Emotional Intelligence and Academic Engagement in Adolescents: The Mediating Role of Self-Esteem

Martín, Ana Belén Barragán; Fuentes, María del Carmen Pérez; Jurado, María del Mar Molero; Martínez, África Martos; Márquez, María del Mar Simón; Sisto, María; Linares, José Jesús Gázquez

doi:10.2147/prbm.s302697

Cited by 19 publications

(13 citation statements)

References 54 publications

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“…Ability EI is conceptualized as a form of intelligence and hence it should predict more theoretical aspect of grades, such as general professional knowledge. Furthermore, research has already shown that students who can more effectively manage emotions better adapt to the school context and schoolwork, making them feel more connected with their institution (Barragan Martin et al, 2021). Hence, we argue that engagement with the school could play a role in explaining the link between ability EI and grades.…”

Section: The Present Studymentioning

confidence: 79%

Emotional Intelligence and Success in Initial Vocational Education and Training: A Study Among Healthcare Assistants and Social Care Workers

Tremonte-Freydefont,

Wenger,

Fiori

2024

IJRVET

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Context: Research on emotional intelligence (EI) shows this concept's decades-long positive influence on well-being, self-efficacy, employability, and academic and professional achievement. Indeed, several studies have demonstrated that students with high EI have better grades and quality of life, as well as are more employable than students with low EI. By considering the two conceptualizations of EI as either an ability or personality trait, the present study investigates EI's influence on training achievement in initial vocational education and training (IVET). We posited that the two types of EI positively influence training achievement in a complementary way: Ability EI relates to achievement in theoretical training, while trait EI relates to achievement in practical training. Furthermore, these links are mediated by apprentices' engagement at school and in learning. Method: To test our hypotheses, 92 dual IVET health and social care apprentices in their last year of vocational school completed an online survey composed of validated scales measuring EI as an ability, EI as a personality trait, personality traits, and school engagement. The apprentices' grades were also obtained with their permission. Results: The findings confirmed our hypotheses and reflected EI's positive influence on training achievement. We observed that participants with high EI (as an ability and personality trait) obtained better grades than participants with lower EI. Moreover, our results showed that ability EI has a direct influence on achievement in theoretical health and social care training, while the link between trait EI and practical training is indirect and mediated by engagement in learning. Conclusion: The present study confirms EI's positive influence on school achievement in the VET context and further corroborates the important role that EI can play in dual IVET apprentices' achievement, particularly in the health and social sectors. This original study contributes to research on the VET system by placing EI among the skills necessary to ensure professional success.

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Section: The Present Studymentioning

confidence: 79%

Emotional Intelligence and Success in Initial Vocational Education and Training: A Study Among Healthcare Assistants and Social Care Workers

Tremonte-Freydefont,

Wenger,

Fiori

2024

IJRVET

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“…This is the conclusion reached by a number of researchers. It has been suggested by (Martínez et al, 2023) that one of the potential reasons for depersonalization among nurses is that they may not have appropriate coping strategies in place. There is also the possibility that individuals who are alexithymia prefer to pay more attention to what is going on around them rather than to how it makes them feel.…”

Section: Discussionmentioning

confidence: 99%

Exploring the Interplay of Alexithymia, Emotional Intelligence and Burnout among Doctors

2024

PSSR

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Alexithymia, a psychological condition characterized by difficulty in identifying and describing emotions, has been linked to various mental health symptoms. This study aims to elucidate the differential responses to prolonged occupational stress, particularly among medical professional, by examining the role of alexithymia and emotional intelligence in the development of burnout. A cross-sectional experimental design was employed, involving a voluntary and anonymous questionnaire survey completed by 200 medical practitioners. The survey encompassed demographic information, occupational detail and measures of emotional intelligence, burnout & Alexithymia. Results, accounting for work-related characteristics, indicate that alexithymia significantly contributed to the depersonalization and personal accomplishment dimensions of burnout, contrary to expectations, emotional intelligence did not demonstrate greater explanatory power for burnout compared alexithymia as a more critical predictor of burnout in medical professionals than emotional intelligence, suggesting the need for targeted intervention focusing on emotional processing skills within the population.

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“…This group of students also has a more stable emotional state when facing unexpected situations and has more confidence to start the next level of learning, improving their self-esteem in a gradual process. 35 Students with poor academic adaptability tend to experience more stress and depression in their daily academic life, lacking positive affirmative evaluations and proper emotional relief, which in the long run tends to lead to a decline in both their academic performance and self-esteem levels. 62 Students with low self-esteem are more at risk for social and emotional difficulties, which prevents them from being fully engaged in their studies, resulting in poor academic performance.…”

Section: Discussionmentioning

confidence: 99%

“…The higher level of students’ academic adaptability, the higher their self-esteem level will be. 35 There is a correlation between academic adaptability and self-esteem. In addition, students with low self-esteem levels always refer to themselves in a negative way, placing themselves in a disadvantaged “weak mentality”.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Academic Adaptability on Learning Burnout Among College Students: The Mediating Effect of Self-Esteem and the Moderating Effect of Self-Efficacy

Chen¹,

Shen²,

Zhu³

et al. 2023

PRBM

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Background With the popularization of higher education, the problems of academic adaptability and learning burnout among college students have become increasingly prominent. The purpose of this study was to investigate the relationship between academic adaptability, learning burnout, self-esteem and self-efficacy of college students and their underlying mechanisms. Methods The study was conducted on 2110 college students using the College Student Learning Adjustment Scale, the Learning Burnout Undergraduates Scale, the Self-Esteem Scale, and the Self-Efficacy Scale to establish a mediating model of adjustment. SPSS 26.0 was used for descriptive statistics and Pearson correlation analysis. Model 4 and Model 14 in the process plug-in prepared by Hayes (2017) were used for mediating effects analysis and moderating mediator analysis respectively, and the significance of the mediating effects was tested using the bias-corrected percentile Bootstrap method. Results (1) academic adaptability significantly and positively predicted self-esteem; (2) self-esteem significantly and negatively predicted learning burnout; (3) academic adaptability significantly and negatively predicted learning burnout; (4) self-esteem partially mediated the effect of academic adaptability on learning burnout; and (5) self-efficacy moderated the latter half of the mediation process of academic adaptability-self-esteem-learning burnout. Conclusion These findings are useful for college educators and related researchers to better understand the mechanisms underlying the relationship between academic adaptability and learning burnout, thus providing practical and effective operational suggestions on the prevention and intervention of learning burnout in college students.

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Emotional Intelligence and Academic Engagement in Adolescents: The Mediating Role of Self-Esteem

Cited by 19 publications

References 54 publications

Emotional Intelligence and Success in Initial Vocational Education and Training: A Study Among Healthcare Assistants and Social Care Workers

Emotional Intelligence and Success in Initial Vocational Education and Training: A Study Among Healthcare Assistants and Social Care Workers

Exploring the Interplay of Alexithymia, Emotional Intelligence and Burnout among Doctors

The Effect of Academic Adaptability on Learning Burnout Among College Students: The Mediating Effect of Self-Esteem and the Moderating Effect of Self-Efficacy

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