Estudio comparativo entre educación superior y mediaefecto del apoyo social percibido, el autoconcepto y la inteligencia emocional en el rendimiento académico

  1. Oihane Fernández-Lasarte 1
  2. Estibaliz Ramos-Díaz 1
  3. Eider Goñi Palacios 1
  4. Arantzazu Rodríguez-Fernández 1
  1. 1 Universidad del País Vasco (UPV/EHU)
Journal:
Educación XX1: Revista de la Facultad de Educación

ISSN: 1139-613X,  2174-5374

Year of publication: 2019

Volume: 22

Issue: 2

Pages: 165-185

Type: Article

DOI: 10.5944/EDUCXX1.22526 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Educación XX1: Revista de la Facultad de Educación

Abstract

Nowadays, the study of academic achievement is a subject of great interest in the field of education for its decisive role in the adjustment of students. Perceived social support, self-concept and emotional intelligence are potentially related and influential variables for academic performance. This study had two main aims: firstly, to explore the relationships between academic achievement and perceived social support, self-concept and emotional repair in higher education and secondary education; secondly, to analyze the predictive capacity of the cited contextual and individual variables on academic achievement. Convenience and random sampling was applied and the sample comprised 831 participants of higher education (50.1%; M = 20.45; SD = 3.30) and secondary education (49.9%; M = 15.57; DT = .72) from the autonomous community of the Basque Country, of whom 305 (36.7%) were men and 526 (63.3%) were women. The following instruments were administered: TCMS (teacher support subscale), AFA-R (family support and peer support subscales), TMMS24 (emotional repair subscale), AUDIM (general self-concept subscale) and EBAE-10 (academic achievement subscale). Correlational and multiple linear regression analyses are undertaken. The results confirm significantly positive relationships between perceived social support, self-concept and emotional reparation with academic achievement, as well as the predictive capacity of teacher support, self-concept and emotional repair on academic achievement. It is concluded that teacher support is the main predictor of academic performance among undergraduate students, followed by self-concept, while in secondary education self-concept is the variable with the greatest explanatory weight, followed by teacher support and emotional reparation. Therefore, good educational practices are proposed for teachers in both educational stages for the improvement of students’ perceived social support, self-concept, emotional repair and academic performance

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Funding information

Esta investigación forma parte del trabajo realizado dentro del Grupo Consolidado de Investigación del Sistema Universitario Vasco IT934-16, de los resultados del proyecto de investigación PPG17/61 de la Universidad del País Vasco y del proyecto EDU2017-83949-P del subprograma estatal de Generación del Conocimiento del Ministerio de Economía, Industria y Competitividad.

Funders

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