Rendimiento académico, apoyo social percibido e inteligencia emocional en la universidad

  1. Fernández-Lasarte, Oihane 1
  2. Ramos-Díaz, Estíbaliz 1
  3. Axpe Sáez, Inge 1
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Journal:
EJIHPE: European Journal of Investigation in Health, Psychology and Education

ISSN: 2174-8144,  2254-9625

Year of publication: 2019

Volume: 9

Issue: 1

Pages: 39-49

Type: Article

DOI: 10.30552/EJIHPE.V9I1.315 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: EJIHPE: European Journal of Investigation in Health, Psychology and Education

Abstract

Perceived social support contributes to the students´ development and academic performance. Likewise, previous research suggests a positive relationship and influence of emotional intelligence on academic performance. Thus, the purpose of this study is twofold: a) to examine the relationship between perceived social support, emotional intelligence, and academic performance; and b) to analyze the predictive capacity of perceived social support on emotional intelligence and both variables on academic performance. A total of 419 students from the University of the Basque Country participate in this study, with ages between 18 and 40 years (M=20.45; SD=3.31), 27% boys and 73% girls. The following scales are used: Perceived Social Support Scale (AFA), Teacher and Classmate Support Scale (TCMS), Trait Meta Mood Scale (TMMS-24), and Brief School Adjustment Scale (EBAE-10). Correlational and multiple regression analyzes are applied. The results show the highest associations between teacher support and academic performance, family support with emotional repair, and academic performance with emotional repair. Worth noting is the explanatory capacity of the teacher support on academic performance, family support on emotional clarity and emotional repair, and emotional repair on academic performance.

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Funding information

Los autores de este estudio son miembros del grupo Consolidado de Investigación IT934-16 del Sistema Universitario Vasco. El estudio se enmarca en el proyecto de investigación PPG17/61 de la Universidad del País Vasco y en el proyecto EDU2017-83949-P del subprograma estatal de Generación del Conocimiento del Ministerio de Economía, Industria y Competitividad.

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