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Ubago-Jimenez JL, Zurita-Ortega F, Ortega-Martin JL, Melguizo-Ibañez E. Impact of emotional intelligence and academic self-concept on the academic performance of educational sciences undergraduates. Heliyon 2024; 10:e29476. [PMID: 38644847 PMCID: PMC11031757 DOI: 10.1016/j.heliyon.2024.e29476] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2023] [Revised: 04/02/2024] [Accepted: 04/08/2024] [Indexed: 04/23/2024] Open
Abstract
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.
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Affiliation(s)
- Jose Luis Ubago-Jimenez
- Department of Musical, Artistic and Corporal Expression, Faculty of Education, University of Granada. Campus de Cartuja, s/n, 18071, Granada, Spain
| | - Felix Zurita-Ortega
- Department of Musical, Artistic and Corporal Expression, Faculty of Education, University of Granada. Campus de Cartuja, s/n, 18071, Granada, Spain
| | - Jose Luis Ortega-Martin
- Department of Languages and Literature Teaching, Faculty of Education Sciences, University of Granada, Campus de Cartuja, s/n, 18071, Granada, Spain
| | - Eduardo Melguizo-Ibañez
- Department of Musical, Artistic and Corporal Expression, Faculty of Education, University of Granada. Campus de Cartuja, s/n, 18071, Granada, Spain
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Câmara SG, Carlotto MS, Cabello R, Fernández-Berrocal P. Adaptation and validity of the Trait Meta-Mood scale for Brazilian adolescents. Front Psychol 2023; 14:1058426. [PMID: 36814659 PMCID: PMC9939468 DOI: 10.3389/fpsyg.2023.1058426] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2022] [Accepted: 01/11/2023] [Indexed: 02/09/2023] Open
Abstract
The current study aimed to present the process of adaption and validity evidence of the Trait Meta-Mood Scale (TMMS-24) for the population of Brazilian school adolescents. The study included 4,681 students aged 10 to 19 years old, attending public schools in 12 cities in the state of Rio Grande do Sul, Brazil. According to the original scale, the exploratory and confirmatory factorial analyses indicated adequate fit indexes and satisfactory reliability for the model composed of 24 items and three factors (attention, clarity, and repair). The scale showed a significant positive correlation with life satisfaction and psychological well-being. The results reveal that the TMMS-24 is adequate for the assessment of emotional intelligence among Brazilian adolescents and may contribute to research and interventions regarding emotional competencies among this population.
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Affiliation(s)
- Sheila Gonçalves Câmara
- Graduate Program of Psychology and Health, Department of Psychology, Federal University of Health Sciences of Porto Alegre, Porto Alegre, Brazil
| | - Mary Sandra Carlotto
- National Association for Research and Postgraduate Studies in Psychology (ANPEPP), Porto Alegre, Brazil
| | - Rosario Cabello
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Málaga, Málaga, Spain,*Correspondence: Rosario Cabello, ✉
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Application of S-1 Bifactor Model to Evaluate the Structural Validity of TMMS-24. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18147427. [PMID: 34299879 PMCID: PMC8305991 DOI: 10.3390/ijerph18147427] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/16/2021] [Revised: 07/06/2021] [Accepted: 07/08/2021] [Indexed: 01/24/2023]
Abstract
(1) Background: Recent studies have shown that the internal structure of TMMS-24 can be conceptualized as a bifactor. However, these studies, based exclusively on the evaluation of the fit of the model, fail to show the existence of a general factor of strong emotional intelligence and have neglected the evaluation of the specific factors of attention, clarity and repair. The main goal of this work is to evaluate the degree of determination and reliability of the specific factors of TMMS-24 using a bifactor S-1 model. (2) Methods: We administered TMMS-24 to a sample of 384 students from middle and high schools (58.1% girls; mean age = 15.5; SD = 1.8). (3) Results: The specific TMMS-24 factors are better determined and present a higher internal consistency than the general factor. Furthermore, the bifactor S-1 model shows the existence of a hierarchical relationship between the attention factor and the clarity and repair factors. The S-1 bifactor model is the only one that was shown to be invariant as a function of the sex of the participants. (4) Conclusions: The S-1 bifactor model has proven to be a promising tool for capturing the structural complexity of TMMS-24. Its application indicates that it is not advisable to use the sum score of the items, since it would be contaminated by the attention factor. In addition, this score would not be invariant either, that is, comparisons by sex would be invalid.
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Dispositional Empathy and Emotional Intelligence in terms of Perfectionistic Automatic Thoughts. THE SPANISH JOURNAL OF PSYCHOLOGY 2021; 24:e10. [PMID: 33602359 DOI: 10.1017/sjp.2020.57] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
The maladaptive nature of Perfectionistic Automatic Thoughts (PAT) increases the importance of evaluating the construct. This study aims to identify different clusters of PAT in undergraduates, and to check possible inter-cluster differences in the dimensions of dispositional empathy and emotional intelligence in a sample of 691 Spanish undergraduates (Mage = 23.1; SD = 5.26). The Perfectionism Cognitions Inventory, the Interpersonal Reactivity Index and the Trait Meta-Mood Scale were used. Three clusters with low (LPAT), moderate (MPAT) and high (HPAT) levels of PAT were identified. Statistically significant differences were observed between these clusters in terms of dispositional empathy and emotional intelligence dimensions. HPAT significantly scored higher than LPAT on Fantasy, Empathic Concern, Personal Discomfort and Perception, as well as in comparison with MPAT on Fantasy, Empathic Concern, Personal Discomfort and Perception. Moreover, MPAT obtained significantly higher scores on Comprehension and Repair than LPAT. Effect sizes for these differences were of a small magnitude, except for the HPAT and LPAT contrasts, whose differences were of a moderate magnitude.
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Toscano-Hermoso MD, Ruiz-Frutos C, Fagundo-Rivera J, Gómez-Salgado J, García-Iglesias JJ, Romero-Martín M. Emotional Intelligence and Its Relationship with Emotional Well-Being and Academic Performance: The Vision of High School Students. CHILDREN (BASEL, SWITZERLAND) 2020; 7:310. [PMID: 33419289 PMCID: PMC7767254 DOI: 10.3390/children7120310] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 10/21/2020] [Revised: 12/16/2020] [Accepted: 12/18/2020] [Indexed: 11/24/2022]
Abstract
Emotional intelligence skills in students may be related with physical and mental health, within and outside the academic field. Strengthening these skills can lead to greater overall well-being, lower use of substances, and improved academic performance, as well as reduced aggressive behaviours. The objective of this study was to analyse the levels of emotional intelligence (differentiating between the dimensions: emotional Attention, Clarity, and Repair) among high school students and examine its relationship with academic performance and emotional well-being, considering if there are differences between boys and girls and between different grades. A cross-sectional descriptive study was developed on a sample of 333 High School students using the Trait Meta-Mood Scale (TMMS) and KIDSCREEN-10 Index tools. Differences in emotional intelligence were observed between boys and girls for the three dimensions, and a relationship between emotional intelligence and student well-being was appreciated. No relationships were found between emotional intelligence and academic performance, nor have any differences been observed between the different courses analysed. It cannot be concluded that academic performance is related to emotional intelligence, but a relationship between well-being and emotional intelligence is found.
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Affiliation(s)
| | - Carlos Ruiz-Frutos
- Department of Sociology, Social Work and Public Health, Faculty of Labour Sciences, University of Huelva, 21007 Huelva, Spain; (C.R.-F.); (J.J.G.-I.)
- Safety and Health Postgraduate Programme, Universidad Espíritu Santo, Guayaquil 091650, Ecuador
| | - Javier Fagundo-Rivera
- Andalusian Health Service, Health Sciences Doctorate School, University of Huelva, 21007 Huelva, Spain
| | - Juan Gómez-Salgado
- Department of Sociology, Social Work and Public Health, Faculty of Labour Sciences, University of Huelva, 21007 Huelva, Spain; (C.R.-F.); (J.J.G.-I.)
- Safety and Health Postgraduate Programme, Universidad Espíritu Santo, Guayaquil 091650, Ecuador
| | - Juan Jesús García-Iglesias
- Department of Sociology, Social Work and Public Health, Faculty of Labour Sciences, University of Huelva, 21007 Huelva, Spain; (C.R.-F.); (J.J.G.-I.)
| | - Macarena Romero-Martín
- Department of Nursing, Faculty of Nursing, University of Huelva, 21007 Huelva, Spain; (M.D.T.-H.); (M.R.-M.)
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Kearney CA, Sanmartín R, Gonzálvez C. The School Climate and Academic Mindset Inventory (SCAMI): Confirmatory Factor Analysis and Invariance Across Demographic Groups. Front Psychol 2020; 11:2061. [PMID: 32922344 PMCID: PMC7457034 DOI: 10.3389/fpsyg.2020.02061] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2020] [Accepted: 07/24/2020] [Indexed: 11/25/2022] Open
Abstract
School climate is a multidimensional construct of the quality of a student’s academic environment, often subsuming dimensions such as safety, instructional practices, social relationships, school facilities, and school connectedness. Positive school climate has beneficial effects on a wide range of adjustment variables in youth, including academic achievement, mental health, school attendance and graduation, and school-based behavior. Studies regarding school climate assessment have burgeoned in recent years but remain marked by limited sample sizes, narrow developmental levels, restricted items, unclear psychometric strength across multiple demographic groups, and lack of integration with key student education contextual factors such as academic mindset and social emotional learning. The present study evaluated a comprehensive measure of aspects of school climate, academic mindset, and social emotional learning in a sample of 105,379 diverse students (Mage = 13.47 years; SD = 2.47). The 9-factor structure of the School Climate and Academic Mindset Inventory was supported via confirmatory factor analysis. A trimmed model displayed adequate goodness-of-fit for males and females, younger age groups, and European American, biracial/multiracial, Hispanic, Native American, and Native Hawaiian/Pacific Islander students. The trimmed model was slightly less strong for older age groups as well as for African American and Asian American students. The scale may be useful for assessing school climate interventions, longitudinal climate patterns, and school-based algorithms of future performance, though additional validation of the scale remains necessary.
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Affiliation(s)
- Christopher A Kearney
- Department of Psychology, University of Nevada, Las Vegas, Las Vegas, NV, United States
| | - Ricardo Sanmartín
- Department of Developmental Psychology and Teaching, University of Alicante, Alicante, Spain
| | - Carolina Gonzálvez
- Department of Developmental Psychology and Teaching, University of Alicante, Alicante, Spain
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Ballespí S, Vives J, Alonso N, Sharp C, Ramírez MS, Fonagy P, Barrantes-Vidal N. To know or not to know? Mentalization as protection from somatic complaints. PLoS One 2019; 14:e0215308. [PMID: 31048857 PMCID: PMC6497236 DOI: 10.1371/journal.pone.0215308] [Citation(s) in RCA: 28] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2018] [Accepted: 03/29/2019] [Indexed: 01/29/2023] Open
Abstract
Somatization processes are usually associated with a lack of insight or with emotional unawareness, especially in adolescents where the ability for self-reflection is beginning to mature. However, the extent to which different levels of insight explain variations in somatization remains understudied. This study aimed to evaluate whether high-level emotional awareness (comprehension) but not low-level awareness (only attention) is needed to psychologically cope with suffering, thus leading to lower somatization. Specific predictions were: 1) High attention along with High comprehension will be associated with significantly lower frequency of somatic complaints than other combinations (Low attention and Low comprehension, or High attention but Low comprehension); 2) In absence of comprehension, no attention will be more optimal than attention only, because only-attention might work as an amplificatory of suffering without the possibility of processing it. Self-reports of meta-cognitive processes, somatization, and control variables were obtained from 264 adolescents from a non-clinical population (54.5% female; aged 12-18, M = 14.7, SD = 1.7). In line with expectations, results revealed significant differences in the effects of insight positions on somatization: Attention+Comprehension (M = 4.9, SE = 0.9) < Nothing (M = 7.1, SE = 0.3) < Only attention (M = 8.9, SE = 0.7). Compared to Nothing, Attention+comprehension was associated with significantly reduced somatic complaints (B = -2.2, p = 0.03, 95% CI -4,1 to 0.2). However, Only attention was associated with increased somatic complaints compared to the other two conditions (B = 1.8, p = 0.03, 95% CI 0.2 to 3.4; B = 4, CI 95% 1.6-6.3, p = 0.001, respectively). This highlights the role of higher-order awareness (i.e., comprehension or clarity) in the processing of suffering and stresses its value in the adaptive coping of emotional distress.
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Affiliation(s)
- Sergi Ballespí
- Department of Clinical and Health Psychology, Universitat Autònoma de Barcelona, Barcelona, Catalonia, Spain
| | - Jaume Vives
- Department of Psychobiology and Methodology of Health Sciences, Universitat Autònoma de Barcelona, Barcelona, Catalonia, Spain
| | - Naida Alonso
- Department of Clinical and Health Psychology, Universitat Autònoma de Barcelona, Barcelona, Catalonia, Spain
| | - Carla Sharp
- Department of Psychology, University of Houston, Houston, United States of America
| | - María Salvadora Ramírez
- Department of Clinical and Health Psychology, Universitat Autònoma de Barcelona, Barcelona, Catalonia, Spain
| | - Peter Fonagy
- Department of Psychology & Lang Sciences, University College London, London, United Kingdom
| | - Neus Barrantes-Vidal
- Department of Clinical and Health Psychology, Universitat Autònoma de Barcelona, Barcelona, Catalonia, Spain
- Department of Mental Health, Fundació Sanitària Sant Pere Claver, Barcelona, Catalonia, Spain
- Centre for Biomedical Research Network on Mental Health (CIBERSAM), Instituto de Salud Carlos III, Madrid, Spain
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