Emotional Intelligence and Academic Engagement in Adolescents: The Mediating Role of Self-Esteem

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] submi you manusc ip | www.do ep ess.com Psychology Resea ch and Beha io Managemen 2021:14 307–316 307 h p://doi.o g/10.2147/PRBM.S302697 Do eP ess © 2021 Ba agán Ma ín e al. This wo k is published and licensed by Do e Medical P ess Limi ed. The ull e ms o his license a e a ailable a h ps://www.do ep ess. com/ e ms.php and inco po a e he C ea i e Commons A ibu ion – Non Comme cial (unpo ed, 3.0) License (h p://c ea i ecommons.o g/licenses/by-nc/3.0/). By accessing he wo k you he eby accep he Te ms. Non-comme cial uses o he wo k a e pe mi ed wi hou any u he pe mission om Do e Medical P ess Limi ed, p o ided he wo k is p ope ly a ibu ed. Fo pe mission o comme cial use o his wo k, please see pa ag aphs 4.2 and 5 o ou Te ms (h ps://www.do ep ess.com/ e ms.php). Psychology Resea ch and Beha io Managemen Do ep ess open access o scien i ic and medical esea ch Open Access Full Tex A icle Psychology Resea ch and Beha io Managemen downloaded om h ps://www.do ep ess.com/ Fo pe sonal use only. 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 submi you manusc ip | www.do ep ess.com Do eP ess Psychology Resea ch and Beha io Managemen 2021:14 308 Ba agán Ma ín e al Do ep ess Powe ed by TCPDF (www. cpd .o g) 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 Psychology Resea ch and Beha io Managemen 2021:14 submi you manusc ip | www.do ep ess.com Do eP ess 309 Do ep ess Ba agán Ma ín e al Powe ed by TCPDF (www. cpd .o g) 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. submi you manusc ip | www.do ep ess.com Do eP ess Psychology Resea ch and Beha io Managemen 2021:14 310 Ba agán Ma ín e al Do ep ess Powe ed by TCPDF (www. cpd .o g) 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. Psychology Resea ch and Beha io Managemen 2021:14 submi you manusc ip | www.do ep ess.com Do eP ess 311 Do ep ess Ba agán Ma ín e al Powe ed by TCPDF (www. cpd .o g) 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. submi you manusc ip | www.do ep ess.com Do eP ess Psychology Resea ch and Beha io Managemen 2021:14 312 Ba agán Ma ín e al Do ep ess Powe ed by TCPDF (www. cpd .o g) 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. Psychology Resea ch and Beha io Managemen 2021:14 submi you manusc ip | www.do ep ess.com Do eP ess 313 Do ep ess Ba agán Ma ín e al Powe ed by TCPDF (www. cpd .o g) 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. Re e ences 1. Wang MT, F ed icks JA. The ecip ocal links be ween school engage- men , you h p oblem beha io s, and school d opou du ing adolescence. Child De . 2014;85:722–737. doi:10.1111/cde .12138 2. 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