Impact of emotional intelligence and academic self-concept on the academic performance of educational sciences undergraduates
Metadatos
Mostrar el registro completo del ítemAutor
Ubago Jiménez, José Luis; Zurita Ortega, Félix; Ortega Martín, José Luis; Melguizo-Ibáñez, EduardoEditorial
Elsevier
Materia
Emotional intelligence Academic performance Academic self-concept
Fecha
2024-04-09Referencia bibliográfica
J.L. Ubago-Jimenez et al. 10 (2024) e29476. [https://doi.org/10.1016/j.heliyon.2024.e29476]
Resumen
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.