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.