Motivación escolar, inteligencia emocional y rendimiento académico en estudiantes de Educación Secundaria Obligatoria

Pablo Usán Supervía · Carlos Salavera

85 citations0/0 files storedActualidades en Psicología

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Education, Achievement, and Giftedness Educational Outcomes and Influences Emotional Intelligence and Performance

Abstract

The aim of this study was to analyze the relationship between school motivation, emotional intelligence and academic performance in a sample of 3512 adolescent students belonging to 18 educational centers. The instruments used were the spanish versions of the Educational Motivation Scale (EME-S), the Traid Meta-Mood Scale-24 (TMMS-24) and the academic performance was quantified through the average grade of the students. The results showed stronger relationships between intrinsic school motivations and emotional intelligence than extrinsic motivations and amotivation. Likewise, emotional regulation, intrinsic motivation and demotivation predicted students’ school performance. The influence of school motivation, emotional intelligence and academic performance in the personal and academic development of the students.

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2015What is Emotional Intelligence?1995Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale.2007Human Abilities: Emotional Intelligence 2000Models of Emotional Intelligence 2008Engagement and disaffection in the classroom: Part of a larger motivational dynamic?2007A guide for naming research studies in Psychology 2004Validity and Reliability of the Spanish Modified Version of the Trait Meta-Mood Scale 2010Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: the importance of teacher efficacy beliefs and emotion regulation

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2021Emotional Intelligence Profiles and Self-Esteem/Self-Concept: An Analysis of Relationships in Gifted Students 2022Emotional intelligence and academic motivation in primary school students 2021Anxiety, Low Self-Esteem and a Low Happiness Index Are Associated with Poor School Performance in Chilean Adolescents: A Cross-Sectional Analysis

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