A Model of Academic, Personality, and Emotion-Related Predictors of University Academic Performance

Sánchez‐Ruiz, María‐José; Khoury, Jamil El

doi:10.3389/fpsyg.2019.02435

Cited by 22 publications

(10 citation statements)

References 39 publications

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“…The regulatory BF components (C, E) proved to be protective factors against stress (its factors and symptoms), while the non-regulatory factors (O, A) were unrelated to stress factors and symptoms, and the dysregulatory factor (N) appeared as a risk factor for stress (factors and symptoms). These results concur with prior evidence ( 124 , 125 ). Different studies have found that the C and E personality traits are predictors of academic resilience.…”

Section: Discussionsupporting

confidence: 93%

Resilience as a Buffering Variable Between the Big Five Components and Factors and Symptoms of Academic Stress at University

et al. 2021

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The aim of this cross-sectional study was to establish predictive relationships of the Big Five personality factors (according to their self-regulatory level), together with resilience (proactive and reactive factors), for factors and symptoms of academic stress related to teaching and learning in the University context. A total of 405 female undergraduate students were selected, and completed questionnaires that had been previously validated in Spanish University students (Big Five personality factors, resilience, and academic stress symptoms and factors). A linear, ex-post facto design was used, including linear regression, Structural Equation Modeling (SEM), and mediational analyses. Specific linear regression showed the expected gradation: that self-regulatory personality factors (conscientiousness, extraversion) were positive linear predictors of proactive resilience, as well as significant negative predictors of stress factors and symptoms of academic stress; while the non-regulatory personality factors (openness to experience, agreeableness) showed little relationship. By contrast, the dysregulatory personality factor (neuroticism) was a negative predictor of proactive resilience, a positive predictor of reactive resilience, and positively predicted academic stress factors in the teaching and learning process, as well as stress symptoms. SEM general analysis showed that personality factors positively predicted resilience, and resilience negatively predicted factors and symptoms of academic stress. Specific mediational model analysis, with each personality factor, confirmed the different mediating relationships that appeared in the linear regression analyses. These results are discussed from the perspective of promoting resilience and healthy personalities in the University context. Implications for addressing academic stress at University are discussed.

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Section: Discussionsupporting

confidence: 93%

Resilience as a Buffering Variable Between the Big Five Components and Factors and Symptoms of Academic Stress at University

et al. 2021

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“…In addition, Watson and Watson [27] examined how much EI and coping skills predicted academic stress in first-year university students, and they found that the absence of emotional intelligence was a good predictor of stress. Similarly, recent studies show a negative relationship between EI and academic stress [1,28,29].…”

Section: Academic Stress In the University Contextmentioning

confidence: 74%

Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers

García‐Martínez

Navío

Ferra

et al. 2021

Behavioral Sciences

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Emotional intelligence (EI) and stress are constructs that often characterize the teaching profession and are inversely related. There is evidence in the literature that suggests the importance of teachers working on EI in order to learn coping strategies and improve their teaching practices. This descriptive and correlational study had the purpose of examining the social–emotional profile of future teachers based on their EI and academic stress levels in order to provide guidance for future stressful situations that will affect their future professional development. For this purpose, we used a random sampling for convenience in a university population enrolled in degrees of education at Andalusian universities (Spain), getting a sample of 1020 pre-service teachers. The results pointed to a superiority in EI, academic stress, and academic achievement in favor of females compared to males. The relationship among EI, academic stress, and student teachers’ achievement was demonstrated. Furthermore, some components of EI were positioned as important factors to improve student achievement and reduce academic stress. Once the high incidence of these constructs on academic achievement was confirmed, the importance of developing EI and coping and stress skills training programs, aimed at improving academic success and their subsequent professional development, was demonstrated.

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“…Procrastination and anxiety are well-known detrimental variables to academic achievement in online learning, with the former two affecting the latter ( Cormack, Eagle, & Davies, 2020 ; Frazier, Gabriel, Merians, & Lust, 2019 ; Kim & Nembhard, 2019 ; Pascoe, Hetrick, & Parker, 2020 ; Sanchez-Ruiz & El Khoury, 2019 ). The outbreak of the COVID-19 pandemic may surely have amplified their relevance in the academic achievement of students, but in a more nuanced way than it might seem wherever lockdown has been enforced.…”

Section: Discussionmentioning

confidence: 99%

Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study

Iglesías-Pradas

Hernández-García

Chaparro-Peláez

et al. 2021

Computers in Human Behavior

492

273

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The COVID-19 pandemic has caused a massive disruption in the way traditional higher education institutions deliver their courses. Unlike transitions from face-to-face teaching to blended, online or flipped classroom in the past, changes in emergency remote teaching –a temporary shift of instructional delivery to an alternate remote delivery mode due to crisis circumstances– happen suddenly and in an unplanned way. This study analyzes the move to emergency remote teaching at the School of Telecommunication Engineering (Universidad Politécnica de Madrid), and the impact of organizational aspects related to unplanned change, instruction-related variables –class size, synchronous/asynchronous delivery– and use of digital supporting technologies, on students' academic performance. Using quantitative data of academic records across all (N = 43) courses of a bachelor's degree programme in Telecommunication Engineering and qualitative data from a questionnaire delivered to all (N = 43) course coordinators, the research also compares the academic results of students during the COVID-19 pandemic with those of previous years. The results of this case study show an increase in students' academic performance in emergency remote teaching, and support the idea that organizational factors may contribute to successful implementation of emergency remote teaching; the analysis does not find differences across courses with different class sizes or delivery modes. The study further explores possible explanations for the results of the analysis, considering organizational, individual and instruction-related aspects.

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A Model of Academic, Personality, and Emotion-Related Predictors of University Academic Performance

Cited by 22 publications

References 39 publications

Resilience as a Buffering Variable Between the Big Five Components and Factors and Symptoms of Academic Stress at University

Resilience as a Buffering Variable Between the Big Five Components and Factors and Symptoms of Academic Stress at University

Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers

Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study

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