Rendimiento académico, apoyo social percibido e inteligencia emocional en la universidad

Fernández-Lasarte, Oihane; Ramos-Díaz, Estibaliz; Saez, Inge Axpe

doi:10.30552/ejihpe.v9i1.315

Cited by 45 publications

(44 citation statements)

References 20 publications

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“…In this regard, the self-concept is related to motivation and learning strategies, whereas a positive self-concept encourages deeper processing strategies for study and support; while a negative self-concept is related to the practice of more superficial learning strategies that lead to less academic success [ 55 , 56 ]. Similarly, Fernández-Lasarte, Ramos-Díaz and Axpe-Sáez [ 57 ] state that the contribution of emotional intelligence to good academic performance could be due, for example, to the ability to regulate emotions appropriately in order to reduce negative emotions, failures and stress, among others, which damage intellectual activity.…”

Section: Discussionmentioning

confidence: 99%

Study of Psychosocial and Academic Indicators in Young Adults from Andalucía, Spain

Garcés

Zagalaz

Zurita-Ortega

et al. 2021

IJERPH

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Background: The university years bring a great deal of vital changes. In addition, psycho-social factors play a key role in university students’ development and their consumption of harmful substances. The aim is to analyse academic performance according to psychosocial factors, self-concept, emotional intelligence and harmful substance consumption in a sample of future Physical Education teachers. Methods: The present study was carried out with a sample of 775 undergraduate students who were studying for the Primary Education Degree in Physical Education in Andalusia, Spain. The main instruments used include an ad hoc questionnaire, the Self-Concept Form-5 test, Alcohol Use Disorders Identification Test, Fagerström Test for Nicotine Dependence and the Emotional Intelligence Inventory adapted to Sport. Results: The results show that young people who have a greater general self-concept and self-emotional management are those who access the university degree through Vocational Training. In relation to the average record mark, it was observed that participants with marks of notable and outstanding obtained higher scores in general self-concept, academic dimension and hetero-emotional management. Those with grades of passed and outstanding were those with higher levels in the physical dimension of self-concept and emotional use. In relation to receiving a scholarship to study, it has been shown that those university students who do perceive it have higher levels in most of the dimensions of emotional intelligence and self-concept. Conclusions: Finally, the harmful substances did not show significant relationships with academic factors, except between tobacco and the average mark of the file.

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Section: Discussionmentioning

confidence: 99%

Study of Psychosocial and Academic Indicators in Young Adults from Andalucía, Spain

Garcés

Zagalaz

Zurita-Ortega

et al. 2021

IJERPH

View full text Add to dashboard Cite

show abstract

“…Existing literature mainly focuses on work-family conflict [21][22][23] and identify family as a meddling factor in employee's work life. There are relatively fewer studies that recognize the role of family to support and energize work life [24,25] and enhance job performance [19,26]. Family motivation is an emerging concept that requires theoretical and empirical research for substantiating its determinants and outcomes.…”

Section: Introductionmentioning

confidence: 99%

Role of Family Motivation, Workplace Civility and Self-Efficacy in Developing Affective Commitment and Organizational Citizenship Behavior

Erum

Abid

Contreras

et al. 2020

EJIHPE

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The mechanism connecting the antecedents to positive attitudes like affective commitment (AC) and positive behaviors like organizational citizenship behavior (OCB) is an under-researched area in the field of positive organizational scholarship. Drawing on Social Exchange Theory (SET), this study empirically validates family motivation and civility as antecedents of affective commitment and organizational citizenship behavior through the mediating mechanism of self-efficacy. The process by Hayes (2013) was used to analyze time-lagged and multi-source data collected from 335 employees of educational and telecom sector. Results indicate that the relationship of affective commitment with family motivation and civility is partially mediated whereas the relationship of organizational citizenship behavior with family motivation and civility is fully mediated by self-efficacy. This study adds to the literature of family-work enrichment accounts by validating family motivation as a novel antecedent for positive behavioral outcomes. The implications of the study are discussed.

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“…The use of serious games in the development of emotional intelligence skills is an innovative area and, consequently, it is not possible to compare the findings with other studies in this field. Nevertheless, it is important to highlight the findings obtained in [46], which established a correlation between students' EI and their academic performance. It is not possible to directly infer a relationship between the academic performance and a good performance in the serious game, but it is possible to explore the use of serious games in the development of emotional skills that, along the academic and professional path of students, may be important for their career.…”

Section: Discussionmentioning

confidence: 99%

Adoption of a Serious Game in the Developing of Emotional Intelligence Skills

Almeida

2019

EJIHPE

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Emotional intelligence is intrinsically associated with the ability to understand, manage, and express feelings and deal with other people’s emotions. This competence is essential for the formation, development, and maintenance of personal and professional relationships. Furthermore, emotional intelligence can be extensively worked out and developed over time, which allows each individual to become a better professional. Nevertheless, the perception that higher education students have about the importance of emotional intelligence remains residual and there are few contexts that allow them to develop emotional intelligence skills. In this sense, this study proposes the use of a serious game to assess and develop emotional intelligence skills in the context of an entrepreneurship discipline attended by multidisciplinary students from the courses of management and computer engineering. The performance of students is measured and discussed considering a mixed methods approach. The findings indicate the existence of a correlation between the player’s emotional intelligence skills and his performance in the game, and this occurrence is common to students regardless of their course, gender, age, and number of years of professional experience. The study also explores the importance of emotional intelligence considering the distinct profile of students.

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Rendimiento académico, apoyo social percibido e inteligencia emocional en la universidad

Cited by 45 publications

References 20 publications

Study of Psychosocial and Academic Indicators in Young Adults from Andalucía, Spain

Study of Psychosocial and Academic Indicators in Young Adults from Andalucía, Spain

Role of Family Motivation, Workplace Civility and Self-Efficacy in Developing Affective Commitment and Organizational Citizenship Behavior

Adoption of a Serious Game in the Developing of Emotional Intelligence Skills

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