El impacto del apoyo social y la inteligencia emocional percibida sobre el rendimiento académico en Educación Secundaria

Abstract

El apoyo social (familia, profesorado y grupo de iguales), así como la percepción que tienen los individuos de sus habilidades emocionales podrían ser factores que condicionasen el rendimiento académico en Educación Secundaria, aunque la evidencia empírica no es del todo concluyente. El objetivo de este estudio es examinar la influencia directa de las principales fuentes de apoyo social y de la inteligencia emocional percibida sobre el rendimiento académico del alumnado de Educación Secundaria Obligatoria y Bachillerato. La muestra la componen 850 estudiantes (41.4% hombres y 58.6% mujeres; Medad=14.38 años, DT=1.69) del País Vasco, seleccionados aleatoriamente, quienes rellenaron el Relational Support Inventory (RSI) para medir el apoyo social, y el Trait Meta-Mood Scale (TMMS-22) para evaluar la inteligencia emocional percibida. También se obtuvieron las calificaciones globales medias como indicador del rendimiento académico. Los datos obtenidos con regresiones múltiples evidencian que el apoyo que el alumnado percibe tener de su familia y docentes tiene un efecto directo y relevante sobre el logro académico en la Educación Secundaria. Asimismo, el trabajo destaca la importancia del apoyo de la familia y del profesorado en el ajuste sociopersonal en comparación con la inteligencia emocional percibida durante este periodo educativo.Palabras clave: apoyo social, inteligencia emocional percibida, rendimiento académico, adolescencia, regresiones múltiples.Social support, emotional intelligence and academic performance in Secondary Education. Social support (family, teachers, and peer group), as well as the perceptions individuals have about their own emotional abilities could be factors that affect academic performance in Secondary Education, despite the empirical evidence is not entirely conclusive. The objective of this study is to examine the direct influence of the main sources of social support and perceived emotional intelligence in academic attainment in Compulsory and Post-Compulsory Secondary Education students. The sample is composed of 850 students (41.4% men and 58.6% women; Mage=14.38 years, SD=1.69) from the Basque Country, selected by random sampling. This sample completed the Relational Support Inventory (RSI) for measuring social support, and the Trait Meta-Mood Scale (TMMS-22) for assessing perceived emotional intelligence. The average overall grades were also obtained as an indicator of academic achievement. The data, obtained through multiple regressions, show that perceived support from family and teachers have a direct and noteworthy effect on academic achievement in Secondary Education. This study highlights the greater importance of family and teacher support in socio-personal adjustment during Secondary School compared to perceived emotional intelligence.

Relationship between Emotional Intelligence, Generativity and Self-Efficacy in Secondary School Teachers

“…On a practical level, the results of the current study point, in the first place, to the support of the effectiveness of programmes aimed to enhance EI levels [50]. Moreover, an increase of EI improves, to a large extent, the teachers' self-efficacy, because when emotional abilities are used with success, this fact provokes a better teacher performance [27], and teachers become a solid social support for students [51].…”

Relationship between Emotional Intelligence, Cybervictimization, and Academic Performance in Secondary School Students

“…Several studies have indicated that there is a significant relationship between perceived emotional intelligence (PEI) and school performance in secondary school [ 66 , 67 , 68 ]. Antonio-Aguirre et al [ 69 ] indicate that the only dimension of the PEI that seems to affect academic performance is emotional attention—the negative effect is limited, and its influence is also limited to the female gender. In other words, paying too much attention to emotions would contribute toward enhancing ruminative thinking, placing personal and school adjustment at risk [ 70 ].…”

Academic Resilience and Engagement in High School Students: The Mediating Role of Perceived Teacher Emotional Support

“…Adolescents spend most of their daily time in the classroom, have to face new and complex school tasks, and deal with different kinds of pressure and expectations [36]. In light of the emotional burden related to overwhelming school demands and the abovementioned evidence, it is not surprising that they are significantly influenced by the emotional support received from significant adults in the school environment [14,37,38]. Teacher emotional support refers to a teacher's ability to create positive relationships with their students and promote their autonomy and socioemotional functioning [14,39].…”