Impact of emotional intelligence and academic self-concept on the academic performance of educational sciences undergraduates
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 im...
| Published in: | Heliyon |
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| Main Authors: | , , , |
| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2024-04-01
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| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2405844024055075 |
| _version_ | 1850060828561113088 |
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| author | Jose Luis Ubago-Jimenez Felix Zurita-Ortega Jose Luis Ortega-Martin Eduardo Melguizo-Ibañez |
| author_facet | Jose Luis Ubago-Jimenez Felix Zurita-Ortega Jose Luis Ortega-Martin Eduardo Melguizo-Ibañez |
| author_sort | Jose Luis Ubago-Jimenez |
| collection | DOAJ |
| container_title | Heliyon |
| description | 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. |
| format | Article |
| id | doaj-art-c22f208983d943a0bb3ee82fb8fc4e2a |
| institution | Directory of Open Access Journals |
| issn | 2405-8440 |
| language | English |
| publishDate | 2024-04-01 |
| publisher | Elsevier |
| record_format | Article |
| spelling | doaj-art-c22f208983d943a0bb3ee82fb8fc4e2a2025-08-20T00:22:04ZengElsevierHeliyon2405-84402024-04-01108e2947610.1016/j.heliyon.2024.e29476Impact of emotional intelligence and academic self-concept on the academic performance of educational sciences undergraduatesJose Luis Ubago-Jimenez0Felix Zurita-Ortega1Jose Luis Ortega-Martin2Eduardo Melguizo-Ibañez3Department of Musical, Artistic and Corporal Expression, Faculty of Education, University of Granada. Campus de Cartuja, s/n, 18071, Granada, SpainDepartment of Musical, Artistic and Corporal Expression, Faculty of Education, University of Granada. Campus de Cartuja, s/n, 18071, Granada, SpainDepartment of Languages and Literature Teaching, Faculty of Education Sciences, University of Granada, Campus de Cartuja, s/n, 18071, Granada, Spain; Corresponding author.Department of Musical, Artistic and Corporal Expression, Faculty of Education, University of Granada. Campus de Cartuja, s/n, 18071, Granada, SpainOver 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.http://www.sciencedirect.com/science/article/pii/S2405844024055075Emotional intelligenceAcademic performanceAcademic self-conceptUniversity |
| spellingShingle | Jose Luis Ubago-Jimenez Felix Zurita-Ortega Jose Luis Ortega-Martin Eduardo Melguizo-Ibañez Impact of emotional intelligence and academic self-concept on the academic performance of educational sciences undergraduates Emotional intelligence Academic performance Academic self-concept University |
| title | Impact of emotional intelligence and academic self-concept on the academic performance of educational sciences undergraduates |
| title_full | Impact of emotional intelligence and academic self-concept on the academic performance of educational sciences undergraduates |
| title_fullStr | Impact of emotional intelligence and academic self-concept on the academic performance of educational sciences undergraduates |
| title_full_unstemmed | Impact of emotional intelligence and academic self-concept on the academic performance of educational sciences undergraduates |
| title_short | Impact of emotional intelligence and academic self-concept on the academic performance of educational sciences undergraduates |
| title_sort | impact of emotional intelligence and academic self concept on the academic performance of educational sciences undergraduates |
| topic | Emotional intelligence Academic performance Academic self-concept University |
| url | http://www.sciencedirect.com/science/article/pii/S2405844024055075 |
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