Emotional competence as a resource for adolescents’ engagement in school
DOI:
https://doi.org/10.34019/1982-1247.2020.v14.27646Keywords:
Emotional competence, Positive development, Engagement in school, AdolescenceAbstract
Emotional competence, an indicator of positive development in adolescence, is an explicative factor of academic success. However, research addressing relations among emotional competence and procedural variables of academic success, such as engagement in school, is still needed. This study examines whether emotional competence constitutes a personal resource for adolescents’ engagement in school, having controlled the effects for gender and school level. The Emotional Skills and Competence Questionnaire and the Four-Dimensional Scale of Students’ Engagement in School were completed by 303 adolescents of both genders (Mage = 16.36) attending high school. Results from a hierarchical multiple linear regression model suggested that emotional competence explains 34% of the variance of engagement in school. Implications for research and psychological intervention are discussed.
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References
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Silva, C., Ribas, A., & Veiga, F. H. (2016). Escala quadridimensional de envolvimento dos alunos na escola (E4D-EAE): Análise fatorial confirmatória e consistência interna. In F. H. Veiga (Coord.), Envolvimento dos alunos na escola: Perspetivas da psicologia e educação - Motivação para o desempenho académico (pp. 35-46). Lisboa: Instituto de Educação da Universidade de Lisboa.
Takšić V., Mohorić T., & Duran M. (2009). Emotional skills and competence questionnaire (ESCQ) as a self-report measure of emotional intelligence. Psihološka obzorja/Horizons of Psychology, 18(3), 7-21.
Veiga, F. H. (2013). Envolvimento dos alunos na escola: Elaboração de uma nova escala de avaliação. International Journal of Developmental and Educational Psychology, 1(1), 441-450.
Veiga, F. H. (2016). Assessing student engagement in school: Development and validation of a four-dimensional scale. Procedia-Social and Behavioral Sciences, 215, 813-819. doi:10.1016/j.sbspro.2016.02.153
Veiga, F. H., Festas, I., Taveira, C., Galvão, D., Janeiro, I., Conboy, J., ... & Nogueira, J. (2012). Envolvimento dos alunos na escola: Conceito e relação com o desempenho académico- sua importância na formação de professores. Revista Portuguesa de Pedagogia, 46(2), 31-47.
Veiga, F., Robu, V., Moura, H., Goulão, F., & Galvão, D. (2014). Students’ engagement in school, academic aspirations, and sex. In F. Veiga (Ed.), Students’ Engagement in School: International Perspectives of Psychology and Education (pp. 348-360). Lisboa: Instituto de Educação da Universidade de Lisboa.
Wang, M. T., Willet, J. B., & Eccles, J. S. (2011). The assessment of school engagement: Examining dimensionality and measurement invariance by gender and race/ethnicity. Journal of School Psychology, 49, 465-480. doi:10.1016/j.jsp.2011.04.001
Woyciekoski, C. & Hutz, C. S. (2009). Inteligência Emocional: Teoria, pesquisa, medida, aplicações e controvérsias. Psicologia: Reflexão e Crítica, 22, 1-11. doi:10.1590/S0102-79722009000100002
Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51-59. doi:10.1037/0022-0663.82.1.51
Bundick, J. M. (2011). Extracurricular activities, positive youth development, and the role of meaningfulness of engagement. The Journal of Positive Psychology, 6, 57-74. doi:10.1080/17439760.2010.536775
Costa, A., & Faria, L. (2015). The impact of emotional intelligence on academic achievement: A longitudinal study in Portuguese secondary school. Learning and Individual Differences, 37, 38-47. doi:10.1016/j.lindif.2014.11.011
Esnaola, I., Revuelta, L., Ros, I., & Saras, M. (2017). The development of emotional intelligence in adolescence. Anales de Psicología, 33, 327-333. doi:10.6018/analesps.33.2.251831
Fernández-Berrocal, P., Cabello, R., Castillo, R., & Extremera, N. (2012). Gender differences in emotional intelligence: The mediating effect of age. Behavioral Psychology, 20, 77-89.
Fredricks, J. A., Blumenfeld, P. C., Friedel, J., & Paris, A. (2005). School engagement. In K. A. Moore & L. Lippman (Eds.), Conceptualizing and measuring indicators of positive development: What do children need to flourish (pp. 305–321). New York: Kluwer Academic/Plenum Press.
Fredrickson, B. L. (1998). What good are positive emotions? Review of General Psychology, 2, 300-319. doi:10.1037/1089-2680.2.3.300
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56, 218-226. doi:10.1037/0003-066X.56.3.218
Freire, T., & Soares, I. (2000). A intervenção na adolescência através do lazer e a promoção do desenvolvimento positivo. Psicologia, Educação e Cultura, 4(2), 329-343.
Jomon, K. J., & John, R. (2017). Emotional competence and student engagement of the first year undergraduate students in Kerala. International Journal of Indian Psychology, 4, 43-54. doi:10.25215/0404.144
Lau, P. S. Y. & Wu, F. K. Y. (2012). Emotional competence as a positive youth development construct: A conceptual review. The Scientific World Journal, 1-8 doi:10.1100/2012/975189
Lam, S., Jimerson, S., Kikas, E., Cefai, C., Veiga, F., Nelson, B., … Zollneritsch, J. (2012). Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries. Journal of School Psychology, 50, 77-94. doi:10.1016/j.jsp.2011.07.004
Lam, S., Wong, B. P. H., Shin, H., Hatzichristou, C., Negovan, V., Stanculescu, E., … Zollneritsch, J. (2014). Understanding and measuring student engagement in school: The results of an international study from 12 countries. American Psychological Association, 29, 213-232. doi:10.1037/spq0000057
Li, Y. (2011). School engagement: What it is and why it is important for positive youth development. In R. M. Lerner, J. V. Lerner, & J. B. Benson (Eds.), Advances in child development and behavior (pp. 131-160). Netherlands: Elsevier.
Lima Santos, N., & Faria, L. (2005). Inteligência emocional: Adaptação do “Emotional Skills and Competence Questionnaire” (ESCQ) ao contexto português. Revista da Faculdade de Ciências Humanas e Sociais, 2, 275-289.
Lopes, P. N., Salovey, P., & Straus, R. (2003). Emotional intelligence, personality and the perceived qualilty of social relationships. Personality and Individual Differences, 53, 641-658. doi:10.1016/S0191-8869(02)00242-8
Mayer, J. D., & Geher, G. (1996). Emotional intelligence and the identification of emotion. Intelligence, 22, 89-113. doi:10.1016/S0160-2896(96)90011-2
Mayer, J. D., & Salovey, P. (1997). Emotional intelligence: Educational implications. New York: BasicBooks.
Mayer, J. D., Caruso, D. R., & Salovey, P. (1999). Emotional intelligence meets traditional standards for an intelligence. Intelligence, 27, 267-298. doi:10.1016/S0160-2896(99)00016-1
Mayer, J. D., Salovey, P., Caruso, D. R., & Sitarenios, G. (2001). Emotional intelligence as a standard intelligence. Emotion, 1, 232-242. doi:10.10371/15283542.1.3.232
Morris, A.S., Silk, J.S., Steinberg, L., Myers, S.S., & Robinson, L.R. (2007). The role of the family context in the development of emotion regulation. Social Development, 16, 361-388. doi:10.1111/j.1467-9507.2007.00389
Nunes-Valente, M., & Monteiro, A. P. (2016). Inteligência emocional em contexto escolar. Revista Eletrónica de Educação e Psicologia, 7, 1-11.
Parker, J. D. A., Creque, R. E., Barnhart, D. L., Harris, J. I., Majeski, S. A., Wood, L. M., Bond, B. J., & Hogan, M. J. (2004). Academic achievement in high school: does emotional intelligence matter? Personality and Individual Differences, 37, 1321-1330. doi:10.1016/j.paid.2004.01.002
Petrides, K. V., Frederickson, N., & Furnham, A. (2004). The role of trait emotional intelligence in academic performance and deviant behavior at school. Personality and Individual Differences, 36, 277-293. doi:10.1016/S01918869(03)00084-9
Qualter, P., Gardner, K. J., Pope, D. J., Hutchinson, J. M., & Whiteley, H. (2012). Ability emotional intelligence, trait emotional intelligence, and academic success in British secundary schools: A 5 year long longitudinal study. Learning and Individual Differences, 22, 83-91. doi:10.1016/j.lindif.2011.11.007
Reeve, J., & Tseng, C. H. (2011). Agency as a fourth aspect of students engagement during learning activities. Contemporary Educational Psychology, 36, 257-267. doi:10.1016/j.cedpsych.2011.05.002
Seligman, M., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55, 5-14. doi:10.1037/0003-066X.55.1.5
Silva, E., & Freire, T. (2014). Programas de mentoria e promoção do desenvolvimento positivo de adolescentes. Revista Portuguesa de Educação, 27(1), 157-176.
Silva, E., Freire, T., & Faria, S. (2018). The emotion regulation strategies of adolescents and their parents: An experience sampling study. Journal of Child and Family Studies, 27, 1774-1785. doi:10.1007/s10826-018-1015-6
Silva, C., Ribas, A., & Veiga, F. H. (2016). Escala quadridimensional de envolvimento dos alunos na escola (E4D-EAE): Análise fatorial confirmatória e consistência interna. In F. H. Veiga (Coord.), Envolvimento dos alunos na escola: Perspetivas da psicologia e educação - Motivação para o desempenho académico (pp. 35-46). Lisboa: Instituto de Educação da Universidade de Lisboa.
Takšić V., Mohorić T., & Duran M. (2009). Emotional skills and competence questionnaire (ESCQ) as a self-report measure of emotional intelligence. Psihološka obzorja/Horizons of Psychology, 18(3), 7-21.
Veiga, F. H. (2013). Envolvimento dos alunos na escola: Elaboração de uma nova escala de avaliação. International Journal of Developmental and Educational Psychology, 1(1), 441-450.
Veiga, F. H. (2016). Assessing student engagement in school: Development and validation of a four-dimensional scale. Procedia-Social and Behavioral Sciences, 215, 813-819. doi:10.1016/j.sbspro.2016.02.153
Veiga, F. H., Festas, I., Taveira, C., Galvão, D., Janeiro, I., Conboy, J., ... & Nogueira, J. (2012). Envolvimento dos alunos na escola: Conceito e relação com o desempenho académico- sua importância na formação de professores. Revista Portuguesa de Pedagogia, 46(2), 31-47.
Veiga, F., Robu, V., Moura, H., Goulão, F., & Galvão, D. (2014). Students’ engagement in school, academic aspirations, and sex. In F. Veiga (Ed.), Students’ Engagement in School: International Perspectives of Psychology and Education (pp. 348-360). Lisboa: Instituto de Educação da Universidade de Lisboa.
Wang, M. T., Willet, J. B., & Eccles, J. S. (2011). The assessment of school engagement: Examining dimensionality and measurement invariance by gender and race/ethnicity. Journal of School Psychology, 49, 465-480. doi:10.1016/j.jsp.2011.04.001
Woyciekoski, C. & Hutz, C. S. (2009). Inteligência Emocional: Teoria, pesquisa, medida, aplicações e controvérsias. Psicologia: Reflexão e Crítica, 22, 1-11. doi:10.1590/S0102-79722009000100002
Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51-59. doi:10.1037/0022-0663.82.1.51
Published
2020-05-30
Issue
Section
Dossiê Temático Engajamento Escolar
