| Autor: |
Gamarra-Vengoechea, María Alejandra, Chacón-Cuberos, Ramón, Pérez-Mármol, Mariana, Castro-Sánchez, Manuel |
| Předmět: |
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| Zdroj: |
Education Sciences; Nov2023, Vol. 13 Issue 11, p1105, 16p |
| Abstrakt: |
(1) Background: The current study aimed to examine the mediating role of psychosocial factors in academic performance in higher education based on the adaptation of teaching due to COVID-19. (2) Methods: The methodological design is descriptive–exploratory, cross-sectional, and ex post-facto, using a structural equation model in a sample of 824 university students from Granada. For data collection, the AF-5 questionnaire was used for self-concept; EME-E for motivation, REIS for emotional intelligence, and CD-RISC for resilience, in addition to a specific questionnaire for sociodemographic and academic data. (3) Results: The findings show that (a) academic performance was positively related to personal competence and inversely related to self-confidence, with a higher regression weight in students who did not experience adaptations; that (b) there is a positive relationship between intrinsic motivation and academic performance; that (c) personal competence helped to decrease demotivation in students; and that (d) a positive self-concept acts as a protective factor against demotivation. (4) Conclusions: Therefore, the relevance of educational institutions in the holistic development of young adults is highlighted, ensuring not only academic success but also the emotional and personal well-being of students in a constantly changing world. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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