Socioemotional Resources Account for Academic Adjustment in Moroccan Adolescents

Frontiers in Psychology

article

Daniel Cortés-Denia¹  Karima El Ghoudani¹  Manuel Pulido-Martos¹  Smail Alaoui³  Octavio Luque-Reca⁴  Manuel Miguel Ramos-Álvarez¹  José María Augusto-Landa¹  Benaissa Zarhbouch³  Esther Lopez-Zafra¹ 

[1] Departamento de Psicología, Universidad de Jaén;Hassan First University of Settat;Département de Psychologie, Faculté des Lettres et des Sciences Humaines – Dhar El Mahraz, Université Sidi Mohamed Ben Abdellah;Departamento de Psicología, Universidad Rey Juan Carlos

关键词: academic performance;    adolescents;    anxiety;    depression;    emotional intelligence;    self-concept;    Morocco;    social support;   

DOI  :  10.3389/fpsyg.2020.01609

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

This study aimed to analyze the relationship of both positive socioemotional resources [emotional intelligence (EI) and social support] and negative states (test anxiety and depression) with academic adjustment, as measured by academic performance and self-concept, among Moroccan adolescents. The participants were 845 students from Morocco (372 boys, 473 girls; mean age 15.58 years; SD = 1.69; range = 13–18) who were attending secondary education (79.8%) or high school. The participants completed a questionnaire that included scales to measure the variables of interest, adapted for and validated in Moroccan adolescents. A multiple mediation serial model with four mediator variables confirmed that academic self-concept was positively and directly predicted by EI, academic performance, and social support, whereas test anxiety and depression had a negative effect. Second, EI predicted self-concept through its indirect effects on test anxiety and academic performance, social support, and depression. EI was the most protective factor. This model has good performance in explaining the variation in test anxiety (1.6%), depression (14.2%), social support (9.5%), academic performance (6.8%), and self-concept (35.7%). This study helps clarify the relationship of positive and negative socioemotional states with the academic performance of adolescents in Morocco. This study contributes to the literature by enhancing knowledge of adolescents in societies that, like Morocco, have a less elaborated tradition at these levels of education and that are considering education in their agenda as a way of enhancing national development and promoting EI to allow youth development in a healthier society.

【 授权许可】

CC BY