000163105 001__ 163105
000163105 005__ 20251009145936.0
000163105 0247_ $$2doi$$a10.1016/j.tine.2025.100272
000163105 0248_ $$2sideral$$a145627
000163105 037__ $$aART-2025-145627
000163105 041__ $$aeng
000163105 100__ $$0(orcid)0000-0002-0456-604X$$aGonzález-Yubero, Sara$$uUniversidad de Zaragoza
000163105 245__ $$aThe role of resilient coping as a mediator between trait emotional intelligence and academic motivation in university students
000163105 260__ $$c2025
000163105 5060_ $$aAccess copy available to the general public$$fUnrestricted
000163105 5203_ $$aIntroduction
The lack of motivation among university students has become a key challenge in the current European Higher Education Area, reflected in high dropout rates and low academic performance. The aim of this study is to analyze the direct and indirect relationships between emotional intelligence, resilient coping, and academic motivation in university students. These three variables are relevant as they facilitate adaptation to academic and social challenges, enhancing students' performance and overall well-being.
Method
Questionnaires assessing EI, resilient coping, and academic motivation were administered to 693 education students with an average age of 19.65 years (SD = 2.8). Descriptive analyses, Pearson correlation analyses, and mediation models using structural equations were performed.
Results
The results suggest that resilient coping is a partial mediator in the relationship between EI and academic motivation, indicating that students with higher emotional skills tend to employ more effective coping strategies, which reinforces their intrinsic motivation toward learning. On the other hand, resilient coping was a partial mediator in the relationship between emotional repair and academic amotivation.
Conclusions
From a neuroscience perspective, emotional intelligence involves key processes such as self-regulation, attention, and executive control, which are fundamental for learning and academic performance. In this context, the findings of this study highlight the importance of integrating emotional intelligence development into curriculum design, not only to enhance well-being but also to promote resilient coping and strengthen academic motivation.
000163105 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S57-23R
000163105 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttps://creativecommons.org/licenses/by/4.0/deed.es
000163105 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000163105 700__ $$aPalomera, Raquel
000163105 700__ $$0(orcid)0000-0003-3411-4930$$aMauri, Marta$$uUniversidad de Zaragoza
000163105 700__ $$0(orcid)0000-0002-7686-5209$$aFalcón, Carolina$$uUniversidad de Zaragoza
000163105 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000163105 7102_ $$14001$$2625$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Métod.Invest.Diag.Educac.
000163105 773__ $$g(2025), 100272$$tTrends in Neuroscience and Education$$x2211-9493
000163105 8564_ $$s886486$$uhttps://zaguan.unizar.es/record/163105/files/texto_completo.pdf$$yVersión publicada
000163105 8564_ $$s1459600$$uhttps://zaguan.unizar.es/record/163105/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000163105 909CO $$ooai:zaguan.unizar.es:163105$$particulos$$pdriver
000163105 951__ $$a2025-10-08-12:59:07
000163105 980__ $$aARTICLE