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Socioemotional Resources Account for Academic Adjustment in Moroccan Adolescents

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 pa...

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Autores principales: Cortés-Denia, Daniel, El Ghoudani, Karima, Pulido-Martos, Manuel, Alaoui, Smail, Luque-Reca, Octavio, Ramos-Álvarez, Manuel Miguel, Augusto-Landa, José María, Zarhbouch, Benaissa, Lopez-Zafra, Esther
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7350927/
https://www.ncbi.nlm.nih.gov/pubmed/32719645
http://dx.doi.org/10.3389/fpsyg.2020.01609
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author Cortés-Denia, Daniel
El Ghoudani, Karima
Pulido-Martos, Manuel
Alaoui, Smail
Luque-Reca, Octavio
Ramos-Álvarez, Manuel Miguel
Augusto-Landa, José María
Zarhbouch, Benaissa
Lopez-Zafra, Esther
author_facet Cortés-Denia, Daniel
El Ghoudani, Karima
Pulido-Martos, Manuel
Alaoui, Smail
Luque-Reca, Octavio
Ramos-Álvarez, Manuel Miguel
Augusto-Landa, José María
Zarhbouch, Benaissa
Lopez-Zafra, Esther
author_sort Cortés-Denia, Daniel
collection PubMed
description 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.
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spelling pubmed-73509272020-07-26 Socioemotional Resources Account for Academic Adjustment in Moroccan Adolescents Cortés-Denia, Daniel El Ghoudani, Karima Pulido-Martos, Manuel Alaoui, Smail Luque-Reca, Octavio Ramos-Álvarez, Manuel Miguel Augusto-Landa, José María Zarhbouch, Benaissa Lopez-Zafra, Esther Front Psychol Psychology 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. Frontiers Media S.A. 2020-07-03 /pmc/articles/PMC7350927/ /pubmed/32719645 http://dx.doi.org/10.3389/fpsyg.2020.01609 Text en Copyright © 2020 Cortés-Denia, El Ghoudani, Pulido-Martos, Alaoui, Luque-Reca, Ramos-Álvarez, Augusto-Landa, Zarhbouch and Lopez-Zafra. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Cortés-Denia, Daniel
El Ghoudani, Karima
Pulido-Martos, Manuel
Alaoui, Smail
Luque-Reca, Octavio
Ramos-Álvarez, Manuel Miguel
Augusto-Landa, José María
Zarhbouch, Benaissa
Lopez-Zafra, Esther
Socioemotional Resources Account for Academic Adjustment in Moroccan Adolescents
title Socioemotional Resources Account for Academic Adjustment in Moroccan Adolescents
title_full Socioemotional Resources Account for Academic Adjustment in Moroccan Adolescents
title_fullStr Socioemotional Resources Account for Academic Adjustment in Moroccan Adolescents
title_full_unstemmed Socioemotional Resources Account for Academic Adjustment in Moroccan Adolescents
title_short Socioemotional Resources Account for Academic Adjustment in Moroccan Adolescents
title_sort socioemotional resources account for academic adjustment in moroccan adolescents
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7350927/
https://www.ncbi.nlm.nih.gov/pubmed/32719645
http://dx.doi.org/10.3389/fpsyg.2020.01609
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