Bonilla Yucailla, Daniela
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Bonilla Yucailla, Daniela
Main Affiliation
Ambato
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alejandrabonilla@uti.edu.ec
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57705871600

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Emotional intelligence, engagement and academic self-efficacy. Analysis mediation within Ecuadorian universities [Inteligencia emocional, compromiso y autoeficacia académica. Análisis de mediación en universitarios ecuatorianos]

2022 , Bonilla Yucailla, Daniela , Balseca-Acosta A. , Cárdenas Pérez, María José , Moya-Ramírez D.

elements of individuals are necessary to know the impact they maintain in the educational context. They are strong internal motivators that direct the behaviour of the individual to carry out various activities, as well as their achievement and success. There is evidence of the capacities that students have for monitoring, controling and regulating their own behaviours in the learning process. Historically, academic performance has been associated with intelligence in general, but other elements such as self-monitoring, self-control, self-regulation, self-motivation and others are key for preventing school failure and maintaining an adequate school performance. Within educational research, phenomena such as Emotional Intelligence, Engagement and Academic Self-efficacy stand out due to their impact on academic performance. There are several studies that analyse the existing dynamics of these three variables, although separately, so that a multifactorial study could expand the current conception of these internal elements and their effect on education. The objectives were to identify the current state of emotional intelligence, engagement and academic self-efficacy in a sample of university students from Ecuador, as well as the relationship between these variables and the indirect effect of Emotional Intelligence on Academic Self-efficacy through Academic Engagement. Therefore, this study is a descriptive correlational, determination and partial mediation analysis is carried out through SEM using the Brief Emotional Intelligence Inventory for Senior Citizens, the Utrecht Work Engagement Scale and the Scale of Perceived Self-efficacy Specific to Academic Situations. The sample was made up of 500 students (57.5 women and 42.4 % men), between 18 and 45 years old (M = 24.5 years; SD = 6.9), from two universities in Ambato and Quito in Ecuador and of 11 undergraduate majors. The selection of the participants was developed through an intentional non-probabilistic sampling with inclusion criteria, which are: a) Be legally enrolled in one of the universities in this study; b) Voluntary participation in the study; c) Signed participation consent and c) Be of legal age. Like results, in general, the levels of Emotional Intelligence, Engagement and Self-efficacy are normal among students. Although in Academic Engagement, 30 % are in a risk zone. The relationship between Emotional Intelligence (r= 0.522; p<.01) and Academic Engagement (r = 0.326; p <.01) in Academic Self-efficacy is confirmed. These variables together form an explanatory model that can predict changes in variance by 30.6 %. The theoretical model proposed by means of structural linear regression has an adequate adjustment indicator χ2= 252.9; p<.; 001 df = 116; X2/df = 2.1; CFI=.96; TLI=.95; RMSEA=.049 [.040 -.057]; SRMR=.042. In addition, Emotional Intelligence has an indirect effect on Academic Self-efficacy through Academic Engagement ab=.0031; p<.01. Among the conclusions of the study, it is mentioned that Emotional Intelligence and Academic Engagement are predictors of Academic Self-efficacy. Therefore, their interest and management in the educational context is relevant. Moreover, the Academic Engagement is a partial mediation variable between Emotional Intelligence and Academic Self-efficacy in university students in Ecuador. Emotional Intelligence has as a property the ability to exert not only direct effects, but also partial indirect through a third variable. Among the implications of the study are that the use of more contemporary methods such as SEM allows a broader vision of the modelling of academic behaviour, which is a significant contribution because it significantly reduces measurement bias. In addition, these results contribute to the future development of psycho educational intervention processes that contribute to the improvement of the academic performance of students and to the teaching-learning processes in general. Finally, it is important to replicate similar studies in order to generalize these findings. © 2022, Interdisciplinaria. All Rights Reserved.

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