Background: Academic engagement is a variable of vital importance in adolescence due to its relationship with academic adjustment and its protective role against risk behaviors. Therefore, the objective of this study was to find out the variables involved in its development.
Objective: The specific objectives were to analyze the relationship between emotional intelligence, self-esteem and academic engagement, and determine the mediating role of self-esteem in the relationship between emotional intelligence and engagement in adolescence.
Methods: The sample of 1287 high school students used for this filled in the Utrecht Work Engagement Scale Student, Brief Emotional Intelligence Inventory and the Rosenberg Self Esteem Scale.
Results: The results showed the existence of positive relationships between vigor, dedication and absorption with the emotional intelligence factors and self-esteem. Furthermore, the mediation models showed the direct effect of emotional intelligence on engagement of youths. Self-esteem acted as a mediator in the relationship between intrapersonal factors, stress management and adaptability of emotional intelligence and engagement.
Conclusion: Design of emotional intelligence intervention programs are recommended as a measure for promoting self-esteem and engagement in adolescence.



中文翻译：

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青少年的情商和学术参与：自尊的中介作用

背景：学术参与是青春期至关重要的一个变量，因为它与学业调整有关，并具有对危险行为的保护作用。因此，本研究的目的是找出影响其发展的变量。
目的：具体目标是分析情商、自尊和学业投入之间的关系，并确定自尊在青春期情商和投入之间的关系中的中介作用。
方法：本研究使用的1287名高中生样本填写了Utrecht Work Engagement Scale Student、Brief Emotional Intelligence Inventory和Rosenberg Self Esteem Scale。
结果：结果表明，活力、奉献和专注与情商因素和自尊之间存在正相关关系。此外，中介模型显示了情商对青少年参与的直接影响。自尊在人际因素、压力管理和情商和参与的适应性之间起中介作用。
结论：建议设计情商干预计划作为促进青春期自尊和参与的措施。