelligence serves as an important factor in strengthening professional competencies necessary in accounting education. The study concluded that integrating emotional intelligence development into the accounting curriculum may support the formation of holistically competent graduates capable of meeting the evolving demands of the accounting profession.