Academic Achievement, Self-Concept, Personality and Emotional Intelligence in Primary Education. Analysis by Gender and Cultural Group

Abstract

A review of the scientific literature shows that many studies have analyzed the relationship between academic achievement and different psychological constructs, such as self-concept, personality, and emotional intelligence. The present work has two main objectives. First, to analyze the academic achievement, as well as the selfconcept, personality and emotional intelligence, according to gender and cultural origin of the participants (European vs. Amazigh). Secondly, to identify what dimensions of selfconcept, personality and emotional intelligence predict academic achievement. For this, a final sample consisting of 407 students enrolled in the last 2 years of Primary Education were utilized for the study. By gender, 192 were boys (47.2%) and 215 girls (52.8%), with an average age of 10.74 years old. By cultural group, 142 were of European origin (34.9%) and 265 of Amazigh origin (65.1%). The academic achievements were evaluated from the grades obtained in three school subjects: Natural Sciences, Spanish Language and Literature, and Mathematics, and the instruments used for data collection of the psychological constructs analyzed were the Self-Concept Test-Form 5, the Short-Form Big Five Questionnaire for Children, and the BarOn Emotional Quotient Inventory: Youth Version-Short. Based on the objectives set, first, the grades in the subject of Spanish Language and Literature varied depending on the gender of the students. Likewise, differences were found in self-concept, personality, and emotional intelligence according to gender. Also, the physical self-concept varied according to the cultural group. Regarding the second objective, in the predictive analysis for each of the subjects of the curriculum of Primary Education, the academic self-concept showed a greater predictive value. However, so did other dimensions of self-concept, personality and emotional intelligence. The need to carry out a comprehensive education in schools that addresses the promotion of not only academic but also personal and social competences is discussed. Also, that the study of the variables that affect gender differences must be deepened.

Physical-healthy and psychosocial differences in school children: A study of gender

“…While the male did so in the physical and family self-concept. These data are supported by those obtained in the study by Herrera, Al-Lal and Mohamed (2020), which point out that these differences are due to the fact that girls attribute their achievements to effort and perseverance, while boys do it to their abilities (English et al, 2012). However, Xie, Xin, Chem and Zhang (2019) highlighted that it is boys who show higher levels of emotional self-concept and self-esteem, an effect derived from increased VOLUME --| ISSUE -| 2020 | 7 physical activity, which provides them with the mechanisms and tools to deal effectively with stressful situations.…”

A Meta-Analysis of the Relationship Between Emotional Intelligence and Academic Performance in Secondary Education: A Multi-Stream Comparison

“…EI training improves other associated issues, as well as improving performance. Developing emotional skills in early stages of adolescence (Herrera et al, 2020 ), will allow them to become consolidated personal resources to face risks and promote motivation oriented toward academic success and well-being. For this reason, this review study provides relevant information for the development of programs focused on increasing emotional skills in students, as well as providing tools for teachers and counselors, providing an empirical basis for the development of theoretical educational models oriented to AP.…”

Analysis of Self-Concept in Adolescents before and during COVID-19 Lockdown: Differences by Gender and Sports Activity

“…Males usually have higher emotional and physical self-concept, whereas females tend to have higher academic and family self-concept [19,41,46,[48][49][50][51]. Age intensifies this difference, and some aspects were revealed, such as peers' relations, academic performance or motor-perceptive skills consolidation [21,52]. On the whole, girls' general self-concept was higher during the lockdown.…”

“…As a matter of fact, self-concept represents a protective factor against disruptive behaviour, enhancing both mental health and positive peer relationships [20]. Consequently, the psychological construction of a positive self-concept in students during the school years produces successful socio-emotional situations and educational settings [21].…”