The Mediating Role of Engagement on the Achievement and Quality of Life of University Students

Abstract

(1) Background: Academic engagement has been reported in the literature as an important factor in the academic achievement of university students. Other factors such as emotional intelligence (EI) and resilience have also been related to students’ performance and quality of life. The present study has two clearly delimited and interrelated objectives. First, to study the mediational role that engagement plays in the relationship between EI and resilience on quality of life. Secondly, and similarly, to study the mediational role of engagement in the relationship between EI and resilience, but in this case on academic achievement. (2) Methods: For this purpose, four scales frequently used in the literature to measure emotional intelligence, resilience, academic engagement and quality of life were administered to 427 students of the University of Jaén undertaking education degrees. In addition, students were asked to indicate their current average mark as a measure of academic performance. Two mediational models based on structural equations were proposed to analyse the relationships between the proposed variables. (3) Results: The results obtained showed that emotional intelligence and resilience directly predicted students’ life satisfaction, but this direct relationship did not result in academic performance. In addition, and assuming a finding not found so far, engagement was shown to exert an indirect mediational role for both life satisfaction and academic performance of students. (4) Conclusions: The findings of the study support the importance of engagement in the design and development of instructional processes, as well as in the implementation of any initiative.

The Predictive Role of Teacher Candidates' Life Satisfaction and Communication Skills on Academic Success

“…The result obtained from this study indirectly supports the finding that the academic success of the students and their happiness levels are related. Contrary to all the findings in the literature, in the study conducted by García-Martínez et al (2021), it was determined that emotional intelligence and resilience directly predicted students' life satisfaction. However, it has been determined that this direct relationship did not result in academic performance.…”

“…However, it has been determined that this direct relationship did not result in academic performance. García-Martínez et al (2021) state that this finding is one that has not been found until now. In addition, they found that participation plays an indirect mediating role on both life satisfaction and academic performance of students.…”

Entrepreneurial Resilience: A Case Study on University Students

“…The participants in the quantitative phase gave their written informed consent. Once the data from the RS-14 scale had been collected, the data were emptied and the subjects were classified according to the level of resilience of the total scores obtained on the RS-14 scale into: very high (90-99), high (80)(81)(82)(83)(84)(85)(86)(87)(88)(89), normal (70)(71)(72)(73)(74)(75)(76)(77)(78)(79), low (60)(61)(62)(63)(64)(65)(66)(67)(68)(69) and very low (50)(51)(52)(53)(54)(55)(56)(57)(58)(59). In the qualitative phase, the 25 participants with the highest scores on the RS-14 scale were selected.…”

Factors Influencing Large Real Estate Companies’ Competitiveness: A Sustainable Development Perspective

“…The intermediary variable is the third variable compared to the independent variable and dependent variable. When considering the influence of independent variable X on dependent variable Y, if variable X affects Y by influencing variable M, then the variable M is the intermediary variable [46]. This paper uses the three-part intermediary test method proposed by Wen et al [47] to test the intermediary relationship.…”