Ubago-Jimenez Jose Luis, Zurita-Ortega Felix, Ortega-Martin Jose Luis, Melguizo-Ibañez Eduardo
Department of Musical, Artistic and Corporal Expression, Faculty of Education, University of Granada. Campus de Cartuja, s/n, 18071, Granada, Spain.
Department of Languages and Literature Teaching, Faculty of Education Sciences, University of Granada, Campus de Cartuja, s/n, 18071, Granada, Spain.
Heliyon. 2024 Apr 9;10(8):e29476. doi: 10.1016/j.heliyon.2024.e29476. eCollection 2024 Apr 30.
Over the last few years, the inclusion of psychosocial factors in the teaching and learning processes has become increasingly important due to their proven influence on students' academic performance, especially at the university stage. In this regard, the aim of this study is to analyse the impact of emotional intelligence and academic self-concept on the students' academic achievement. The results obtained revealed some differences according to gender in all the variables considered. Specifically, women presented higher levels of emotional attention, academic self-concept and performance, while men stood out in emotional clarity and emotional repair. The findings obtained show the importance of including psychosocial factors in university training plans.
在过去几年里，由于心理社会因素已被证明对学生的学业成绩有影响，尤其是在大学阶段，因此将其纳入教学过程变得越来越重要。在这方面，本研究的目的是分析情商和学业自我概念对学生学业成绩的影响。所得结果显示，在所考虑的所有变量中，根据性别存在一些差异。具体而言，女性在情感注意力、学业自我概念和成绩方面表现出更高的水平，而男性在情感清晰度和情感修复方面表现突出。研究结果表明在大学培训计划中纳入心理社会因素的重要性。
