Emociones positivas, apoyo a la autonomía y rendimiento de estudiantes universitarios: el papel mediador del compromiso académico y la autoeficacia

Oriol-Granado, Xavier; Lira, Michelle Mendoza; Covarrubias-Apablaza, Carmen-Gloria; Molina-López, Víctor-Michel

doi:10.1016/s1136-1034(17)30043-6

Cited by 63 publications

(35 citation statements)

References 37 publications

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“…Thus, based on the relationships between the two constructs [22,30,31], it becomes necessary to inquire specifically into the existence of a conditional effect of some of the components of emotional intelligence on engagement, in moderator values, in this case, the sex of nursing professionals. In this respect, we found values that support the existence of this conditional effect in stress management, which as a predictor of engagement, behaves differently in men and women.…”

Section: Discussionmentioning

confidence: 99%

“…For example, emotional resources generate positive attitudes and skills for developing engagement, motivating workers to make their best effort and put the most energy into the job [19], thus preceding wellbeing and good job satisfaction [20,21]. In addition, in the field of emotions, emotional intelligence acts as a predictor of wellbeing, and therefore, of engagement [22]. This study therefore intended to find out the role of the emotional intelligence dimensions in engagement in a sample of nurses.…”

Section: Introductionmentioning

confidence: 99%

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Emotional Intelligence Components as Predictors of Engagement in Nursing Professionals by Sex

et al. 2020

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Engagement of nursing professionals is related to their psychological wellbeing, and therefore, emotional intelligence acts as a predictor. The purpose of this study was to analyze the explanatory value of the dimensions of emotional intelligence in engagement in both sexes, as well as the conditional effect of interaction of sex as a moderating variable. The sample was comprised of 2126 nurses with a mean age of 31.66 years. The Utrecht Work Engagement Scale and the Brief Inventory of Emotional Intelligence for Senior Citizens (EQ-i-20M) were used for their evaluation. The results revealed the existence of significant differences in engagement depending on the sex of the nursing professionals. Furthermore, this study showed that the interpersonal component of emotional intelligence is the predictor of engagement of female professionals, while mood and the interpersonal dimensions have a higher predictive value of engagement in males. Finally, this study was able to emphasize the sex differences found along with the importance of the role emotional intelligence dimensions have in engagement levels, which must be taken into account when designing intervention programs to improve engagement and promote participation of nursing professionals in their workplace.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Emotional Intelligence Components as Predictors of Engagement in Nursing Professionals by Sex

et al. 2020

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“…anger, anxiety, shame, boredom, and hopelessness) were negative predictors for achievement, and vice versa. For other educational variables, emotions are crucial for students' personality development, health (Linnenbrink, 2006;Linnenbrink-Garcia & Pekrun, 2011), class climate, self-regulation (Pekrun et al, 2009), classroom engagement (Gong & Bergey, 2020), academic self-efficacy (Oriol-Granado et al, 2017), and life-career decisions (Hartung, 2011). Moreover, emotions shape the relationship between chemistry teachers and their students (Maria et al, 2003).…”

Section: Introductionmentioning

confidence: 99%

Effects of games on students’ emotions of learning science and achievement in chemistry

Chen

Husnaini

Chen

2020

International Journal of Science Education

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This study investigated the time effect of cooperative games on students' emotions of learning science and the treatment effect on their chemistry achievement. This quasi-experimental study compared the use of cards, board games, and riddles, and the use of conventional paper-and-pencil exercises to learn the basics of chemical elements and compounds, for a duration of 4 weeks. One hundred and fourteen ninth graders at an urban public high school in Taipei were involved. The results revealed that the experimental group had significantly higher positive emotion and lower negative emotion throughout the intervention period. While no time effect was observed for the experimental group, a significant time effect on positive and negative emotions in the comparison group using exercises was found: high achievers decreased their positive emotion, and middle to high achievers increased their negative emotion. Furthermore, low and middle achievers performed better when using games. However, no significant difference for the high achievers of the two groups was discovered. This study showed that conventional exercises were detrimental to middle and high achievers' learning emotions, although their concepts improved. Science teachers may try innovative activities such as collaborative games to maintain students' positive emotions and facilitate low achievers' conceptual learning.

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“…These educational levels have highlighted the marked deficiencies present in the Spanish educational system, which is sometimes unable to motivate and enthuse students toward their own learning. In this sense, teachers play a key role in promoting the students' interest in learning and achieving academic goals (Oriol-Granado et al, 2017). For this reason, it is necessary to analyze the emotional and motivational processes inherent to the students toward math and English classes as well as the influence on learning strategies and academic achievement.…”

Section: Introductionmentioning

confidence: 99%

The Role of Perception of Support in the Classroom on the Students’ Motivation and Emotions: The Impact on Metacognition Strategies and Academic Performance in Math and English Classes

et al. 2020

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According to various studies and the Cambridge University Student Barometer, Spanish students have the worst academic results in mathematics and English among the European Union countries. The objective of this study has been to analyze the influence of the teacher on motivation, positive emotions, metacognition strategies, and the academic performance of the students in those classes. We analyzed responses from 604 students of English and 547 students of mathematics, aged between 13 and 19 years. The teacher plays a relevant role in the motivation and emotions generated in the students, issues that determine decision making in the students' learning and academic performance.

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Emociones positivas, apoyo a la autonomía y rendimiento de estudiantes universitarios: el papel mediador del compromiso académico y la autoeficacia

Cited by 63 publications

References 37 publications

Emotional Intelligence Components as Predictors of Engagement in Nursing Professionals by Sex

Emotional Intelligence Components as Predictors of Engagement in Nursing Professionals by Sex

Effects of games on students’ emotions of learning science and achievement in chemistry

The Role of Perception of Support in the Classroom on the Students’ Motivation and Emotions: The Impact on Metacognition Strategies and Academic Performance in Math and English Classes

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