Emotional intelligence and family functioning as predictors of academic self-efficacy in Ecuadorian adolescents
DOI:
https://doi.org/10.55204/pcc.v3i2.e43Keywords:
inteligencia emocionalAbstract
Introduction: Academic self-efficacy in adolescents has taken relevance due to the importance of knowing the factors that are related to the perception that each one has about their ability to perform academic activities. Considering how they face the stressors of daily life through an adequate emotional intelligence that allows them to favorably manage their emotions and added to the family support that adolescents receive, they can achieve greater cohesion and adaptability in the different areas of development.
Objective: To determine the predictive value of emotional intelligence (EI) and family functioning (FF) on academic self-efficacy in school adolescents.
Methods: The methodology used had a quantitative correlational-explanatory approach, with the participation of 460 adolescents from two public and private educational institutions in Ambato-Ecuador.
Results: Correlation analysis showed a positive relationship between the study variables (p < .001); a 24% prediction of EI and FF on perceived self-efficacy in academic situations (APESA) was demonstrated.
Conclusion: The predictive model partially explains how the ability to manage emotions in an adequate manner, together with having a safe family environment that provides support and cohesion, can have an impact on adolescents' perception of their efficacy in the academic environment.
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