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情商在青少年心理韧性与学业投入关系中的中介作用：男女差异

Mediating Role of Emotional Intelligence in the Relationship Between Resilience and Academic Engagement in Adolescents: Differences Between Men and Women.

作者信息

Tortosa Martínez Begoña María, Pérez-Fuentes María Del Carmen, Molero Jurado María Del Mar

机构信息

Department of Psychology, University of Almería, Almería, Spain.

出版信息

Psychol Res Behav Manag. 2023 Jul 18;16:2721-2733. doi: 10.2147/PRBM.S421622. eCollection 2023.

DOI:10.2147/PRBM.S421622
PMID:37485283
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC10362897/
Abstract

INTRODUCTION

Resilience and academic engagement have become some of the most important elements in the academic context, due to their relationships with school adjustment, the protective role against risky behaviors and the well-being of adolescents.

PURPOSE

Therefore, the objective of this study was to analyze the relationships established between the variables of resilience and academic engagement, the differences according to sex, as well as to determine the mediating role of emotional intelligence in the relationship between resilience and academic engagement in adolescence.

PARTICIPANTS AND METHODS

A cross-sectional descriptive study was performed. The sample consisted of 802 secondary school students, with an average age of 13.65 years ( = 1.24) (where 50.6% were women and 49.4% men) who filled out the Connor-Davidson Resilience Scale (CD-RISC 10), the General Academic Engagement Scale for Spanish Adolescents (CAADE) and the Spanish version of the Wong Law Emotional Intelligence Scale (WLEIS-S).

RESULTS

The results showed the existence of positive relationships between resilience and factors of academic engagement. Furthermore, the mediation models showed the direct effect of emotional intelligence on this relationship. On the other hand, with respect to sex, men showed significantly higher averages in resilience and emotional intelligence, with no significant differences in the variable of academic engagement.

CONCLUSION

Concluding, design of emotional intelligence intervention programs in secondary is recommended as an effective measure for promoting resilience and a positive academic trajectory.

摘要

引言

由于复原力和学业投入与学校适应、对危险行为的保护作用以及青少年的幸福感之间存在关联，它们已成为学术背景中一些最重要的因素。

目的

因此，本研究的目的是分析复原力和学业投入变量之间建立的关系、按性别划分的差异，并确定情商在青少年复原力与学业投入关系中的中介作用。

参与者与方法

进行了一项横断面描述性研究。样本包括802名中学生，平均年龄为13.65岁（标准差 = 1.24）（其中50.6%为女性，49.4%为男性），他们填写了康纳 - 戴维森复原力量表（CD - RISC 10）、西班牙青少年一般学业投入量表（CAADE）和王 - 洛情商量表的西班牙文版（WLEIS - S）。

结果

结果显示复原力与学业投入因素之间存在正相关关系。此外，中介模型显示了情商对这种关系的直接影响。另一方面，在性别方面，男性在复原力和情商方面的平均得分显著更高，但在学业投入变量上没有显著差异。

结论

总之，建议在中学设计情商干预项目，作为促进复原力和积极学业轨迹的有效措施。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/8196/10362897/1147a02e0719/PRBM-16-2721-g0004.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/8196/10362897/bab1e527a514/PRBM-16-2721-g0001.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/8196/10362897/d851a8e26224/PRBM-16-2721-g0002.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/8196/10362897/2fb7c901e09c/PRBM-16-2721-g0003.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/8196/10362897/1147a02e0719/PRBM-16-2721-g0004.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/8196/10362897/bab1e527a514/PRBM-16-2721-g0001.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/8196/10362897/d851a8e26224/PRBM-16-2721-g0002.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/8196/10362897/2fb7c901e09c/PRBM-16-2721-g0003.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/8196/10362897/1147a02e0719/PRBM-16-2721-g0004.jpg

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