ORIGINAL RESEARCH
Emo ional In elligence and Academic Engagemen
in Adolescen s: The Media ing Role o Sel -Es eem
This a icle was published in he ollowing Do e P ess jou nal:
Psychology Resea ch and Beha io Managemen
Ana Belén Ba agán Ma ín
1
Ma ía del Ca men
Pé ez-Fuen es
1
Ma ía del Ma Mole o Ju ado
1
Á ica Ma os Ma ínez
1
Ma ía del Ma Simón Má quez
1
Ma ia Sis o
1
José Jesús Gázquez Lina es
2
1
Depa men o Psychology, Facul y o
Psychology, Uni e si y o Alme ía,
Alme ía, 04120, Spain;
2
Depa men o
Psychology, Uni e sidad Au ónoma de
Chile, P o idencia, 7500000, Chile
Backg ound: Academic engagemen is a a iable o i al impo ance in adolescence due o
i s ela ionship wi h academic adjus men and i s p o ec i e ole agains isk beha io s.
The e o e, he objec i e o his s udy was o ind ou he a iables in ol ed in i s
de elopmen .
Objec i e: The speci ic objec i es we e o analyze he ela ionship be ween emo ional
in elligence, sel -es eem and academic engagemen , and de e mine he media ing ole o sel -
es eem in he ela ionship be ween emo ional in elligence and engagemen in adolescence.
Me hods: The sample o 1287 high school s uden s used o his illed in he U ech Wo k
Engagemen Scale S uden , B ie Emo ional In elligence In en o y and he Rosenbe g Sel
Es eem Scale.
Resul s: The esul s showed he exis ence o posi i e ela ionships be ween igo , dedica-
ion and abso p ion wi h he emo ional in elligence ac o s and sel -es eem. Fu he mo e, he
media ion models showed he di ec e ec o emo ional in elligence on engagemen o
you hs. Sel -es eem ac ed as a media o in he ela ionship be ween in ape sonal ac o s,
s ess managemen and adap abili y o emo ional in elligence and engagemen .
Conclusion: Design o emo ional in elligence in e en ion p og ams a e ecommended as
a measu e o p omo ing sel -es eem and engagemen in adolescence.
Keywo ds: emo ional con ol, e alua ion o onesel , adolescence, media ion models
In oduc ion
In e es in academic engagemen has ecen ly been g owing. This is pa ly due o he
in ol emen o his a iable in educing school d opou s and inc easing s uden
pe o mance. Along wi h he connec ion o engagemen wi h he academic adjus men
indica o s, i s ands ou because o i s p o ec i e ole agains p oblema ic adolescen
beha io s, such as c iminal ac s and iolence, subs ance use and dep essi e
symp oms.
1,2
Thus, as s uden engagemen has been shown o be enabled h ough
school in e en ion, i s s udy is o special in e es , especially in seconda y educa ion.
3
Impo ance o Academic Engagemen
Academic commi men , o engagemen , e e s o a psychological s a e cha ac e -
ized by he s uden ’s sense o belonging, a ibu ing alue o educa ion, and
pa icipa ing in school, lea ning, s udying and in cu icula ac i i ies.
4,5
Academic
engagemen is pa icula ly cha ac e ized by igo ( e e ing o ene gy, willingness
and pe sis ence in making an e o o pe o m school ac i i ies), dedica ion (wi h
ega d o he sense o en husiasm, inspi a ion, p ide and impo ance a ibu ed o i ,
ha is, psychological iden i ica ion wi h s udies and academic ac i i ies) and
Co espondence: Ma ía del Ma Mole o
Ju ado
Depa men o Psychology, Facul y o
Psychology, Uni e si y o Alme ía, C a.
Sac amen o s/n, Alme ía, 04120, Spain
Tel +34 950015598
Email [email p o ec ed]
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abso p ion ( ela ed o ull concen a ion, wi hou e o and
in insic enjoymen , in academic demands, so ha ime
seems o pass quickly and i is ha d o de ach onesel
om ac i i ies).
5
High le els o engagemen in you hs imp o e he
compe encies, skills and alues necessa y o academic
success, a he same ime hey educe pa icipa ion in
nega i e beha io s, enabling adolescen s o make success-
ul ansi ion o adul hood.
6,7
Howe e , in spi e o i s
impo ance, no all you hs show high le els o academic
engagemen .
8
Mo eo e , his a iable ends o be uns able,
changing o e ime,
9
diminishing a he beginning o
adolescence,
10
especially in male s uden s.
11
Much o he esea ch on academic engagemen in
adolescen s has concen a ed on he de elopmen and
social ela ions o mino s in he amily,
12–15
and in school,
bo h wi h pee s
11,16–18
and eache s.
19
Howe e , beyond
he social aspec s, an impo an pa o academic engage-
men is emo ional in na u e.
10
Emo ions a e an ac i e pa
o he academic engagemen shown by you hs, and beha-
io al mani es a ion o emo ions appea ing in he ace o
academic s esso s may well be linked o academic
engagemen o o emo ional disa ec ion.
20
Emo ional In elligence in Seconda y
Educa ion
Adolescence is a complex e olu iona y momen in which
you hs mus s uggle wi h challenges and new indi idual,
social and academic si ua ions.
21
Inc eased academic
demands and expec a ions o success ul p omo ion in o
he adul labo ma ke ,
22
diminished mo i a ion and s uc-
u al changes
23
usually appea a he beginning o high
school. Main aining adequa e emo ional con ol in di e -
en con ex ual and pe sonal si ua ions ha ake place du -
ing he school yea a e especially impo an in he
s uden ’s adap a ion o he school.
24
The e o e, emo ional
in elligence is a necessa y a iable o adequa e s uden
pe o mance du ing his s age, in which hey no only need
o ha e knowledge bu also he socioemo ional ools
necessa y o mas e hem.
25
Emo ional in elligence in high school s uden s is
a p edic o o adap a ion, well-being and academic
pe o mance.
26,27
I also p o ec s agains school bu nou
by inc easing esilience and managing anxie y.
28
Ano he
a iable linked o he school con ex which has been shown
o be ela ed is academic engagemen .
29,30
Adolescen s who
a e conscien ious and manage hei emo ions e ec i ely
adap be e o he se ing and o schoolwo k, and a he
same eel a mo e emo ional connec ion wi h he school.
31
This has been shown in s udies such as he one by Se ano
and And eu,
29
whe e pe cep ion and egula ion o emo-
ional s a es ac ed as p edic o s o he dimensions o aca-
demic engagemen . S udies done in o he popula ions ha e
ound simila esul s. Fo example, A ias-Chá ez, Ve a-
Bui ón, Ramos-Quispe, and Pé ez-Saa ed a
32
showed
ha he in e pe sonal, in ape sonal, adap abili y and
mood emo ional in elligence ac o s we e ela ed o he
igo , dedica ion and abso p ion ac o s o engagemen in
uni e si y s uden s, con a y o s ess managemen which
had e y li le ela ionship. Howe e , s udies such as he
one by Zhen e al
33
showed ha s ess managemen is
impo an in coping wi h academic si ua ions. Thus, you hs
who expe ience con inuously high le els o s ess om
school demands may o e ime de elop eelings o esigna-
ion, leading hem o pa icipa e less o abandon hei
engagemen in school ac i i ies. The in e pe sonal ac o
o emo ional in elligence has also been con i med in heal h-
ca e p o essionals along wi h s ess managemen as
a p edic i e a iable o engagemen and p o ec ion agains
bu nou .
34,35
In his espec , Fio illi e al showed ha emo-
ional in ensi y ac ed as a p edic o o emo ional exhaus ion
ac o s and pe sonal bu nou in eache s.
36
This is impo -
an , as bu nou is conside ed e osion o he indi idual’s
engagemen .
37,38
The e o e, p e ious e idence seems o show ha emo-
ional in elligence and engagemen a e ela ed a iables. In
addi ion, aining in emo ional compe encies in he school
has been shown o con ibu e o be e engagemen .
25
The e o e, he hypo hesis posed was ha he e would be
posi i e ela ionships be ween s uden emo ional in elli-
gence dimensions and academic engagemen (H1).
Sel -Es eem in Adolescence and I s
Rela ionship wi h Engagemen and
Emo ional In elligence
Sel -es eem is he main componen o e alua ion o
onesel
39
and has an impo an ole in indi idual de elop-
men and adjus men .
40,41
This a iable is a complex ai ,
especially in adolescence, whe e speci ic domains, such as
eelings o scholas ic and a hle ic compe ence, social
accep ance and physical appea ance, along wi h o e all
sel -es eem, end o diminish upon eaching he middle
s age ( om14 o 16 yea s old).
42
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The in luence o sel -es eem in educa ion has been
ela ed o beha io and connec ion wi h he school, as
well as engagemen le els.
40,43,44
In his ega d,
F ede icks e al
6
ound ha you hs eased and excluded
by he o he s uden s due o hei cogni i e o social
abili y, o how hey look, showed less engagemen . This
could be due o he s ong connec ion o o e all sel -
es eem a his s age wi h he domains o physical appea -
ance, social accep ance and close iendship,
39
as well as
he s ong in luence o e alua i e s anda ds on le els o
sel -es eem.
45
Thus, adolescen s may a oid academic
ac i i ies and show less-posi i e a i udes owa d he
school when hey do no eel highly ega ded by hei
pee s and eel hei sel -es eem h ea ened, seeking in
u n, he company o o he discon en ed s uden s.
6
On
his basis, his s udy expec ed o ind posi i e ela ionships
be ween sel -es eem and engagemen , wi h you hs wi h he
highes sel -es eem hose who would also ha e highe
sco es on he componen s o academic engagemen (H2).
In ano he ein, emo ional in elligence has been shown
o be in ol ed in de elopmen and o ha e a close con-
nec ion wi h sel -es eem o you hs. Speci ically, adoles-
cen s who show high sco es on all he componen s o
emo ional in elligence ha e mo e posi i e mood and can
epai nega i e emo ions in di icul si ua ions, which
enables hem o de elop an adjus ed sel -concep and sel -
es eem. Ne e heless, you hs wi h an emo ional in elli-
gence p o ile ma ked by high le els o emo ional epai
and managemen and low in a en ion o hem, likewise
show high sel -es eem and a a o able sel -concep , con-
a y o hose wi h low le els o emo ional epai . This
shows ha emo ion managemen con ibu es o adoles-
cen s ha ing a mo e posi i e pe cep ion abou hemsel es
and hei capabili ies, as hey a e able o con ol hei
impulses and eac ions be e in ad e se si ua ions.
46
In
his ein, Romano e al
47
men ioned ha s uden s wi h
highe emo ional in elligence managed he emo ional bu -
den ela ed o school be e by choosing he p ope emo-
ional s a egies. A he same ime, a s udy on he e ec o
an in e en ion p og am in emo ional compe encies
showed imp o ed sel -es eem o adolescen s and pe -
cei ed con ol o e en s in hei li es, such as hose
which ake place in he school, by dec easing s ess and
imp o ing emo ional esponse, in insic mo i a ion and
pe se e ance.
48
Thus, i seems ha emo ional compe en-
cies exe a posi i e e ec on sel -pe cep ion. And in u n,
his p omo es commi ed mo i a ed ac ion in si ua ions
ha migh come up. In line wi h his, academic sel -
es eem has been shown o be a media o be ween emo-
ional in elligence and academic esul s o you hs.
30
The e o e, he hi d hypo hesis o his s udy was ha sel -
es eem ac s as a media o be ween he emo ional in elli-
gence ac o s and academic engagemen (H3).
Objec i e
Acco ding o Ka ababa,
43
in o de o unde s and he ac-
o s in ol ed in academic engagemen le els, i is o i al
impo ance o inc ease knowledge o his a iable o
school expe ience,
49
academic esul s and emo ional well-
being o you hs,
50
and o p omo e i s imp o emen .
The e o e, he objec i es o his s udy we e o analyze
he ela ionships be ween he componen s o emo ional
in elligence, sel -es eem and academic engagemen in
a sample o adolescen s. And de e mine he media ing
ole o sel -es eem in he emo ional in elligence-
academic engagemen ela ionship.
Me hod
Pa icipan s
A o al o 1287 s uden s, aged 14 o 18, wi h a mean age o
15.11 (SD= 0.91) a public high schools in he p o ince o
Alme ia (Spain) pa icipa ed in his s udy. The dis ibu ion
by sex was 47.1% (n=606) boys and 52.9% (n=681) gi ls,
aged 15.12 (SD= 0.94) and 15.10 (SD=0.88), espec i ely.
55.2% (n=710) we e in hi d g ade and 44.8% (n=577)
we e in ou h g ade.
Ins umen s
Sociodemog aphic da a (age, sex, g ade, na ionali y, e c.)
we e collec ed wi h an ad hoc ques ionnai e.
U ech Wo k Engagemen Scale S uden (UWES-S).
51
This scale is made up o 17 i ems o measu ing adoles-
cen s’ eelings o engagemen in school. I con ains six
i ems ha e alua e igo , i e i ems ha measu e dedica-
ion and six i ems ha measu e abso p ion in s udies. Wi h
a se en-poin Like - ype esponse scale ( om ne e o
always/e e y day). The igo ac o e e s o he will o
make an e o and pe sis in he ace o di icul y (eg,
When I ge up in he mo ning, I eel like going o school o
s udying), dedica ion is ela ed o eeling en husias ic,
p oud and inspi ed by s udies (eg, I am en husias ic
abou my s udies), and abso p ion e e s o being happily
imme sed in s udy so ha ime passes quickly (eg, Time
lies when I am doing my homewo k). The eliabili y is
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ω= 0.82 and GLB=0.85 o igo , ω=0.84 and GLB=0.84
o dedica ion, and ω=0.84 and GLB=0.85 in abso p ion.
B ie Emo ional In elligence In en o y (EQ-i-M20).
52
This consis s o 20 i ems which enable calcula ion o i e
ac o s: in ape sonal, in e pe sonal, s ess managemen ,
adap abili y and gene al mood. These ac o s e e o he
capabili y o unde s anding one’s own eelings (eg, I is
easy o me o ell people how I eel) and emo ions o o he s
(eg, I unde s and how o he people eel), he abili y o s ay in
sel -con ol in si ua ions causing dis ess (eg, I ge ang y
easily), lexibili y in sol ing p oblems (eg, I can sol e p o-
blems di e en ways) and eelings o happiness and op i-
mism (eg, I am happy wi h he kind o pe son I am),
espec i ely. The answe choices a e a ed on a ou -poin
Like - ype scale ( om ha ne e happens o me o ha
always happens o me). The eliabili y in his s udy was:
EQ-i-M20: ω = 0.80, GLB = 0.89; In ape sonal: ω = 0.82,
GLB = 0.82; In e pe sonal: ω = 0.62, GLB = 0.68; S ess
managemen : ω = 0.77, GLB = 0.80; Adap abili y: ω = 0.72,
GLB = 0.73; Mood: ω = 0.87, GLB = 0.88.
Sel -es eem Scale.
53
This scale es ima es sel -es eem in
a unidimensional model de eloped o adolescen s and
adul s, whe e eelings o espec and accep ance o onesel
a e e alua ed. I consis s o 10 i ems, wi h ou answe
choices which e y om “ e y much ag ee” o “ e y
much disag ee”. Se e al s udies ha e analyzed he ade-
quacy o i s psychome ic cha ac e is ics, wi h di e en
popula ions.
54,55
In his s udy eliabili y was ω = 0.86
and GLB = 0.90.
P ocedu e
Fi s , he school p incipals we e con ac ed and a mee ing was
a anged o in o m hem abou he objec i es o he esea ch
and gua an ee con iden ial ea men o da a. When he pe i-
nen pe missions had been ecei ed, wo membe s o he
esea ch eam wen o he schools o adminis e he ques ion-
nai es acco ding o he session schedule. The es s we e gi en
in he usual class oom assigned o each g oup in he p esence
o hei eache /counselo . A he beginning o he session,
be o e going on o illing in he ques ionnai es, he s uden s
we e gi en he app op ia e ins uc ions and we e o e ed ime
o ask any ques ions, and he anonymi y o hei answe s was
gua an eed, and he e o e, ha hei p i acy would be
espec ed in s a is ical p ocessing. The s uden s illed ou he
es s anonymously and indi idually, in an es ima ed mean ime
o 25–30 minu es/session. In all cases, he e hical s anda ds o
esea ch we e complied wi h on an in o med consen shee by
he pa en s o legal gua dians o he pa icipan s, as well as he
pa icipan s hemsel es. The s udy was app o ed by he
Uni e si y o Alme ia Bioe hics Commi ee (Re :
UALBIO2018/015) and complies wi h he guidelines ou lined
in he Decla a ion o Helsinki.
Da a Analysis
Fi s , o iden i y he ela ionships o he emo ional in el-
ligence ac o s wi h sel -es eem and academic engage-
men , he Pea son’s co ela ion coe icien was
calcula ed. Then, a compa ison o means was pe o med
o de e mine any signi ican di e ences in engagemen
be ween he sel -es eem g oups (low, medium, high).
A Welch’s F- es was applied o his,
56
using ω
_2
p o
es ima e he e ec size.
57
The Welch’s F- es is ecom-
mended o unequal sample sizes and when he assump-
ion o homogenei y o a iances o one-way ANOVA is
no me ) in his case, Le ene’s es showed p < 0.05
signi icance in wo ou o h ee dependen a iables).
The SPSS e sion 24.0
58
s a is ical package o
Windows (IBM Co p. Released 2016) was used o
da a p ocessing and analysis, and he ggplo 2
59
and
ggs a splo
60
packages wi h jamo i .1.2
61
s a is ical
so wa e we e used o analysis and g aphics. Finally,
media ion models we e compu ed o analysis o he
di ec e ec s o each o he emo ional in elligence
dimensions on he componen s o academic engagemen ,
and also o iden i y he beha io o sel -es eem as
a media o in he emo ional in elligence–engagemen
ela ionship (indi ec e ec s).
Resul s
Adolescen Academic Engagemen ,
Emo ional In elligence and Sel -Es eem
Table 1 shows he esul s o he co ela ion analysis, whe e
signi ican ela ionships we e obse ed be ween he h ee
engagemen dimensions and he emo ional in elligence
ac o s and sel -es eem, all o hem posi i e.
Figu e 1A–C shows he esul s o he compa ison o
means in each o he academic engagemen dimensions
be ween sel -es eem g oups (low, medium, high). In all
cases, s a is ically signi ican di e ences we e ound
be ween he sel -es eem g oups, as e ealed by he
Welch’s unequal a iances - es . Fu he mo e, he
Bayes Fac o (BF01) p o ided nega i e e idence in
a o o he null hypo hesis o all h ee engagemen
componen s.
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The Media ing Role o Sel -Es eem in he
Rela ionship Be ween Emo ional
In elligence and Academic Engagemen
Based on hese esul s, we decided o ind ou whe he
sel -es eem could be media ing in he ela ionship es ab-
lished be ween emo ional in elligence and academic
engagemen in adolescen s. Se e al di e en simple
media ion models we e compu ed o his, aking he com-
ponen s o emo ional in elligence as he independen a i-
able in each case: In ape sonal (X
1
), in e pe sonal (X
2
),
s ess managemen (X
3
), adap abili y (X
4
), and mood (X
5
).
In all he models, sel -es eem was he media o (M).
Finally, he academic engagemen dimensions ( igo , ded-
ica ion and abso p ion, espec i ely) we e en e ed as he
dependen a iable (Y) in each o he models.
Table 1 Pea son’s Co ela ions: Academic Engagemen , Emo ional In elligence and Sel -Es eem
INTRA INTER STR_M ADAPT MOOD SE
Vigo Pea son’s 0.201 0.157 0.126 0.201 0.202 0.172
p- alue <0.001 <0.001 <0.001 <0.001 <0.001 <0.001
Uppe 95% CI 0.253 0.210 0.180 0.253 0.254 0.226
Lowe 95% CI 0.148 0.103 0.072 0.148 0.149 0.117
Dedica ion Pea son’s 0.198 0.193 0.112 0.207 0.223 0.192
p- alue <0.001 <0.001 <0.001 <0.001 <0.001 <0.001
Uppe 95% CI 0.250 0.245 0.165 0.259 0.274 0.245
Lowe 95% CI 0.145 0.140 0.057 0.155 0.171 0.138
Abso p ion Pea son’s 0.191 0.148 0.084 0.177 0.186 0.151
p- alue <0.001 <0.001 0.003 <0.001 <0.001 <0.001
Uppe 95% CI 0.243 0.201 0.138 0.230 0.238 0.205
Lowe 95% CI 0.138 0.094 0.029 0.124 0.133 0.096
Abb e ia ions: INTRA, in ape sonal; INTER, in e pe sonal; STR_M, s ess managemen ; ADAPT, adap abili y; MOOD, mood; SE, sel -es eem.
Figu e 1 Violin plo s compa ing academic engagemen be ween sel -es eem g oups. No e: (A) igo ; (B) dedica ion; (C) abso p ion.
Abb e ia ions: VI, igo ; DE, dedica ion; AB, abso p ion.
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In Model 1, es ima ion o he di ec e ec s (X→Y)
e ealed signi ican ela ionships o all he ac o s o emo ional
in elligence on he igo dimension o academic engagemen
(Figu e 2). The signi ican indi ec e ec s (a
x
b) we e ound in
he in ape sonal ac o B = 0.09, SE = 0.02, 95% CI (0.047,
0.141), Z = 3.98, p < 0.001, 16.9%
Md
; s ess managemen
B = 0.08, SE = 0.02, 95% CI (0.046, 0.126), Z = 4.27, p <
0.001, 23.1%
Md
; and adap abili y B = 0.11, SE = 0.02, 95% CI
(0.056, 0.165), Z = 4.01, p < 0.001, 15.6%
Md
. Howe e ,
nei he sel -es eem B = 0.03, SE = 0.01, 95% CI (−0.005,
0.067), Z = 1.67, p = 0.094, no mood B = 0.09, SE = 0.07,
95% CI (−0.063, 0.244), Z = 1.15, p = 0.249 media ed in he
ela ionship o he in e pe sonal ac o s wi h igo .
Model 2, as shown in Figu e 3, ound signi ican
di ec e ec s o all he emo ional in elligence ac o s
on he academic engagemen dedica ion ac o . Indi ec
e ec s we e signi ican in he in ape sonal ac o
B = 0.09, SE = 0.02, 95% CI (0.054, 0.136),
Z = 4.55, p < 0.001, 19.5%
Md
; s ess managemen
B = 0.08, SE = 0.01, 95% CI (0.050, 0.123),
Z = 4.66, p < 0.001, 29.3%
Md
; and adap abili y
B = 0.11, SE = 0.02, 95% CI (0.063, 0.160), Z =
4.54, p < 0.001, 18%
Md
. Howe e , sel -es eem was
no a media o in he ela ionship o he in e pe sonal
ac o s B = 0.03, SE = 0.01, 95% CI (−0.004, 0.064),
Z = 1.69, p = 0.092 o mood B = 0.09, SE = 0.06, 95%
CI (−0.035, 0.230), Z = 1.44, p = 0.150 wi h
dedica ion.
Finally, in Model 3, di ec e ec s wi h s a is ical sig-
ni icance we e ound o all he emo ional in elligence
dimensions on academic engagemen ’s abso p ion (Figu e
4). The indi ec e ec s in his model we e signi ican by
he pa hs o igina ing in he in ape sonal ac o B = 0.08,
SE = 0.02, 95% CI (0.034, 0.128), Z = 3.42, p < 0.001,
15%
Md
; s ess managemen B = 0.08, SE = 0.02, 95% CI
(0.041, 0.121), Z = 4.01, p < 0.001, 30.9%
Md
; and adap -
abili y B = 0.10, SE = 0.02, 95% CI (0.045, 0.155), Z =
3.59, p < 0.001, 15.8%
Md
. Mo eo e , he esul s did no
suppo he media ion unc ion o sel -es eem when he
in e pe sonal ac o B = 0.02, SE = 0.01, 95% CI (−0.005,
0.061), Z = 1.65, p = 0.098 o mood B = 0.06, SE = 0.08,
95% CI (−0.090, 0.227), Z = 0.84, p = 0.397 we e aken as
p edic o s o abso p ion.
Figu e 2 Media ion model 1 ( igo ). Pa h es ima es.
No es: X
1
= in ape sonal; X
2
= in e pe sonal; X
3
= s ess managemen ; X
4
= adap abili y; X
5
= mood. ***p < 0.001.
Figu e 3 Media ion model 2 (dedica ion). Pa h es ima es.
No es: X
1
= in ape sonal; X
2
= in e pe sonal; X
3
= s ess managemen ; X
4
= adap abili y; X
5
= mood. **p < 0.01, ***p < 0.001.
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Discussion
The in ol emen o engagemen in academic adjus men
and emo ional well-being
1,50
as well as educ ion in isk
beha io s
2
has led o a g owing in e es in he a iables
in ol ed in hei de elopmen and p omo ion in he sec-
onda y s age.
3
As emo ions a e an ac i e pa o academic
engagemen ,
10,20
he objec i e o his s udy was o del e
in o emo ional in elligence and sel -es eem as ela ed emo-
ional a iables. The esul s con i med he i s hypo hesis
o he s udy, as posi i e ela ionships we e ound be ween
he dimensions o emo ional in elligence and academic
engagemen o high school s uden s.
29,30
The second
hypo hesis was equally con i med on inding posi i e co -
ela ions be ween igo , dedica ion and abso p ion o
engagemen wi h sel -es eem. These esul s coincide wi h
hose in he li e a u e.
34,40,43,44
In like manne , when com-
pa ing he sco es in he engagemen dimensions be ween
you hs wi h low, medium and high sel -es eem, signi ican
di e ences we e ound whe e s uden s wi h high le els o
sel -es eem had he highes sco es in he h ee academic
engagemen dimensions. Thus, adolescen s who show he
mos posi i e e alua ion abou hemsel es a e hose who
a e he mos commi ed and pa icipa e mos ac i ely in
school academic ac i i ies. On he con a y, hose wi h he
lowes le els o o e all sel -es eem cope wi h academic
ac i i ies wi hou ene gy, en husiasm o enjoymen , and
could de elop emo ional disa ec ion om s udies.
20
This
may be due o he hea y weigh o he e alua i e aspec o
sel -es eem du ing his s age,
45
whe e he school is p ac i-
cally he cen e o hei li es. Thus, eeling in e io o
looked down on by he o he s can lead adolescen s o
dis ance hemsel es om academic ac i i ies and show
an a i ude owa d he school ha is no e y posi i e.
6
Mo eo e , he e ec o emo ional in elligence on each
componen o academic engagemen , as well as he abili y
o sel -es eem o media e in his ela ionship, was con-
i med. The esul s pa ially con i med he hypo hesis ha
he e would be di ec e ec s o all he componen s o
emo ional in elligence on he engagemen ac o s, wi h
sel -es eem as he media o . Thus, e en hough he e
we e di ec e ec s o all he ac o s o emo ional in elli-
gence on igo , dedica ion and abso p ion, he media ion
model e ealed he indi ec p edic i e ole only o he
in ape sonal, s ess managemen and adap abili y ac o s
o emo ional in elligence h ough sel -es eem. This could
be due o he emo ional in elligence in e pe sonal ac o
and mood s a e, al hough hey a e di ec ly impo an in
academic commi men , hey do no exe a de e mining
in luence on sel -es eem le els o he you hs and could
ha e epe cussions, in u n, on engagemen . Emo ional
skills he e o e p omo ed posi i e a i udes owa d s udy
and educa ional asks.
31
In u n, s uden s who pe cei e,
egula e and adjus hei emo ional s a es sa is ac o ily eel
op imis ic and can pallia e nega i e emo ions ha a ise
abou hemsel es.
46
This p omo es posi i e e alua ion
and eelings o well-being owa d hei sel -concep . I
also gene a es g ea e esponsibili y and mo i a ion o
adolescen s owa d he academic en i onmen ,
48
who
cope wi h i ali y and en husiasm, pe se e ing in spi e o
p oblems which could come up in doing homewo k o
s udy.
All o he abo e shows he impo ance o sel -es eem
in his s age, when i s ajec o y becomes e en mo e
complica ed. Thus, in e en ion in emo ional compe ences
in high school is sugges ed as an e ec i e measu e o
assis ing you hs in hei s uggle wi h he challenges hey
ace in adolescence. And p omo ing sel -es eem and
Figu e 4 Media ion model 3 (abso p ion). Pa h es ima es.
No es: X
1
= in ape sonal; X
2
= in e pe sonal; X
3
= s ess managemen ; X
4
= adap abili y; X
5
= mood. *p < 0.05, ***p < 0.001.
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a posi i e academic ajec o y, gi en he in ol emen o
engagemen in pe o mance and con inuing wi h
s udies.
1–3,31
This s udy had some limi a ions. In he i s place, we
should poin ou ha he e a e ew s udies analyzing he
a iables p esen ed oge he , which impedes cons uc ion
o a heo e ical model sus aining ou indings. In u u e, i
would be ecommendable o con inue inqui ing in o he
ela ionship o emo ional in elligence, academic engage-
men and sel -es eem du ing adolescence o ind ou , o
example, he s abili y o hese indings in he di e en
s ages o pube y, in o he social eali ies o by gende .
Wi h ega d o he las a iable, gi en i s in ol emen in
he cons uc ion o sel -es eem and he di e ences i ma ks
in emo ional in elligence, i s inclusion in u u e s udies
would be o special in e es . Fu he mo e, i should be
bo ne in mind ha he cons uc s analyzed we e e alua ed
wi h sel - epo s, and he e o e condi ioned by indi idual
subjec i i y. Finally, he di e en models p oposed in he
li e a u e o cons uc s included in his s udy mus be
added o he sca ci y o s udies men ioned, which can
in e e e wi h compa ison o he esul s.
Conclusion
Adolescen engagemen in s udy is a psychological s a e o
i al impo ance, because o i s in ol emen in o he beha-
io s ha p omo e be e adjus men and long- e m indi idual
ajec o y. This s udy showed he in ol emen o emo ional
in elligence in inc easing le els o engagemen o you hs,
whe e sel -es eem ac s as a media o in his ela ionship wi h
he in ape sonal, s ess managemen and adap abili y ac o s.
The e o e, p omo ion o emo ional compe ences in second-
a y educa ion can be an e ec i e measu e o inc easing he
en husiasm, ene gy and in e es o adolescen s in academic
ac i i ies. And, in u n, gene a e highe le els o sel -es eem,
which usually diminishes in his s age, p omo ing eelings o
compe ence o coping wi h challenges, such as hose which
a ise in he academic en i onmen .
Acknowledgmen s
The p esen s udy was unde aken in collabo a ion wi h he
Pee iolence and alcohol and obacco use in Seconda y
Educa ion p og am: an augmen ed eali y p og am o
de ec ion and in e en ion (Re e ence: EDU2017-88139-
R), unded by he S a e Resea ch P og am, De elopmen
and Inno a ion O ien ed o he Challenges o Socie y,
wi hin he amewo k o he S a e Plan o Scien i ic and
Technical Resea ch and Inno a ion, and co- inancing wi h
S uc u al Funds o he Eu opean Union.
Disclosu e
The au ho s would like o decla e ha we ha e no con lic s
o in e es o his wo k.
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