Problem-solving, together with critical
thinking, is the core and heart of the study of the
mathematics. However, many students struggle with
problem-solving, analytical problem solving in
particular, due to various emotional circumstances. In
this case, students’ analytical problem-solving skills
may have been affected by their emotional well-being.
Thus, the purpose of this research paper was to
determine the association between emotional
intelligence and analytical problem-solving skills of the
senior high school students in General Mathematics and
identify which dimensions of emotional intelligence
influence students’ analytical problem-solving skills. A
descriptive–correlational research design was utilized in
this study, and it was participated by 219 Grade 11
students. The emotional intelligence survey
questionnaire and analytical problem-solving skills test
questionnaire were used as instruments. Mean,
standard deviation, Pearson-r coefficient, and multiple
regression analysis were used to analyze the data.
Results of this study revealed that students’ emotional
intelligence is moderate, which implies that they have
poor analytical problem-solving skills. Likewise, it is
found that there is a significant relationship between
emotional intelligence and analytical problem-solving
skills, with only the self-awareness dimension having a
substantial impact on students' analytical problemsolving skill. Based on the results and findings, it is
recommended that mathematics teachers devise
learning activities and performance tasks that will help
hone students’ analytical problem-solving skills.
Keywords : emtional intelligence; analytical problemsolving skills; general mathematics.