Examining the impact of covid on the psychosocial profile and academic performance of university students. A pre-post study
DOI:
https://doi.org/10.37467/revtechno.v13.4962Keywords:
Pre-post study, Emotional intelligence, Academic performance, Life satisfactionAbstract
The objective of this study was to evaluate emotional intelligence and life satisfaction in 69 Social Education students. The results showed higher scores in the variables of emotional intelligence and life satisfaction in the posttest evaluation when comparing the values of the medians (Mdn pre vs Mdn post), with lower academic performance (Mdnpost=8.00 < Mdnpre=6.90). In relation to gender in the pretest measure, rank differences were obtained only in the factor evaluating one's own emotions, with the effect size Hedges'g equal to .5996. The practical consequences will allow us to reflect on the effects caused by the pandemic in the university context.
References
Abdullah S., Ismail M., Ahmed A.N., & Abdullah A.M. (2019). Forecasting particulate matter concentration using linear and non-linear approaches for air quality decision support. Atmosphere, 10:667. https://doi.org/10.3390/atmos10110667
AMM (2013). Declaración de Helsinki. Principios éticos para las investigaciones médicas en seres humanos. 64ª Asamblea General, Fortaleza, Brasil, Octubre 2013. Asociación Médica Mundial.
Andrei, F., & Petrides, K. V. (2013). Trait Emotional Intelligence and Somatic Complaints with Reference to Positive and Negative Mood. Psihologija, 46, 5-15.
http://dx.doi.org/10.2298/PSI1301005A
Bar-On, R., & Parker, J.D.A. (2000). The Bar-On EQ-i:YV: Technical manual. Multi-Health Systems.
Berrios, M.P., Pulido-Martos, M., Augusto-Landa, J.M., & Lopez-Zafra, E. (2020). Inteligencia emocional en distintos colectivos: Aportaciones del grupo TEAM+. Know and Share Psychology, 1(4), 19-37. https://doi.org/10.25115/kasp.v1i0.4127
Best, L. A., Law, M. A., Roach, S., & Wilbiks, J. M. P. (2021). The psychological impact of COVID-19 in Canada: Effects of social isolation during the initial response. Canadian Psychology/Psychologie canadienne, 62(1), 143-154. https://doi.org/10.1037/cap0000254
Bisquerra, R., & Molero, D. (2020). Educación emocional en la orientación y tutoría universitaria. En A. Pantoja (Coord.), Buenas prácticas en la tutoría universitaria (pp. 133-152). Síntesis.
Bücker, S., Nuraydin, S., Simonsmeier, B. A., Schneider, M., & Luhmann, M. (2018). Subjective well-being and academic achievement: A meta-analysis. Journal of Research in Personality, 74, 83–94. https://doi.org/10.1016/j.jrp.2018.02.007
Cabras, C., & Mondo, M. (2018). Coping strategies, optimism, and life satisfaction among first-year university students in Italy: Gender and age differences. Higher Education, 75(4), 643-654.
Cabrera, L. (2020). Efectos del coronavirus en el sistema de enseñanza: aumenta la desigualdad de oportunidades educativas en España. Revista de Sociología de la Educación-RASE, 13 (2) Especial, COVID-19, 114-139. http://dx.doi.org/10.7203/RASE.13.2.17125
Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry research, 287, 112934. https://doi.org/10.1016/j.psychres.2020.112934
Clay, J. M., & Parker, M. O. (2020). Alcohol use and misuse during the COVID-19 pandemic: a potential public health crisis?. The Lancet Public Health, 5(5), e259.
Corvo, E., & De Caro, W. (2020). COVID-19 and spontaneous singing to decrease loneliness, improve cohesion, and mental well-being: An Italian Experience. Psychological Trauma:Theory. Research, Practice, and Policy, 12(S1), S247-248. http://dx.doi.org/10.1037/tra0000838
Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The Satisfaction With Life Scale. Journal of Personality Assessment, 49(1), 71–75. https://doi.org/10.1207/s15327752jpa4901_13
Diener, E., Suh, E. N., Lucas, R. E., & Smith, H. L. (1999). “Subjective well-being: Three decades of progress”. Psychological Bulletin, 125, 276-302.
Domínguez-Lara, S. A., & Merino-Soto, C. (2015). ¿Por qué es importante reportar los intervalos de confianza del coeficiente alfa de Cronbach? Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 13(2), 1326-1328.
Emerson, S. D., Guhn, M., & Gadermann, A. M. (2017). Measurement invariance of the Satisfaction with Life Scale: Reviewing three decades of research. Quality of Life Research: An International Journal of Quality of Life Aspects of Treatment, Care & Rehabilitation, 26(9), 2251-2264. https://doi.org/10.1007/s11136-017-1552-2
Extremera, N., Rey, L., & Sánchez-Álvarez, N. (2019). Validation of the Spanish version of the Wong Law Emotional Intelligence Scale (WLEIS-S). Psicothema, 31(1), 94-100. https://doi.org/10.7334/psicothema2018.147
Feldman, L. (2018). La vida secreta del cerebro. Cómo se construyen las emociones. Paidós Ibérica.
Fernández-Berrocal, P., Ruiz-Aranda, D., Salguero, J. M., Palomera, R., & Extremera, N. (2018). The Relationship of Botín Foundation‘s Emotional Intelligence Test (TIEFBA) with Personal and Scholar Adjustment of Spanish Adolescents. Psicodidáctica, 23(1), 1-8. https://doi.org/10.1016/j.psicoe.2017.07.005
Fernández-Pérez, V., Montes-Merino, A., Rodríguez-Ariza, L., & Galicia, P. E. A. (2019). Emotional competencies and cognitive antecedents in shaping student’s entrepreneurial intention: the moderating role of entrepreneurship education. International Entrepreneurship and Management Journal, 15(1), 281-305. https://doi.org/10.1007/s11365-017-0438-7
Gavín-Chocano, O., Molero, D., Ubago-Jiménez, J. L. & García-Martínez, I. (2020). Emotions as predictors of life satisfaction among university students. International Journal of Environmental Research and Public Health, 17, 9462. http://doi.org/10.3390/ijerph17249462
García-Martínez, I., Augusto-Landa, J. M. & León, S. P. (2021). The Mediating Role of Engagement on the Achievement and Quality of Life of University Students. International Journal of Environmental Research and Public Health, 18(12), 6586. https://doi.org/10.3390/ijerph18126586
Gebler, S., Nezlek, J. B., & Schütz, A. (2020). Training emotional intelligence: Does training in basic emotional abilities help people to improve higher emotional abilities? The Journal of Positive Psychology, 1-10. https://doi.org/10.1080/17439760. 2020.1738537
Gilar-Corbí, R., Pozo-Rico, T., Sánchez, B., & Castejón, J. L. (2018). Can emotional competence be taught in higher education? A randomized experimental study of an emotional intelligence training program using a multimethodological approach. Frontiers in psychology, 9, 1039. https://doi.org/10.3389/fpsyg.2018.01039
Gràcia, M., Jarque, M. J., Astals, M., & Rouaz, K. (2020). Desarrollo y evaluación de la competencia comunicativa en la formación inicial de maestros. Revista Iberoamericana de Educación Superior, 11(30), 115-136. https://doi.org/10.22201/iisue.20072872e.2020.30
Gruber, J., Prinstein, M. J., Clark, L. A., Rottenberg, J., Abramowitz, J. S., Albano, A. M., Aldao, A., Borelli, J. L., Chung, T., Davila, J., Forbes, E. E., Gee, D. G., Hall, G. C. N., Hallion, L. S., Hinshaw, S. P., Hofmann, S. G., Hollon, S. D., Joormann, J., Kazdin, A. E., … Weinstock, L. M. (2021). Mental Health and Clinical Psychological Science in the Time of COVID-19: Challenges, Opportunities, and a Call to Action. American Psychologist, 76(3), 409-426. https://doi.org/10.1037/amp0000707
Hendriks, T., Schotanus, M. y Aabidien, D. (2020). the efficacy of multicomponent positive psychology interventions: A systematic review and metaanalysis of randomized controlled trials. Journal of Happiness Studies, 21(1), 357-390. https:// doi.org/10.1007/s10902-019-00082-1
Jiang, R., Tortorice, D. L., & Jefferson, G. H. (2015). Restructuring China’s research institutes. Economics of Transition, 24(1), 163-208. https://doi.org/10.1111/ecot.12086
Kerby, D. S. (2014). The simple difference formula: An approach to teaching nonparametric correlation. Comprehensive Psychology, 3, 2165-2228.
Kline, R. B. (2015). Principles and practice of structural equation modeling. Guilford Press.
Koneswarakantha, B. (2019). easyalluvial: Generate Alluvial Plots with a Single Line of Code.. [R package]. https://CRAN.R-project.org/package=easyalluvial.
Lau, E. Y. H., & Lee, K. (2020). Parents’ Views on Young Children’s Distance Learning and Screen Time During COVID-19 Class Suspension in Hong Kong. Early Education and Development, 1-18. https://doi.org/10.1080/10409289.2020.1843925
Lee, S., & Xenos, M. (2019). Social distraction? Social media use and political knowledge in two U.S. Presidential elections. Computers in Human Behavior, 90, 18-25. https://doi.org/10.1016/j.chb.2018.08.006
López-Zafra, E., Pulido-Martos, M., & Berrios-Martos, P. (2014). EQ-i Versión Corta (EQi-C). Adaptación y validación al español del EQ-i en universitarios. Boletín de Psicología, 110, 21-36
Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence. Emotional development and emotional intelligence: Educational implications, 3, 31.
Mayer, J. D., Caruso, D. R., & Salovey, P. (2016). The ability model of emotional intelligence: Principles and updates. Emotion Review, 8(4), 290-300. https://doi.org/10.1177/1754073916639667
Millstein, R. A., Chung, W. J., Hoeppner, B. B., Boehm, J. K., Legler, S. R., Mastromauro, C. A., & Huffman, J. C. (2019). Development of the State Optimism Measure. General hospital psychiatry, 58, 83-93. https://doi.org/10.1016/j.genhosppsych.2019.04.002
Min, M. C., Islam, M. N., Wang, L., & Takai, J. (2021). Cross-cultural comparison of university students’ emotional competence in Asia. Current Psychology, 40(1), 200-212. https://doi.org/10.1007/s12144-018-9918-3
Moroń, M., & Biolik-Moroń, M. (2021). Trait emotional intelligence and emotional experiences during the COVID-19 pandemic outbreak in Poland: A daily diary study. Personality and individual differences, 168, 110348. https://doi.org/10.1016/j.paid.2020.110348
Muñoz-Campos, E. M., Fernández-González, A., & Jacott, L. (2018). Bienestar subjetivo y satisfacción vital del profesorado. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 16(1), 105-117. https://doi.org/10.15366/reice2018.16.1.007
Orben, A., Tomova, L., & Blakemore, S. (2020). The effects of social deprivation on adolescent development and mental health. The Lancet Child & Adolescent Health, 4(8), 634-640. https://doi.org/10.1016/S2352-4642 (20)30186-3
Pérez-González, J.C., Petrides, K.V., & Furnham, A. (2007). La medida de la inteligencia emocional rasgo. En Mestre, J.M. y Fernández-Berrocal, P. (coords.), Manual de inteligencia emocional. Pirámide, 81-97
Petrides, K. V., & Furnham, A. (2001). Trait emotional intelligence: Psychometric investigation with reference to established trait taxonomies. European Journal of Personality, 15(6), 425-448. https://doi.org/10.1002/per.416
Petrides, K. V., Sanchez-Ruiz, M. J., Siegling, A. B., Saklofske, D. H., & Mavroveli, S. (2018). Emotional Intelligence as Personality: Measurement and Role of Trait Emotional Intelligence in Educational Contexts. En Emotional Intelligence in Education, eds K. V. Keefer, J. D. A. Parker, and D. H. Saklofske (Cham: Springer), 49-81. https://doi.org/10.1007/978-3-319-90633-1
Pohlert, T. (2018). PMCMR: Calculate Pairwise Multiple Comparisons of Mean Rank Sums. [R package]. https://cran.r-project.org/package=PMCMR.
Puigbó, J., Edo, S., Rovira, T., Limonero, J. T., & Fernández-Castro, J. (2019). Influence of the perceived emotional intelligence on the coping of the daily stress. Ansiedad y Estrés, 25(1), 1-6. https://doi.org/10.1016/j.anyes.2019.01.003 1134-7937
R Core Team (2019). R: A Language and environment for statistical computing. (Version 3.6) [Computer software]. https://cran.r-project.org/.
Rodríguez-Fernández, A., Ramos-Díaz, E., Ros, I., & Zuazagoitia, A. (2018). Implicación escolar de estudiantes de secundaria: La influencia de la resiliencia, el autoconcepto y el apoyo social percibido. Educación XX1, 21(1), 87-108. https://doi.org/10.5944/educXX1.16026
Shaw, S. (2020). Hopelessness, helplessness and resilience: The importance of safeguarding our trainees‘ mental wellbeing during the COVID-19 pandemic. Nurse education in practice, 44, 102780. https://doi.org/10.1016/j.nepr.2020.102780
Shek, D. T., Yu, L., Wu, F. K., Zhu, X., & Chan, K. H. (2017). A 4-year longitudinal study of well-being of Chinese university students in Hong Kong. Applied Research in Quality of Life, 12(4), 867-884.
Sigüenza-Marín, Víctor Santiago; Carballido-Guisado, Raquel; Pérez-Albéniz, Alicia & Fonseca-Pedrero, Eduardo (2019). Implementación y evaluación de un programa de inteligencia emocional en adolescentes. Universitas Psychologica, 18(3). https://doi.org/10.11144/Javeriana.upsy18-3.iepi
Stein, J., & Graham, C.R. (2020). Essentials for Blended Learning: A Standards-Based Guide (2nd ed.). Routledge. https://doi.org/10.4324/9781351043991
The jamovi project (2020). jamovi. (Version 1.2) [Computer Software]. www.jamovi.org
Usán, P., Salavera, C., & Mejías, J. (2020). Relaciones entre la inteligencia emocional, el burnout académico y el rendimiento en adolescentes escolares. Rev. CES Psico, 13(1), 125-139. http://dx.doi.org/10.21615/cesp.13.1.8
Vázquez, C., Duque, A., & Hervás, G. (2013). Satisfaction with Life Scale in a Representative Sample of Spanish Adults: Validation and Normative Data. Spanish Journal of Psychology, 16(82), 1-15. https://www.ncbi.nlm.nih.gov/pubmed/24230945
Veloso-Besio, C., Cuadra-Peralta, A., Antezana-Saguez, I., Avendaño-Robledo, R., & Fuentes-Soto, L. (2018). Relación entre Inteligencia Emocional, Satisfacción Vital, Felicidad Subjetiva y Resiliencia en funcionarios de Educación Especial. Estudios Pedagógicos, 39(2), 355-366. doi:10.4067/S0718-07052013000200022
Ventura-León, J. L. (2019). ¿Es el final del alfa de Cronbach? Adicciones, 31(1), 80-81. https://doi.org/ 10.20882/adicciones.1037
Wang, H. Y., Li, X. L., Yan, Z. R., Sun, X. P., Han, J., & Zhang, B. W. (2020). Potential neurological symptoms of COVID-19. Therapeutic advances in neurological disorders, 13, 1756286420917830.
World Health Organization. (2020). Mental health and psychosocial considerations during the COVID-19 outbreak, 18 March 2020 (No. WHO/2019-nCoV/MentalHealth/2020.1). World Health Organization.
Yang, D., Tu, C. & Dai, X. (2020). The Effect of the 2019 Novel Coronavirus Pandemic on College Students in Wuhan. Psychological Trauma: Theory, Research, Practice, and Policy, 12(S1), S6-S14. http://dx.doi.org/10.1037/tra0000930
Yan, L., Yinghong, Y., Lui, S. M., Whiteside, M., & Tsey, K. (2019). Teaching “soft skills” to university students in China: the feasibility of an Australian approach. Educational Studies, 45(2), 242-258. https://doi.org/10.1080/03055698.2018.1446328
Zell, E., Krizan, Z., & Teeter, S. R. (2015). Evaluating gender similarities and differences using metasynthesis. American Psychologist, 70(1), 10-20. https://doi.org/10.1037/a0038208
Zhang, J., Lu, H., Zeng, H., Zhang, S., Du, Q., Jiang, T., & Du, B. (2020). The differential psychological distress of populations affected by the COVID-19 pandemic. Brain, behavior, and immunity, 126(12), e142-e143. https://doi.org/10.1016/j.bbi.2020.04.031
Wong, C.S., & Law, K.S. (2002). The effects of leader and follower emotional intelligence on performance and attitude: An exploratory study. Leadership Quarterly, 13, 243-274. https://doi.org/10.1016/ S1048-9843(02)00099-1
Downloads
Published
Issue
Section
License
Copyright (c) 2023 TECHNO REVIEW. International Technology, Science and Society Review /Revista Internacional de Tecnología, Ciencia y Sociedad
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
All articles are published under an Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0) license. Authors retain copyright over their work.
