Cortés-Denia Daniel, El Ghoudani Karima, Pulido-Martos Manuel, Alaoui Smail, Luque-Reca Octavio, Ramos-Álvarez Manuel Miguel, Augusto-Landa José María, Zarhbouch Benaissa, Lopez-Zafra Esther
Departamento de Psicología, Psicología Social, Universidad de Jaén, Jaén, Spain.
Ecole Supérieure d'Education et de Formation (ESEF), Psychologie, Hassan First University of Settat, Settat, Morocco.
Front Psychol. 2020 Jul 3;11:1609. doi: 10.3389/fpsyg.2020.01609. eCollection 2020.
This study aimed to analyze the relationship of both positive socioemotional resources [emotional intelligence (EI) and social support] and negative states (test anxiety and depression) with academic adjustment, as measured by academic performance and self-concept, among Moroccan adolescents. The participants were 845 students from Morocco (372 boys, 473 girls; mean age 15.58 years; SD = 1.69; range = 13-18) who were attending secondary education (79.8%) or high school. The participants completed a questionnaire that included scales to measure the variables of interest, adapted for and validated in Moroccan adolescents. A multiple mediation serial model with four mediator variables confirmed that academic self-concept was positively and directly predicted by EI, academic performance, and social support, whereas test anxiety and depression had a negative effect. Second, EI predicted self-concept through its indirect effects on test anxiety and academic performance, social support, and depression. EI was the most protective factor. This model has good performance in explaining the variation in test anxiety (1.6%), depression (14.2%), social support (9.5%), academic performance (6.8%), and self-concept (35.7%). This study helps clarify the relationship of positive and negative socioemotional states with the academic performance of adolescents in Morocco. This study contributes to the literature by enhancing knowledge of adolescents in societies that, like Morocco, have a less elaborated tradition at these levels of education and that are considering education in their agenda as a way of enhancing national development and promoting EI to allow youth development in a healthier society.
本研究旨在分析积极的社会情感资源（情商和社会支持）以及消极状态（考试焦虑和抑郁）与摩洛哥青少年学业适应之间的关系，学业适应通过学业成绩和自我概念来衡量。参与者是来自摩洛哥的845名学生（372名男生，473名女生；平均年龄15.58岁；标准差=1.69；年龄范围=13 - 18岁），他们正在接受中等教育（79.8%）或高中教育。参与者完成了一份问卷，其中包括用于测量相关变量的量表，这些量表是针对摩洛哥青少年改编并验证过的。一个包含四个中介变量的多重中介序列模型证实，学业自我概念由情商、学业成绩和社会支持正向直接预测，而考试焦虑和抑郁则有负面影响。其次，情商通过其对考试焦虑、学业成绩、社会支持和抑郁的间接影响来预测自我概念。情商是最具保护作用的因素。该模型在解释考试焦虑（1.6%）、抑郁（14.2%）、社会支持（9.5%）、学业成绩（6.8%）和自我概念（35.7%）的变化方面表现良好。本研究有助于阐明摩洛哥青少年积极和消极社会情感状态与学业成绩之间的关系。本研究通过增进对摩洛哥这类在这些教育水平上传统不太完善、将教育视为促进国家发展和推广情商以实现青年在更健康社会中发展的社会中青少年的了解，为相关文献做出了贡献。
