Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain.
Department of Psychology, University of Jaén, 23071 Jaén, Spain.
Int J Environ Res Public Health. 2021 Jun 18;18(12):6586. doi: 10.3390/ijerph18126586.
(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.
(1) 背景：学术参与度在文献中被报道为大学生学业成绩的重要因素。其他因素，如情绪智力 (EI) 和适应力，也与学生的表现和生活质量有关。本研究有两个明确界定且相互关联的目标。首先，研究参与度在 EI 和适应力对生活质量的关系中所起的中介作用。其次，同样地，研究参与度在 EI 和适应力与学业成绩的关系中所起的中介作用，但在这种情况下是针对学业成绩。 (2) 方法：为此，向 427 名在哈恩大学攻读教育学位的学生发放了文献中常用的四个衡量情绪智力、适应力、学术参与度和生活质量的量表。此外，要求学生指出他们目前的平均成绩作为学业表现的衡量标准。提出了两个基于结构方程的中介模型来分析所提出变量之间的关系。 (3) 结果：所得结果表明，情绪智力和适应力直接预测了学生的生活满意度，但这种直接关系并没有导致学业成绩的提高。此外，并且假设了一个迄今为止尚未发现的发现，参与度被证明对学生的生活满意度和学业成绩都有间接的中介作用。 (4) 结论：研究结果支持了在教学设计和开发以及实施任何倡议中重视参与度的重要性。
