Socioemotional Resources Account for Academic Adjustment in Moroccan Adolescents

Frontiers in Psychology

Manuel Miguel Ramos-Álvarez¹  Daniel Cortés-Denia²  Manuel Pulido-Martos²  Esther Lopez-Zafra²  José María Augusto-Landa²  Octavio Luque-Reca³  Smail Alaoui⁴  Benaissa Zarhbouch⁴  Karima El Ghoudani⁵ 

[1] Departamento de Psicología, Metodología de las Ciencias del Comportamiento, Universidad de Jaén, Jaén, Spain;Departamento de Psicología, Psicología Social, Universidad de Jaén, Jaén, Spain;Departamento de Psicología, Universidad Rey Juan Carlos, Madrid, Spain;Département de Psychologie, Faculté des Lettres et des Sciences Humaines – Dhar El Mahraz, Université Sidi Mohamed Ben Abdellah, Fez, Morocco;Ecole Supérieure d’Education et de Formation (ESEF), Psychologie, Hassan First University of Settat, Settat, Morocco;

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

DOI  :  10.3389/fpsyg.2020.01609

来源: DOAJ

【 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】

Unknown