The relationship between basic psychological needs satisfaction and university students’ academic engagement: The mediating effect of emotional intelligence
IntroductionBasic psychological needs satisfaction (BPNS) and Emotional intelligence (EI) have been underscored as helpful psychological constructs in explaining academic engagement. However, the joint interaction of BPNS with EI abilities to explain academic engagement has not been tested. Therefor...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-12-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.917578/full |
| _version_ | 1811321423996649472 |
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| author | Hongxia Chen Morning Hon Zhang |
| author_facet | Hongxia Chen Morning Hon Zhang |
| author_sort | Hongxia Chen |
| collection | DOAJ |
| description | IntroductionBasic psychological needs satisfaction (BPNS) and Emotional intelligence (EI) have been underscored as helpful psychological constructs in explaining academic engagement. However, the joint interaction of BPNS with EI abilities to explain academic engagement has not been tested. Therefore, the present study aimed to investigate the interactive role of BPNS with EI abilities in the prediction of academic engagement in a sample of Chinese university students.MethodsA questionnaire survey was administered to a sample of 466 university students. The data were analyzed using the SPSS (version 21.0) software. The first analysis consisted of descriptive statistics (including mean and standard deviation) and Pearson’s correlations among BPNS, EI, and academic engagement. Through structural equation modeling (SEM), direct and indirect effects were calculated.ResultsThe results showed that BPNS was positively associated with academic engagement and that only the Use of emotion dimension of EI mediated these associations.DiscussionThese results suggest that important interventions incorporated with BPNS and EI abilities, especially the use of emotion ability, may be performed to promote university students’ academic engagement. |
| first_indexed | 2024-04-13T13:17:27Z |
| format | Article |
| id | doaj.art-8aaa83355c974436ae15b0152921fcdd |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-13T13:17:27Z |
| publishDate | 2022-12-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-8aaa83355c974436ae15b0152921fcdd2022-12-22T02:45:25ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-12-011310.3389/fpsyg.2022.917578917578The relationship between basic psychological needs satisfaction and university students’ academic engagement: The mediating effect of emotional intelligenceHongxia Chen0Morning Hon Zhang1School of Marxism, Zhoukou Normal University, Zhoukou, Henan Province, ChinaInstitute for Education Science, Zhoukou Normal University, Zhoukou, Henan Province, ChinaIntroductionBasic psychological needs satisfaction (BPNS) and Emotional intelligence (EI) have been underscored as helpful psychological constructs in explaining academic engagement. However, the joint interaction of BPNS with EI abilities to explain academic engagement has not been tested. Therefore, the present study aimed to investigate the interactive role of BPNS with EI abilities in the prediction of academic engagement in a sample of Chinese university students.MethodsA questionnaire survey was administered to a sample of 466 university students. The data were analyzed using the SPSS (version 21.0) software. The first analysis consisted of descriptive statistics (including mean and standard deviation) and Pearson’s correlations among BPNS, EI, and academic engagement. Through structural equation modeling (SEM), direct and indirect effects were calculated.ResultsThe results showed that BPNS was positively associated with academic engagement and that only the Use of emotion dimension of EI mediated these associations.DiscussionThese results suggest that important interventions incorporated with BPNS and EI abilities, especially the use of emotion ability, may be performed to promote university students’ academic engagement.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.917578/fullacademic engagementpositive psychologybasic psychological needsemotional intelligenceuse of emotion |
| spellingShingle | Hongxia Chen Morning Hon Zhang The relationship between basic psychological needs satisfaction and university students’ academic engagement: The mediating effect of emotional intelligence Frontiers in Psychology academic engagement positive psychology basic psychological needs emotional intelligence use of emotion |
| title | The relationship between basic psychological needs satisfaction and university students’ academic engagement: The mediating effect of emotional intelligence |
| title_full | The relationship between basic psychological needs satisfaction and university students’ academic engagement: The mediating effect of emotional intelligence |
| title_fullStr | The relationship between basic psychological needs satisfaction and university students’ academic engagement: The mediating effect of emotional intelligence |
| title_full_unstemmed | The relationship between basic psychological needs satisfaction and university students’ academic engagement: The mediating effect of emotional intelligence |
| title_short | The relationship between basic psychological needs satisfaction and university students’ academic engagement: The mediating effect of emotional intelligence |
| title_sort | relationship between basic psychological needs satisfaction and university students academic engagement the mediating effect of emotional intelligence |
| topic | academic engagement positive psychology basic psychological needs emotional intelligence use of emotion |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.917578/full |
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