scholarly journals Emotional Intelligence, Perceived Academic Self-Efficacy, and Perfectionistic Automatic Thoughts as Predictors of Aesthetic-Musical Awareness in Late Adolescence

2021 ◽  
Vol 12 ◽  
Author(s):  
Rosa Pilar Esteve-Faubel ◽  
María Pilar Aparicio-Flores ◽  
Victoria Cavia-Naya ◽  
José María Esteve-Faubel
Keyword(s):  
Emotional Intelligence ◽  
Self Efficacy ◽  
Emotional State ◽  
Affective State ◽  
Well Being ◽  
Late Adolescence ◽  
Automatic Thoughts ◽  
The Individual ◽  
Academic Self Efficacy

Aesthetic-musical awareness demarcates a person's own perception of their ability to connect with music and the emotions it evokes. This may imply a benefit for the affective state of the individual. Therefore, the aim of this study was to observe whether there are statistically significant differences in emotional intelligence, perceived academic self-efficacy, and perfectionistic automatic thoughts when there are high and low scores in aesthetic-musical awareness in late adolescence. Likewise, we also aimed to determine whether emotional intelligence, perceived academic self-efficacy, and perfectionistic automatic thoughts are predictors of high aesthetic-musical awareness. To this end, a sample of 798 Spanish students between 17 and 23 years of age (Mage = 18.5 years) was used. Statistically significant differences were found for the dimensions of each variable when there were high and low scores in aesthetic-musical awareness (scores between d = −0.31 and −0.40), with higher mean scores for emotional intelligence, perceived academic self-efficacy, and perfectionistic automatic thoughts being present in the group with high aesthetic-musical awareness. Likewise, it was observed that the probability of presenting high scores in aesthetic-musical awareness was higher when there was an increase in emotional intelligence, perceived academic self-efficacy, and perceived automatic thoughts. In conclusion, the results found demonstrate that both emotional intelligence, perceived academic self-efficacy, and the presence of perfectionistic automatic thoughts influence on whether an individual has greater aesthetic-musical awareness. Taking into account previous studies that show how music influences the well-being of the person, these findings show a favorable link for the design of programs that benefit the emotional state of adolescents.

scholarly journals Emotional Intelligence and Academic Self-Efficacy in Relation to the Psychological Well-Being of University Students During COVID-19 in Venezuela

2021 ◽  
Vol 12 ◽  
Author(s):  
Diego García-Álvarez ◽  
Juan Hernández-Lalinde ◽  
Rubia Cobo-Rendón
Keyword(s):  
Emotional Intelligence ◽  
University Students ◽  
Self Efficacy ◽  
Well Being ◽  
Correct Classification ◽  
Psychological Resources ◽  
Cross Sectional ◽  
Psychological Well Being ◽  
Predictive Design ◽  
Academic Self Efficacy

Due to the COVID-19 pandemic, educational centers and universities in Venezuela have closed their physical plants and are migrating to emergency remote education to continue with academic programs. This empirical study aimed to analyze the predictive capacity of academic self-efficacy and emotional intelligence skills on each of the dimensions of psychological well-being. We employed a cross-sectional predictive design. The sample comprised 277 university students, of which 252 were female (91.00%). Their ages ranged from 18 to 45 years, with a mean of 20.35 (SD = 2.29). Non-probabilistic chance sampling was used. For data collection, we used an anonymous online form, contacted students by mail, and invited them to participate in the study. Questionnaires were available between 217 and 227 days of decreed quarantine in Venezuela. The results indicated average levels of academic self-efficacy (Me = 4; IQR = 2), emotional intelligence: clarity (Me = 27; IQR = 10), attention (Me = 25; IQR = 10) y repair (Me = 25; IQR = 12), and psychological well-being (Me = 35; IQR = 5). We found differences according to sex and age, specifically in emotional regulation (z = 3.73, p < 0.001, d = 0.438) and in bonds of psychological well-being (z = 2.51, p = 0.012, d = 0.276) favoring men (Me = 33, IQR = 9; Me = 8, IQR = 1), respectively. Regarding age, statistically significant differences were found in the group of students older than 21 years with higher perception of psychological well-being (z = 3.69, p < 0.001, d = 0.43) and in each of its dimensions. Emotional intelligence and academic self-efficacy were found to be significant predictors of psychological well-being and its dimensions, specifically on control (R2-Cox = 0.25, R2-Nagelkerke = 0.34, 69.90% of total correct classification), links (R2-Cox = 0.09, R2-Nagelkerke = 0.12, 65.07% of total correct classification), projects (R2-Cox = 0.32, R2-Nagelkerke = 0.46, 78.40% of total correct classification), acceptance (R2-Cox = 0.17, R2-Nagelkerke = 0.23, 68.28% of total correct classification), and total well-being (R2-Cox = 0.52, R2-Nagelkerke = 0.71, 87.16% of total correct classification). It was concluded that emotional intelligence and academic self-efficacy are protective psychological resources of psychological well-being that should be promoted at university to mitigate the negative effects of the pandemic on the mental health of young people.

scholarly journals Understanding procrastination: A case of a study skills course

2021 ◽  
Author(s):  
T. Hailikari ◽  
N. Katajavuori ◽  
H. Asikainen
Keyword(s):  
Academic Success ◽  
Time Management ◽  
Self Efficacy ◽  
Study Skills ◽  
Psychological Flexibility ◽  
Well Being ◽  
Management Skills ◽  
Study Skills Course ◽  
Being There ◽  
Academic Self Efficacy

AbstractProcrastination is consistently viewed as problematic to academic success and students’ general well-being. There are prevailing questions regarding the underlying and maintaining mechanisms of procrastination which are yet to be learnt. The aim of the present study was to combine different ways to explain procrastination and explore how students’ time and effort management skills, psychological flexibility and academic self-efficacy are connected to procrastination as they have been commonly addressed separately in previous studies. The data were collected from 135 students who participated in a voluntary time management and well-being course in autumn 2019. The results showed that students’ ability to organize their time and effort has the strongest association with procrastination out of the variables included in the study. Psychological flexibility also has a strong individual role in explaining procrastination along with time and effort management skills. Surprisingly, academic self-efficacy did not have a direct association with procrastination. Interestingly, our findings further suggest that time and effort management and psychological flexibility are closely related and appear to go hand in hand and, thus, both need to be considered when the aim is to reduce procrastination. The implications of the findings are further discussed.

Psychological well-being in childhood: The role of trait emotional intelligence, regulatory emotional self-efficacy, coping and general intelligence

2021 ◽  
pp. 135910452110406
Author(s):  
Marina Pauletto ◽  
Michele Grassi ◽  
Maria Chiara Passolunghi ◽  
Barbara Penolazzi
Keyword(s):  
Emotional Intelligence ◽  
Self Efficacy ◽  
Mental Health Problems ◽  
Coping Styles ◽  
Well Being ◽  
Self Report ◽  
Unique Contribution ◽  
General Intelligence ◽  
Trait Emotional Intelligence ◽  
Psychological Well Being

Given the increase of mental health problems in youth, focusing on the promotion of psychological well-being is essential. Among the variables recognized as linked to children’s psychological well-being, trait emotional intelligence, emotional self-efficacy and coping seem to be crucial, whereas the role played by intelligence is still controversial. In the present study, we explored the combined effects of these variables, aimed at disentangling their unique contribution to psychological well-being of 74 children (41 males, mean age: 9.03 years). We administered verbal and reasoning tests as intelligence measures and self-report questionnaires to assess trait emotional intelligence, regulatory emotional self-efficacy, coping styles, psychological well-being. Correlations revealed two independent clusters of variables: a first cluster including intelligence indexes and a second cluster including psychological well-being, trait emotional intelligence, regulatory emotional self-efficacy and adaptive coping styles. Hierarchical regression analyses showed that only trait emotional intelligence and positive restructuring coping style significantly contributed to psychological well-being. This study highlights that, unlike general intelligence, trait emotional intelligence was associated to psychological well-being, whereas coping styles play a negligible role in explaining this relationship. These findings are valuable in identifying the most relevant factors for children’s adjustment and in enhancing emotion-related aspects in interventions for psychological well-being promotion.

scholarly journals The Relationship Between Self-Esteem, Self-Efficacy, Family and Life Satisfaction, Loneliness and Academic Achievement During Adolescence / Odnos između samopoštovanja, samoučinkovitosti, zadovoljstva s obitelji i životom, usamljenosti i akademskoga postignuća tijekom adolescencije

2021 ◽  
Vol 23 ◽  
Author(s):  
Ina Reić Ercegovac ◽  
Toni Maglica ◽  
Maja Ljubetić
Keyword(s):  
Academic Achievement ◽  
Life Satisfaction ◽  
Self Efficacy ◽  
Short Form ◽  
Well Being ◽  
Self Esteem ◽  
Efficacy Beliefs ◽  
Female Adolescents ◽  
The Relationship ◽  
Academic Self Efficacy

This study aimed to explore the relationship between self-esteem, self-efficacy, family and life satisfaction, loneliness and academic achievement during adolescence. A total of 180 male and 301 female adolescents aged 10 to 17 (M=12.45 years, SD=2.66), from two primary and two secondary schools from the city of Split, participated in the study. To achieve the research goal, we administered the general data questionnaire, Self-Efficacy Questionnaire for Children and Adolescents (Vulić Prtorić Sorić, 2006), Family Satisfaction Scale (Vulić Prtorić, 2004), the short-form UCLA Loneliness Scale (Russell, 1996), and the Rosenberg Self-Esteem Scale (Rosenberg, 1965). The results indicated that female adolescents performed better in Croatian than male adolescents, who in turn assessed themselves as being more emotionally efficient than female adolescents. Regarding age, preadolescents were more satisfied, performed better academically, and exhibited higher levels of academic self-efficacy and self-esteem than older adolescents. The results of the regression analysis showed that higher academic self-efficacy and lower emotional self-efficacy were the strongest predictors of academic achievement. Research findings suggest that higher self-esteem and self-efficacy beliefs in all domains could have a protective role in well-being of adolescents and, finally, they point to the importance of developing high self-efficacy beliefs, especially academic ones, for academic achievement.Key words: academic achievement; adolescence; self-concept; satisfaction, loneliness---Ovim istraživanjem nastojalo se ispitati odnos između samopoštovanja, samoučinkovitosti, zadovoljstva s obitelji i životom, usamljenosti i akademskoga postignuća tijekom adolescencije. U istraživanju je sudjelovalo ukupno 180 adolescenata i 301 adolescentica u dobi od 10 do 17 godina (M = 12,45 godina, SD = 2,66), iz dvije osnovne i dvije srednje škole iz Splita. Kako bismo ostvarili cilj istraživanja, koristili smo sljedeće instrumente: Upitnik općih podataka, Upitnik samoučinkovitosti djece i adolescenata (Vulić Prtorić i Sorić, 2006), Skalu obiteljskoga zadovoljstva (Vulić Prtorić, 2004), kratki oblik Skale usamljenosti Sveučilišta u Kaliforniji (UCLA) (Russell, 1996) i Opću skalu samopoštovanja (Rosenberg, 1965). Rezultati pokazuju da su adolescentice bolje u Hrvatskom jeziku od adolescenata, koji su procijenili da su emocionalno učinkovitiji od ženskih adolescenata. S obzirom na dob, predadolescenti bili su zadovoljniji, imali bolju akademsku izvedbu i pokazivali više razine akademske samoučinkovitosti nego stariji adolescenti. Rezultati regresijske analize naglasili su višu akademsku samoučinkovitost i nižu emocionalnu samoučinkovitost kao najsnažnije prediktore akademskoga postignuća. Rezultati istraživanja pokazuju da više samopoštovanje i viša uvjerenja u samoučinkovitost u svim domenama mogu očuvati dobrobit adolescenata. Osim toga, rezultati ukazuju na važnost razvijanja snažnih uvjerenja u samoučinkovitost, posebno akademsku, za akademsko postignuće.Ključne riječi: adolescencija; akademsko postignuće; samopoimanje; usamljenost; zadovoljstvo

scholarly journals THE ROLE OF EMOTIONAL INTELLIGENCE IN JOB SATISFACTION OF INDIVIDUALS

2017 ◽  
Vol 7 (1) ◽  
pp. 203
Author(s):  
Luisa Amelia França ◽  
Lisete Dos Santos Mendes Monico
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Work Experience ◽  
Pearson Correlation ◽  
Well Being ◽  
Significant Negative Correlation ◽  
Organizational Stress ◽  
Private Companies ◽  
Public And Private ◽  
The Individual

Abstract.Emotional intelligence is a set of skills that enable the individual to manage their own emotions and those of others, making it easier to achieve established objectives and create wellbeing at organizational, academic and personal level. Job satisfaction is a positive emotional assessment of work experience that is related to the productivity and well-being. In this regard, the aim of this study was to analyze to what extent emotional intelligence can increase job satisfaction. To achieve this goal are counted with a mixed sample of 377 workers (M = 172, F= 205) in public and private companies of Portugal, that answered a questionnaire previously validated by other authors, which mediates the three main variables of study: emotional intelligence, organizational stress and job satisfaction. The results obtained through the Pearson correlation tested the hypotheses in the expected direction with significant negative correlation between emotional intelligence and organizational stress and a significant positive correlation between emotional intelligence and job satisfaction. Emotional intelligence workers anticipated job satisfaction R multiple = .332, R2 = .111, F (6, 370) = 7.66, p <.001, the most significant variables as predictors of emotional intelligence, Auto - courage (? = .184, p = .001), and Empathy and emotional contagion (? =.141, p = .016).Keywords: Emotional Intelligence and Job Satisfaction.Resumen.La inteligencia emocional consiste en un conjunto de habilidades que permiten al individuo manejar sus propias emociones y las de los demás, por lo que es más fácil alcanzar los objetivos establecidos y crear bienestar a nivel organizacional, académico y personal. La satisfacción laboral representa una valoración emocional positiva sobre la experiencia de trabajo, que está relacionado con la productividad y el bienestar. En este sentido, el objetivo de este estudio es analizar hasta qué punto la inteligencia emocional puede aumentar la satisfacción laboral. Para llevar a cabo este objetivo se contó con una muestra mixta de 377 trabajadores (M = 172, F = 205) de empresas públicas y privadas de Portugal, que respondieron a un cuestionario previamente validado por otros autores, que medía las dos variables principales de este estudio: inteligencia emocional y satisfacción laboral. Los resultados obtenidos a través de la correlación de Pearson probaron la hipótesis en la dirección esperada, una correlación positiva significativa entre la inteligencia emocional y la satisfacción laboral. La inteligencia emocional de los trabajadores anticipa la satisfacción laboral R múltiplo = .332; R2 = .111, F (6, 370) = 7.66, p < .001, siendo las variables más significativas como predictores de inteligencia emocional, el Auto–coraje (? = .184, p= .001) y, la Empatía y el contagio emocional (? = .141, p = .016).Palabras claves: inteligencia emocional y satisfacción laboral.

scholarly journals The Academic Self-Efficacy Among Undergraduates: The Role of Gender, CGPA and Trait Emotional Intelligence

2020 ◽  
Vol 3 (1) ◽  
pp. e7-12
Author(s):  
IFFAH ADLINA IBRAHIM ◽  
TAN KOCK WAH
Keyword(s):  
Emotional Intelligence ◽  
Self Efficacy ◽  
Short Form ◽  
Descriptive Analysis ◽  
Male Students ◽  
Trait Emotional Intelligence ◽  
Inferential Analysis ◽  
Trait Emotional Intelligence Questionnaire ◽  
Academic Self Efficacy

Academic self-efficacy is important for students which will help them to perform better in studies. This study aims to explore the level of academic self-efficacy among UNIMAS undergraduates based on gender, CGPA and trait emotional intelligence. The samples of study involved are 50 male and 50 female participants which consists of final year students from Faculty of Cognitive Sciences and Human Development. The academic self-efficacy of the students is measured using the questionnaire adopted from a study by Sachitra and Bandara (2017) and The Short Form (TEIQue-SF) Trait Emotional Intelligence Questionnaire is used to measure the trait emotional intelligence of the undergraduates. The result was analyzed using descriptive analysis and inferential analysis; independent samples t-test, One-Way ANOVA and Pearson’s correlation. The results of the study have shown that female students have higher academic self-efficacy compared to male students. In addition, students who obtain a higher CGPA also have higher self-efficacy. There was also a small positive correlation between trait emotional intelligence and academic self-efficacy.

scholarly journals RELAÇÃO ENTRE A PERCEPÇÃO DA AUTOEFICÁCIA ACADÈMICA E O ENGAGEMENT DE ESTUDANTES DE ENGENHARIA

2016 ◽  
Vol 2 (1) ◽  
pp. 307
Author(s):  
Alexandra R. Costa ◽  
Alexandra M. Araújo ◽  
Leandro S. Almeida
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Engineering Students ◽  
Positive Association ◽  
Well Being ◽  
Psychological Research ◽  
Performance Variables ◽  
Engagement Assessment ◽  
Education Academic ◽  
The Individual

Abstract:Self-efficacy reflects the belief that the individual has in his/her own capabilities to organize and execute actions that are needed to accomplish certain goals. On the other hand, Engagement refers to a positive psychological and motivational state, which is associated with individual well-being. This investigation aims to examine the relationship between these two variables, presenting the hypothesis that there is a positive association between self-efficacy and engagement, of engineering students in Higher Education. The sample was composed of 361 students (M = 20.54; SD = 4.24). Self-efficacy and engagement assessment was conducted through a questionnaire administered to students in classroom. Results show a positive and significant association between the variables, being the strongest association between the behavioral dimension of engagement and self-efficacy, which are, in turn, positively associated with academic performance variables. In this study we present and discuss these results and their implications for psychological research and practice.Keywords: Higher Education; Academic Self-Efficacy; Engagement; Academic SuccessResumo:A autoeficácia refere-se às crenças que o indivíduo tem nas suas próprias capacidades para organizar e executar as ações necessárias à concretização de determinados objetivos. Por seu lado, engagement refere-se ao estado psicológico positivo e motivacional, relacionado com o bem-estar individual. Nesta investigação procurou-se estabelecer a relação entre estas duas variáveis, assumindo uma hipótese de associação positiva entre a autoeficácia e o engagement, tomando estudantes do Ensino Superior de diferentes ramos da Engenharia. A amostra foi constituída por 361 estudantes (M = 20.54; DP = 4.24). A avaliação da autoeficácia e do engagement foi realizada através da aplicação dos questionários aos estudantes em sala de aula. Os resultados revelam uma associação positiva e significativa, sendo maior a associação encontrada entre a dimensão comportamental do engagement e a autoeficácia, estando também estas duas variáveis positivamente associadas ao rendimento académico. Nesta comunicação apresentam-se e discutem-se estes resultados e as suas implicações na investigação e prática psicológica.Palavras-chave: Ensino superior; Autoeficácia académica; Engagement; Sucesso académico.

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