Perceived Emotional Intelligence, Subjective Well-Being, Perceived Stress, Engagement and Academic Achievement of Adolescents // Inteligencia emocional percibida, bienestar subjetivo, estrés percibido, engagement y rendimiento académico en adolescentes

Abstract

This study extends previous research on perceived emotional intelligence (PEI), since it examines the connections between the PEI, perceived stress, subjective well-being, academic engagement, academic performance, age and sex in a sample of adolescents. It also analyses if the relationship between the PEI and performance is mediated by perceived stress, subjective well-being and/or academic engagement. The results obtained on a sample of 626 participants aged 13 to 18 show the existence of relationships between PEI and all the analyzed variables, except for age and academic achievement; as well as all the hypothesized variables as mediators show association with academic perfomance. The indirect effect of the PEI on this last is produced through the greater commitment to the study (engagement) and the least perceived stress. The implication of the results for different relational proposals between PEI and assessed variables is discussed.Keywords: perceived emotional intelligence, academic engagement, subjective well-being, perceived stress, academic achievement. ResumenEl presente estudio extiende la investigación previa sobre inteligencia emocional percibida (IEP), al examinar las conexiones entre IEP, estrés percibido, bienestar subjetivo, engagement académico, rendimiento, edad y sexo en una muestra de adolescentes; al tiempo que explora si estrés percibido, bienestar subjetivo y/o engagement académico median la asociación IEP y rendimiento. Los resultados obtenidos en una muestra de 626 participantes de entre 13 y 18 años muestran la existencia de relaciones entre IEP y todas las variables analizadas, a excepción de edad y rendimiento; al tiempo que todas las variables hipotetizadas como mediadoras sí se asocian con el rendimiento académico. El efecto indirecto de la IEP sobre este último se produce a través del mayor compromiso con el estudio (engagement) y el menor estrés percibido. Se discute la implicación de los resultados para diferentes propuestas relacionales entre IEP y las variables evaluadas.Palabras clave: inteligencia emocional percibida, engagement académico, bienestar subjetivo, estrés percibido, rendimiento académico Correspondence concerning this article should be addressed to Yolanda Andreu. Departamento de Personalidad, Evaluación y Tratamientos Psicológicos. Avda. Blasco Ibáñez, 13, 46010. Valencia (España).

I’m Not Good for Anything and That’s Why I’m Stressed: Analysis of the Effect of Self-Efficacy and Emotional Intelligence on Student Stress Using SEM and QCA

“…In general, the literature reflects the positive relationship between EI and self-efficacy and the negative relationship of these two variables with stress experience (Aguilar et al, 2014;Serrano and Andreu, 2016;Cabanach et al, 2017). In this fashion, the studies undertaken with university students underline the existence of significant relationships between the perception of emotions, self-efficacy, and stress experience (Martínez et al, 2011;Alfonso et al, 2015).…”

“…Insofar as the EI is concerned, the literature suggests that high EI levels are related to a lower perception of stress (Extremera et al, 2016;Serrano and Andreu, 2016;Zhang et al, 2016) as well as to greater levels of happiness and satisfaction (Ruiz-Aranda et al, 2014).…”

“…For this reason, these three dimensions should all be considered in relation with EI separately (Guerra-Bustamante et al, 2019;Martínez-Marín and Martínez, 2019). According to this, the literature suggests (Augusto-Landa et al, 2011;Serrano and Andreu, 2016) that while the EA dimension maintains a positive relationship with perceived stress (Davis and Nichols, 2016;Villanueva et al, 2017), the dimensions of EC and emotional repair (ER) show a negative relationship with the mentioned perceived stress (Aguilar et al, 2014;Ruiz-Aranda et al, 2014;Bryant and Malone, 2015;Perera and DiGiacomo, 2015;Schönfeld et al, 2016;Zeidner and Matthews, 2016). Low scores in the different components of EI are related to high levels of perceived stress (Austin et al, 2010), but in the case of EA, this relation is more complex.…”

“…All this seems to be observed in different areas, but especially in the academic context (Ruiz-Aranda et al, 2014;Perera and DiGiacomo, 2015;Serrano and Andreu, 2016;Zhang et al, 2016). In the said context, it would appear that, in relation to the perception of stress, the ability to manage one's own emotions, such as the attention that the individual lends to her feelings and comprehension thereof, is very influential (Augusto-Landa et al, 2011).…”

“…The Lazarus and Folkman (1986) transactional stress model explains how an individual's differences, determined by the subject's emotional involvement and her ability to clarify and regulate her own emotions, may play a key role in how she evaluates the situation as more or less threatening (Augusto-Landa et al, 2011;Ruiz-Aranda et al, 2014;Serrano and Andreu, 2016;Matthews et al, 2017). Similarly, the control over one's own emotions and the capacity to objectify them play a very important role in the elaboration of self-efficacy beliefs.…”