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 are true regarding the biological structures involved in
the production, regulation, and experience of emotion?
A) The limbic system is responsible for maintaining functions such as heart
rate, temperature control, and respiration during moments of high emotion
B) The autonomic nervous system functions to excite or slow the body in
response to scenarios that may provoke emotions
C) The reticular activating system is uninvolved in processing or responding to
human emotions
D) The hypothalamus of the brain is the prominent structure involved in the
regulation of human emotions
Correct answer is B
The autonomic nervous system (ANS) is part of the motor or efferent nervous
system, which is a member of the peripheral nervous system (PNS). The ANS can
be broken into two distinct parts, the sympathetic nervous system (SNS) and the
parasympathetic nervous system (PNS). The SNS and PNS often have opposing
functions, with the SNS serving to excite the body for “fight or flight” functions
and the PNS serving to calm and stabilize the body for “rest and digest” functions.
For example, when the effects of the SNS predominate over those of the PNS
in the body, a person may experience an increased heart rate, sweating, heavy
breathing, and dilation of the pupils. On the other hand, when the effects of the PNS
predominate, a person may experience a decrease in heart rate, a constriction of
the pupils, and an increase in digestive functioning. Among others, these are some
of the physiological changes that a person may experience in response to scenarios
that provoke strong emotions, which is why Answer B is the correct choice to this
question.
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