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

Authors Barragán Martín AB, Pérez-Fuentes MDC, Molero Jurado MDM, Martos Martínez Á, Simón Márquez MDM, Sisto M, Gázquez Linares JJ

Received 19 January 2021

Accepted for publication 2 March 2021

Published 15 March 2021 Volume 2021:14 Pages 307—316


Checked for plagiarism Yes

Review by Single anonymous peer review

Peer reviewer comments 2

Editor who approved publication: Professor Mei-chun Cheung

Ana Belén Barragán Martín,1 María del Carmen Pérez-Fuentes,1 María del Mar Molero Jurado,1 África Martos Martínez,1 María del Mar Simón Márquez,1 Maria Sisto,1 José Jesús Gázquez Linares2

1Department of Psychology, Faculty of Psychology, University of Almería, Almería, 04120, Spain; 2Department of Psychology, Universidad Autónoma de Chile, Providencia, 7500000, Chile

Correspondence: María del Mar Molero Jurado
Department of Psychology, Faculty of Psychology, University of Almería, Ctra. Sacramento s/n, Almería, 04120, Spain
Tel +34 950015598
Email [email protected]

Background: Academic engagement is a variable of vital importance in adolescence due to its relationship with academic adjustment and its protective role against risk behaviors. Therefore, the objective of this study was to find out the variables involved in its development.
Objective: The specific objectives were to analyze the relationship between emotional intelligence, self-esteem and academic engagement, and determine the mediating role of self-esteem in the relationship between emotional intelligence and engagement in adolescence.
Methods: The sample of 1287 high school students used for this filled in the Utrecht Work Engagement Scale Student, Brief Emotional Intelligence Inventory and the Rosenberg Self Esteem Scale.
Results: The results showed the existence of positive relationships between vigor, dedication and absorption with the emotional intelligence factors and self-esteem. Furthermore, the mediation models showed the direct effect of emotional intelligence on engagement of youths. Self-esteem acted as a mediator in the relationship between intrapersonal factors, stress management and adaptability of emotional intelligence and engagement.
Conclusion: Design of emotional intelligence intervention programs are recommended as a measure for promoting self-esteem and engagement in adolescence.

Keywords: emotional control, evaluation of oneself, adolescence, mediation models

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