000131191 001__ 131191
000131191 005__ 20240206154529.0
000131191 0247_ $$2doi$$a10.3390/educsci11090513
000131191 0248_ $$2sideral$$a125814
000131191 037__ $$aART-2021-125814
000131191 041__ $$aeng
000131191 100__ $$0(orcid)0000-0001-8473-8114$$aQuílez-Robres A.$$uUniversidad de Zaragoza
000131191 245__ $$aMotivational, emotional, and social factors explain academic achievement in children aged 6–12 years: A meta-analysis
000131191 260__ $$c2021
000131191 5060_ $$aAccess copy available to the general public$$fUnrestricted
000131191 5203_ $$aRecent studies highlight the effect of cognitive factors on academic achievement, ignoring motivational, emotional, and social factors. This provides the background for the present study, a meta-analysis on the relationship between academic achievement and motivational factors (motiva-tion, self-concept, and self-esteem), emotional factors (emotional intelligence, emotional competence, and emotional well-being), and social factors (social intelligence, social competence, and social skills) in children aged 6–12 years (37 samples, n = 15, 777). The methodology based on the PRISMA protocols was applied: phases of inclusion and exclusion of articles, analysis of effect size, hetero-geneity, publication bias, and, finally, meta-regressions and moderation analysis. The results showed a moderate positive effect size (0.321) for motivational and social factors (0.210) and a small positive effect size (0.172) for emotional factors. The moderating effects of age (65% on social factors) and geographical area (52% on motivational factors, 17% on emotional factors, and 76% on social factors) were studied. These results highlight the importance of motivational and social factors regarding academic achievement. In addition, along with the moderating effect of age, that of geographical area emerges strongly given the diversity of contexts studied. Our results highlight the importance that these factors have on academic performance and, therefore, the need to design school plans that address the correct development of these variables. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.
000131191 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000131191 592__ $$a0.518$$b2021
000131191 593__ $$aComputer Science (miscellaneous)$$c2021$$dQ2
000131191 593__ $$aComputer Science Applications$$c2021$$dQ2
000131191 593__ $$aPublic Administration$$c2021$$dQ2
000131191 593__ $$aPhysical Therapy, Sports Therapy and Rehabilitation$$c2021$$dQ2
000131191 593__ $$aDevelopmental and Educational Psychology$$c2021$$dQ2
000131191 594__ $$a2.9$$b2021
000131191 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000131191 700__ $$aMoyano N.
000131191 700__ $$0(orcid)0000-0002-2839-7041$$aCortés-Pascual A.$$uUniversidad de Zaragoza
000131191 7102_ $$14001$$2625$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Métod.Invest.Diag.Educac.
000131191 773__ $$g11, 9 (2021), 11090513[22 pp]$$tEducation Sciences$$x2227-7102
000131191 8564_ $$s2316326$$uhttps://zaguan.unizar.es/record/131191/files/texto_completo.pdf$$yVersión publicada
000131191 8564_ $$s2713686$$uhttps://zaguan.unizar.es/record/131191/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000131191 909CO $$ooai:zaguan.unizar.es:131191$$particulos$$pdriver
000131191 951__ $$a2024-02-06-14:48:07
000131191 980__ $$aARTICLE