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...
| Main Authors: | , , , , , , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2020-07-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/article/10.3389/fpsyg.2020.01609/full |
| _version_ | 1818996094192844800 |
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| author | Daniel Cortés-Denia Karima El Ghoudani Karima El Ghoudani Manuel Pulido-Martos Smail Alaoui Octavio Luque-Reca Manuel Miguel Ramos-Álvarez José María Augusto-Landa Benaissa Zarhbouch Esther Lopez-Zafra |
| author_facet | Daniel Cortés-Denia Karima El Ghoudani Karima El Ghoudani Manuel Pulido-Martos Smail Alaoui Octavio Luque-Reca Manuel Miguel Ramos-Álvarez José María Augusto-Landa Benaissa Zarhbouch Esther Lopez-Zafra |
| author_sort | Daniel Cortés-Denia |
| collection | DOAJ |
| 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. |
| first_indexed | 2024-12-20T21:24:16Z |
| format | Article |
| id | doaj.art-c5eeefbeb275419b983f779ccdcc913e |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-20T21:24:16Z |
| publishDate | 2020-07-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-c5eeefbeb275419b983f779ccdcc913e2022-12-21T19:26:11ZengFrontiers Media S.A.Frontiers in Psychology1664-10782020-07-011110.3389/fpsyg.2020.01609559433Socioemotional Resources Account for Academic Adjustment in Moroccan AdolescentsDaniel Cortés-Denia0Karima El Ghoudani1Karima El Ghoudani2Manuel Pulido-Martos3Smail Alaoui4Octavio Luque-Reca5Manuel Miguel Ramos-Álvarez6José María Augusto-Landa7Benaissa Zarhbouch8Esther Lopez-Zafra9Departamento de Psicología, Psicología Social, Universidad de Jaén, Jaén, SpainDepartamento de Psicología, Psicología Social, Universidad de Jaén, Jaén, SpainEcole Supérieure d’Education et de Formation (ESEF), Psychologie, Hassan First University of Settat, Settat, MoroccoDepartamento de Psicología, Psicología Social, Universidad de Jaén, Jaén, SpainDépartement de Psychologie, Faculté des Lettres et des Sciences Humaines – Dhar El Mahraz, Université Sidi Mohamed Ben Abdellah, Fez, MoroccoDepartamento de Psicología, Universidad Rey Juan Carlos, Madrid, SpainDepartamento de Psicología, Metodología de las Ciencias del Comportamiento, Universidad de Jaén, Jaén, SpainDepartamento de Psicología, Psicología Social, Universidad de Jaén, Jaén, SpainDépartement de Psychologie, Faculté des Lettres et des Sciences Humaines – Dhar El Mahraz, Université Sidi Mohamed Ben Abdellah, Fez, MoroccoDepartamento de Psicología, Psicología Social, Universidad de Jaén, Jaén, SpainThis 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.https://www.frontiersin.org/article/10.3389/fpsyg.2020.01609/fullacademic performanceadolescentsanxietydepressionemotional intelligenceself-concept |
| spellingShingle | Daniel Cortés-Denia Karima El Ghoudani Karima El Ghoudani Manuel Pulido-Martos Smail Alaoui Octavio Luque-Reca Manuel Miguel Ramos-Álvarez José María Augusto-Landa Benaissa Zarhbouch Esther Lopez-Zafra Socioemotional Resources Account for Academic Adjustment in Moroccan Adolescents Frontiers in Psychology academic performance adolescents anxiety depression emotional intelligence self-concept |
| 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 | academic performance adolescents anxiety depression emotional intelligence self-concept |
| url | https://www.frontiersin.org/article/10.3389/fpsyg.2020.01609/full |
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