Baños Raúl, Calleja-Núñez Juan José, Espinoza-Gutiérrez Roberto, Granero-Gallegos Antonio
Faculty of Sport, Autonomous University of Baja California, Tijuana, Mexico.
Department of Musical, Plastic and Corporal Expression, Faculty of Education Sciences, University of Granada, Ceuta, Spain.
Front Psychol. 2023 Jul 14;14:1178500. doi: 10.3389/fpsyg.2023.1178500. eCollection 2023.
The aim of this study was to analyze academic self-efficacy as a mediator between emotional intelligence and academic engagement. A non-experimental, cross-sectional, correlational-causal study was designed in which 1,164 Mexican students participated ( = 21.21; = 3.26) (30.0% female; 69.6% male; 0.4% other). The scales of emotional intelligence, academic self-efficacy and academic engagement were used, and a structural equation analysis with latent variables was conducted. The results obtained demonstrate that emotional clarity and repair have a positive and direct effect on academic self-efficacy. In addition, emotional repair predicts behavioral and emotional engagement. It was also found that academic self-efficacy is an excellent mediator between emotional clarity and repair, and the dimensions of academic engagement, as it substantially improves behavioral and emotional engagement while decreasing behavioral and emotional disaffection.
本研究的目的是分析学业自我效能感作为情商与学业投入之间的中介变量。设计了一项非实验性、横断面、相关因果研究，1164名墨西哥学生参与其中（平均年龄=21.21岁；标准差=3.26岁）（女生占30.0%；男生占69.6%；其他占0.4%）。使用了情商、学业自我效能感和学业投入量表，并进行了潜变量结构方程分析。所得结果表明，情绪清晰度和情绪修复对学业自我效能感有积极直接影响。此外，情绪修复可预测行为和情绪投入。研究还发现，学业自我效能感是情绪清晰度和情绪修复与学业投入各维度之间的优秀中介变量，因为它能显著提高行为和情绪投入，同时减少行为和情绪疏离。
