Passage 2
Preventing academic burnout and desertion is a problem that must be addressed
in university teaching…to counteract these negative effects on university students,
several studies have highlighted the importance of devising learning strategies
that foster academic engagement, as this is a significant component in preventing
academic dropout. It is essential that students express engagement with their
studies since it has been proven that academic engagement not only increases
their probabilities of successfully completing their studies but also improves their
learning during corporate internships. In this line, several studies have underscored
the importance of variables such as academic self-efficacy and emotional
intelligence to improve academic engagement.
The aim of this study was to analyze academic self-efficacy as a mediator between
emotional intelligence and academic engagement.
A non-experimental, cross-sectional, correlational-causal study was designed in
which 1,164 Mexican students participated (Mage=21.21; SD=3.26) (30.0% female;
69.6% male; 0.4% other). The scales of emotional intelligence, academic selfefficacy and academic engagement were used, and a structural equation analysis
with latent variables was conducted.
The results obtained demonstrate that emotional clarity and repair have a positive
and direct effect on academic self-efficacy. In addition, emotional repair predicts
behavioral and emotional engagement. It was also found that academic selfefficacy is an excellent mediator between emotional clarity and repair, and the
dimensions of academic engagement, as it substantially improves behavioral and
emotional engagement while decreasing behavioral and emotional disaffection.
In conclusion, it can be attested that emotional clarity and repair have a direct and
positive effect on academic self-efficacy, as do emotional repair on behavioral
and emotional engagement, and emotional attention on behavioral engagement.
However, academic self-efficacy is an excellent mediator between emotional
intelligence and the dimensions of academic engagement, as it substantially
improves behavioral and emotional engagement while decreasing behavioral and
emotional disaffection. Finally, teachers should present students with different
learning strategies that teach them how to be efficient in their learning and to
understand the feelings they experience, remediating potential negative emotions
derived from frustrations or unattained achievements in order to face future
academic situations.
Mediation of academic self-efficacy between emotional intelligence and academic
engagement in physical education undergraduate students. Adapted from Baños
et al. (2023)
Which of the following theories of emotions would be most likely to support
the idea that emotional engagement, defined as understanding and labeling
one’s own emotions, is a key part of the human experience of emotion?
A) Schacter-Singer theory of emotion
B) James-Lange theory of emotion
C) Maslow theory of emotion
D) Cannon-Bard theory of emotion
Correct answer is A
There are various psychological theories that have attempted to explain the role of
emotions in human life, and to shed light on how emotions develop, how to define
emotional responses, and what the various aspects of experiencing an emotion are.
The Schacter-Singer theory of emotion, also known as the two-factor theory of
emotion, is depicted below. According to this theory of emotion, the experience
of emotion starts with a stimulus (here, a growling dog). The perception of that
stimulus leads to a state of physiological arousal (here, increased heart rate) which
only then is followed by a cognitive label (here, the brain labeling the dog as scary).
Emotion arises only once the cognitive label has been assigned, and thus, this
theory of emotion fits well with the concept of emotional engagement because
understanding and labeling one’s own emotions is required before an emotion, such
as fear, is actually “felt” by the person. According to the Schacter-Singer theory of
emotion, there are two separate factors that have to occur–but not simultaneously,
as in the Cannon-Bard theory discussed below–before a true emotion arises: the
first factor, the physiological arousal, and the second factor, the cognitive label. For
this reason, Answer A is the correct choice for this question.
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