This study aimed to compare the effectiveness of using brief cognitive restructuring and cognitive defusion techniques in coping with negative thoughts of college students of Laguna State Polytechnic University. The study used quasi experimental design and assigned thirty respondents in the group which was treated with cognitive restructuring and another thirty respondents in the group that was treated with cognitive defusion. t-test was used to test for the significant difference. Based from the findings of the study, there is significant difference between the mean scores of the pre-test and post-test of the restructuring group. Also, there is significant difference between the mean scores of the pre-test and post-test of the defusion group. Furthermore, mean score of the defusion group is significantly different with the mean score of restructuring group in terms of the post-test but in terms of pre-test, the mean scores of the two groups do not differ significantly.

The study aimed to determine the relationship between the emotional intelligence and leadership efficacy of the members of student body organization in Laguna State Polytechnic University-San Pablo City Campus (LSPU-SPCC). Through descriptive correlational research method, 80 student-officers were chosen using stratified random sampling. The research instrument was used to measure the respondents' emotional intelligence and their level of leadership efficacy as to adaptability, personal skills, positivity, flexibility, and communication skills. To statistically analyze the data, Pearson r was used. The study findings showed that students have high level of emotional intelligence, high level of leadership efficacy as to flexibility and very high level of leadership efficacy as to adaptability, personal skills, positivity, and communication skills.Furthermore, there was no significant relationship between the profile of the respondents and their emotional intelligence. Similarly, no significant relations were recorded on the profile and leadership efficacy. However, there was significant relationship between emotional intelligence and leadership efficacy of the respondents. The results could serve as inputs to institutional leadership programs.

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The study aimed to determine the psychological well-being of left-behind children of immigrants. It made use of twenty college students whose parents are working abroad. Majority of respondents are 18-20 years old, male, middle born, family monthly income of Php 20,000-30,000, most mothers are working abroad and working abroad for 1-3 years. Majority of respondents have average level of intellectual functioning, have emotional conflict with their mothers, fathers, family unit, fear, guilt feelings and own abilities and have high scores in deviation, persecutory ideas, thinking disorder, and social introversion. Results show significance between intellectual functioning and age, gender, birth order, family monthly income and parent working abroad, significance between emotional status and age, gender and parent working abroad and significance between personal maladjustment and age, gender, and parent working abroad. Further, personal maladjustment is significantly related to intellectual functioning and emotional status.

Previous studies associated feedback to positive improvements in both the performance and behavior of students. This study evaluated the effects of feedback on the task performance of the grade 4 students in the context of learning multiplication in mathematics subject. Through an experimental research, the feedback given to the students was in the form of multiplication by hand technique. There were 40 randomly selected participants distributed equally to the control and experimental groups. Through the research-made test question, which is a 15-item multiplication questions, the experiment was carried out virtually through the assistance of the classroom teachers. The findings showed that the pretest results showed no difference on the performances of participants in both the control and experimental groups. After the implementation of the posttest, students in the control group showed no change in performance. However, students in the experimental group had higher performance in the posttest. The results showed that students who received feedback on multiplication skills had improved performance compared to the students who did not received any feedback. This study argues that providing students feedback regarding their performance improves their behavior and performance. This study recommends the employment of feedback across grade levels and subject areas.