The interplay between academic performance, emotional intelligence, and self-concept as predictors of violent behavior in higher education: a multi-group structural equation modeling
Higher education is a focus of increasing violent behavior. The evidence suggests an obsession to achieve the best academic performance in order to access working life. This research aims to develop an explanatory model of violent behavior and its relationship with self-concept and emotional intelli...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-05-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1124712/full |
| _version_ | 1797821219133718528 |
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| author | José Luis Ubago-Jiménez Silvia Corral-Robles José Luis Ortega-Martín Eduardo Melguizo-Ibáñez |
| author_facet | José Luis Ubago-Jiménez Silvia Corral-Robles José Luis Ortega-Martín Eduardo Melguizo-Ibáñez |
| author_sort | José Luis Ubago-Jiménez |
| collection | DOAJ |
| description | Higher education is a focus of increasing violent behavior. The evidence suggests an obsession to achieve the best academic performance in order to access working life. This research aims to develop an explanatory model of violent behavior and its relationship with self-concept and emotional intelligence according to in relation to their academic performance. A sample of 932 Spanish undergraduate students participated in the multi-group structural equation modeling. Findings revealed that students who have a higher academic performance have problems to control and regulate their emotions, showing signs of direct and indirect violence. Moreover, it was found that that emotional intelligence and self-concept have a direct influence on episodes of violent behavior, with academic performance being a key component affecting each variable. The present study provides some implications and suggests some avenues for future research. |
| first_indexed | 2024-03-13T09:49:33Z |
| format | Article |
| id | doaj.art-63b4580115494a15a8c8a22a58cbf828 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-03-13T09:49:33Z |
| publishDate | 2023-05-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-63b4580115494a15a8c8a22a58cbf8282023-05-24T16:22:07ZengFrontiers Media S.A.Frontiers in Psychology1664-10782023-05-011410.3389/fpsyg.2023.11247121124712The interplay between academic performance, emotional intelligence, and self-concept as predictors of violent behavior in higher education: a multi-group structural equation modelingJosé Luis Ubago-Jiménez0Silvia Corral-Robles1José Luis Ortega-Martín2Eduardo Melguizo-Ibáñez3Department of Didactics of Musical, Artistic and Corporal Expression, Faculty of Education, University of Granada, Granada, SpainDepartment of Languages and Literature Teaching, Faculty of Education Sciences, University of Granada, Granada, SpainDepartment of Languages and Literature Teaching, Faculty of Education Sciences, University of Granada, Granada, SpainDepartment of Didactics of Musical, Artistic and Corporal Expression, Faculty of Education, University of Granada, Granada, SpainHigher education is a focus of increasing violent behavior. The evidence suggests an obsession to achieve the best academic performance in order to access working life. This research aims to develop an explanatory model of violent behavior and its relationship with self-concept and emotional intelligence according to in relation to their academic performance. A sample of 932 Spanish undergraduate students participated in the multi-group structural equation modeling. Findings revealed that students who have a higher academic performance have problems to control and regulate their emotions, showing signs of direct and indirect violence. Moreover, it was found that that emotional intelligence and self-concept have a direct influence on episodes of violent behavior, with academic performance being a key component affecting each variable. The present study provides some implications and suggests some avenues for future research.https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1124712/fullviolent behavioracademic performanceemotional intelligenceself-conceptuniversity students |
| spellingShingle | José Luis Ubago-Jiménez Silvia Corral-Robles José Luis Ortega-Martín Eduardo Melguizo-Ibáñez The interplay between academic performance, emotional intelligence, and self-concept as predictors of violent behavior in higher education: a multi-group structural equation modeling Frontiers in Psychology violent behavior academic performance emotional intelligence self-concept university students |
| title | The interplay between academic performance, emotional intelligence, and self-concept as predictors of violent behavior in higher education: a multi-group structural equation modeling |
| title_full | The interplay between academic performance, emotional intelligence, and self-concept as predictors of violent behavior in higher education: a multi-group structural equation modeling |
| title_fullStr | The interplay between academic performance, emotional intelligence, and self-concept as predictors of violent behavior in higher education: a multi-group structural equation modeling |
| title_full_unstemmed | The interplay between academic performance, emotional intelligence, and self-concept as predictors of violent behavior in higher education: a multi-group structural equation modeling |
| title_short | The interplay between academic performance, emotional intelligence, and self-concept as predictors of violent behavior in higher education: a multi-group structural equation modeling |
| title_sort | interplay between academic performance emotional intelligence and self concept as predictors of violent behavior in higher education a multi group structural equation modeling |
| topic | violent behavior academic performance emotional intelligence self-concept university students |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1124712/full |
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