2026-05-30T09:32:50Zhttps://riuma.uma.es/rest/oai/request

oai:riuma.uma.es:10630/227152026-02-03T11:54:58Zcom_10630_2254col_10630_37959

00925njm 22002777a 4500 dc Mérida-López, Sergio author Extremera-Pacheco, Natalio author 2021 Abstract -Objective: We aimed to provide evidence on the influence of emotional intelligence (EI) on academic satisfaction adopting both cross-sectional and prospective designs in two independent studies with undergraduate students. -Methods: In Study 1, we examined the potential mediator role of study engagement dimensions in the relationship between EI and academic satisfaction in a sample of 314 undergraduate students (209 female; mean age = 21 years). In study 2, we sought to test the mediator role of study engagement dimensions in the relationship between EI and academic satisfaction considering a 2-month prospective design and controlling for personality traits. 135 undergraduate students (102 women; mean age = 20.40 years) participated in this study. -Results: In Study 1, results indicated that vigor and dedication fully mediated the association between EI and academic satisfaction. Findings from Study 2 showed that dedication fully mediated the relationship between EI and academic satisfaction at Time 2. -Conclusions: Our results contribute to the understanding of the motivational processes underlying students’ EI and academic satisfaction. These findings may help to design EI training programs aiming at the enhancement of study-related well-being and positive attitudes among undergraduate students. https://hdl.handle.net/10630/22715 Psicología social Inteligencia emocional Enseñanza A multi-study investigation on academic satisfaction: The promise of emotional intelligence