The mediating role of social skills and sensation seeking in the relationship between trait emotional intelligence and school adjustment in adolescents

Nikooyeh, Elika; Zarani, Fariba; Fathabadi, Jalil

doi:10.1016/j.adolescence.2017.05.012

Cited by 23 publications

(13 citation statements)

References 13 publications

(16 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Focusing on adolescents' school-life, some authors have found a positive and predictive association between students' TEI and their level of school adjustment, in terms of pro-social behavior, cooperation, and friendship [27,28]. Nevertheless, to our knowledge, no previous study has analyzed the relationship between students' TEI and how emotionally demanding they find school tasks which, in turn, may lead to burnout [29].…”

Section: Introductionmentioning

confidence: 97%

Trait Emotional Intelligence and School Burnout: The Mediating Role of Resilience and Academic Anxiety in High School

Fiorilli

Farina

Buonomo

et al. 2020

IJERPH

View full text Add to dashboard Cite

The main aim of the current study was to investigate the role of trait emotional intelligence (TEI) in preventing students’ school burnout directly and indirectly via anxiety and academic resilience. The data were derived from a sample of 1235 high school students (962 females and 273 males), ranging in age between 13 and 17 years (mean = 15.46; stand deviation = 1.22). Structural equation modelling revealed a strong indirect effect of TEI on school burnout, mediated via anxiety and resilience. Overall, students with high TEI were less likely to experience school anxiety and more likely to exhibit resilience which, in turn, reduced school burnout risk. Findings are discussed with reference to the wider role of TEI in educational contexts and highlight the need and potential for scientifically driven interventions to enhance emotional adjustment at school and in life, more generally.

show abstract

Section: Introductionmentioning

confidence: 97%

Trait Emotional Intelligence and School Burnout: The Mediating Role of Resilience and Academic Anxiety in High School

Fiorilli

Farina

Buonomo

et al. 2020

IJERPH

View full text Add to dashboard Cite

show abstract

“… 7 Social skills attributes refer to students’ cooperation, adjustment, relationship-building, and friendship-making – attributes that empower students to build strong links with their peer groups and teachers to enhance academic performance. 8 Emotional intelligence plays a vital part in students’ academic learning. Students with greater emotional intelligence are more self-confident in managing academic challenges.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Emotional Intelligence and Academic Social Networking Sites on Academic Performance During the COVID-19 Pandemic

Iqbal¹,

Qureshi²,

Ashraf³

et al. 2021

PRBM

View full text Add to dashboard Cite

Background During the COVID-19 pandemic, there has been an increase in the use of digital platforms for educational purposes, and increased use of smartphones and social media has affected the academic performance of students. In this study, we explored how emotional intelligence can, directly and indirectly, influence academic performance, with academic social networking sites (ASNS) as a mediator. Methods A survey questionnaire comprising 42 items was used to collect data on emotional intelligence, ASNS, and academic performance. In total, 305 undergraduate university students participated in the study. Partial least squares structural equation modeling (SmartPLS-SEM 3.2.2) was used to measure the effects of emotional intelligence and ASNS. Results Two dimensions of emotional intelligence, namely, self-regulation and self-awareness, showed significant positive effects on academic performance. Similarly, emotional intelligence and subscales of self-regulation, self-awareness and social skills showed a positive effect on ASNS. Likewise, ASNS showed a significant positive effect on academic performance. Looking at indirect influence, three dimensions of emotional intelligence, including self-regulation, self-awareness, and social skills, exerted a significant positive indirect influence on academic performance. Thus, outcomes of this study indicate that ASNS worked as a mediator between emotional intelligence and academic performance. Conclusion Emotional intelligence contributes directly and indirectly to increased academic performance. Together with emotional intelligence, ASNS played a positive and significant role in nurturing academic performance during the COVID-19 pandemic.

show abstract

“…In addition, the logical relationship between the development of social-emotional skills, such as those trained in this programme, and the high-value benefits to the dynamics of the school is evidenced [93][94][95].…”

Section: Discussionmentioning

confidence: 96%

Effects of Student Training in Social Skills and Emotional Intelligence on the Behaviour and Coexistence of Adolescents in the 21st Century

Vilà

Corbí

2021

IJERPH

View full text Add to dashboard Cite

In recent decades, efforts have been made to achieve a positive coexistence among adolescents in secondary schools and create a healthy environment to prepare them to face the present-day challenges. Therefore, this study highlights the educational purpose of improving emotional management and social skills as well as decreasing antisocial and criminal behaviour among secondary education students through an educational training programme. Accordingly, to verify the effectiveness of the project, a quasi-experimental design with a pre-test/post-test structure and a control group was adopted. To achieve this, a total of 141 Spanish secondary school students participated in this study and were randomly assigned to one of two experimental conditions. The first (experimental) group (n = 55) participated in the training programme; correspondingly, the second group (control) (n = 57) followed the usual mentoring activities planned for the entire educational centre. Of the total number of participants, 52.7% of the sample were men and 47.3% were women. The mean age of the participants was 13.01 years old (SD = 0.935). The results showed improvements in the environment with adequate training and the correct application of a programme involving emotional intelligence (EI) among secondary education students. Furthermore, a decrease in conflicts and enhanced relations between the members of the educational community was evidenced. Finally, the practical implications for improving coexistence in secondary schools are discussed.

show abstract

The mediating role of social skills and sensation seeking in the relationship between trait emotional intelligence and school adjustment in adolescents

Cited by 23 publications

References 13 publications

Trait Emotional Intelligence and School Burnout: The Mediating Role of Resilience and Academic Anxiety in High School

Trait Emotional Intelligence and School Burnout: The Mediating Role of Resilience and Academic Anxiety in High School

The Effect of Emotional Intelligence and Academic Social Networking Sites on Academic Performance During the COVID-19 Pandemic

Effects of Student Training in Social Skills and Emotional Intelligence on the Behaviour and Coexistence of Adolescents in the 21st Century

Contact Info

Product

Resources

About