@misc{10481/94776,
year = {2024},
month = {11},
url = {https://hdl.handle.net/10481/94776},
abstract = {(1) Background: The current study aimed to examine the mediating role of psychosocial
factors in academic performance in higher education based on the adaptation of teaching due to
COVID-19. (2) Methods: The methodological design is descriptive–exploratory, cross-sectional, and
ex post-facto, using a structural equation model in a sample of 824 university students from Granada.
For data collection, the AF-5 questionnaire was used for self-concept; EME-E for motivation, REIS
for emotional intelligence, and CD-RISC for resilience, in addition to a specific questionnaire for
sociodemographic and academic data. (3) Results: The findings show that (a) academic performance
was positively related to personal competence and inversely related to self-confidence, with a higher
regression weight in students who did not experience adaptations; that (b) there is a positive relationship
between intrinsic motivation and academic performance; that (c) personal competence helped
to decrease demotivation in students; and that (d) a positive self-concept acts as a protective factor
against demotivation. (4) Conclusions: Therefore, the relevance of educational institutions in the
holistic development of young adults is highlighted, ensuring not only academic success but also the
emotional and personal well-being of students in a constantly changing world.},
publisher = {MDPI},
keywords = {Academic performance},
keywords = {Higher education},
keywords = {Psychosocial factors},
title = {The Mediating Role of Psychosocial Factors in Academic Performance in Higher Education: Characterization Based on the Adaptation of Teaching Due to COVID-19},
doi = {10.3390/educsci13111105},
author = {Gamarra Vengoechea, María Alejandra and Chacón Cuberos, Ramón and Pérez Mármol, Mariana and Castro Sánchez, Manuel},
}