Mediation of academic self-efficacy between emotional intelligence and academic engagement in physical education undergraduate students

Baños, Raúl; Calleja-Núñez, Juan José; Espinoza-Gutiérrez, Roberto; Gallegos, Antonio Granero

doi:10.3389/fpsyg.2023.1178500

Cited by 6 publications

(1 citation statement)

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“…According to Salovey et al [25], EI is composed of three sub-dimensions: (i) attention (EA), or the ability to perceive one's own emotions and those of others (emotional attention); (ii) clarity (EC), or the ability to understand emotional information (how emotions combine and progress over time) and to understand emotional meanings (emotional clarity); and (iii) repair (ER), or the skill to change feelings and those of others as well as to promote understanding and personal growth (emotional repair). The importance of studying EI in children and adolescents is continuously growing [26][27][28][29] and some authors have recognized that among the factors influencing teaching success are EI and self-esteem [30]. In addition, according to Cheung et al [31], EI can be a determining aspect of self-esteem.…”

Section: Emotional Intelligencementioning

confidence: 99%

Effect of a Physical Education Teacher’s Autonomy Support on Self-Esteem in Secondary-School Students: The Mediating Role of Emotional Intelligence

Granero-Gallegos,

Gómez-López,

Manzano-Sánchez

2023

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The purpose of this study was to analyse the effect of emotional intelligence between the perception of autonomy support from physical education teachers and self-esteem (positive and negative) in secondary-school physical education students. The study design was observational, descriptive, and cross-sectional. In total, 1069 secondary-school physical education students participated (Mage = 14.55; SD = 1.54) (51.2% female; 48.8% male). The following scales were used: The Learning Climate Questionnaire adapted to Physical Education (i.e., autonomy support), the Trait Meta-Mood Scale-24 (i.e., emotional attention, emotional clarity, and emotional repair), and the Rosenberg Self-Esteem Scale (positive self-esteem, negative self-esteem). A structural equation model was performed with the latent variables controlled by age, sex, and the students’ educational centre. The main results indicate that the explained variance was 37% for positive self-esteem and 26% for negative self-esteem. In addition, autonomy support directly predicts emotional intelligence (p < 0.05) and positive self-esteem (p < 0.001). On the other hand, all indirect effects of autonomy support on self-esteem across emotional intelligence were significant at p < 0.001. Finally, emotional clarity and emotional repair had a mediating effect on self-esteem, and it improves the total effect of autonomy support on positive self-esteem with values of β = 0.14 and β = 0.19, respectively, and a value of β = −0.07 and β = −0.06 for negative self-esteem. The findings reveal the necessity to improve emotional clarity and emotional repair in secondary-school students in improving positive self-esteem through the perception of autonomy support from the physical education teacher.

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