Mediation of academic self-efficacy between emotional intelligence and academic engagement in physical education undergraduate students

Raúl Baños; Juan José Calleja-Núñez; Roberto Espinoza-Gutiérrez; Antonio Granero-Gallegos

doi:10.3389/fpsyg.2023.1178500

Mediation of academic self-efficacy between emotional intelligence and academic engagement in physical education undergraduate students

Front Psychol. 2023 Jul 14:14:1178500. doi: 10.3389/fpsyg.2023.1178500. eCollection 2023.

Authors

Raúl Baños^{1

2}, Juan José Calleja-Núñez¹, Roberto Espinoza-Gutiérrez¹, Antonio Granero-Gallegos^{3

4}

Affiliations

¹ Faculty of Sport, Autonomous University of Baja California, Tijuana, Mexico.
² Department of Musical, Plastic and Corporal Expression, Faculty of Education Sciences, University of Granada, Ceuta, Spain.
³ Department of Education, University of Almeria, Almeria, Spain.
⁴ Health Research Centre, University of Almeria, Almeria, Spain.

Abstract

The aim of this study was to analyze academic self-efficacy as a mediator between emotional intelligence and academic engagement. A non-experimental, cross-sectional, correlational-causal study was designed in which 1,164 Mexican students participated (M_age = 21.21; SD = 3.26) (30.0% female; 69.6% male; 0.4% other). The scales of emotional intelligence, academic self-efficacy and academic engagement were used, and a structural equation analysis with latent variables was conducted. The results obtained demonstrate that emotional clarity and repair have a positive and direct effect on academic self-efficacy. In addition, emotional repair predicts behavioral and emotional engagement. It was also found that academic self-efficacy is an excellent mediator between emotional clarity and repair, and the dimensions of academic engagement, as it substantially improves behavioral and emotional engagement while decreasing behavioral and emotional disaffection.

Keywords: emotional clarity; emotional disaffection; emotional repair; engagement disaffection; university.