The role of resilient coping as a mediator between trait emotional intelligence and academic motivation in university students
González-Yubero, Sara (Universidad de Zaragoza) ; Palomera, Raquel ; Mauri, Marta (Universidad de Zaragoza) ; Falcón, Carolina (Universidad de Zaragoza)
Resumen: Introduction
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.
Idioma: Inglés
DOI: 10.1016/j.tine.2025.100272
Año: 2025
Publicado en: Trends in Neuroscience and Education (2025), 100272
ISSN: 2211-9493
Financiación: info:eu-repo/grantAgreement/ES/DGA/S57-23R
Tipo y forma: Artículo (Versión definitiva)
Área (Departamento): Área Didáctica y Organiz. Esc. (Dpto. Ciencias de la Educación)
Área (Departamento): Área Métod.Invest.Diag.Educac. (Dpto. Ciencias de la Educación)
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Exportado de SIDERAL (2025-10-08-12:59:07)
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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.
Idioma: Inglés
DOI: 10.1016/j.tine.2025.100272
Año: 2025
Publicado en: Trends in Neuroscience and Education (2025), 100272
ISSN: 2211-9493
Financiación: info:eu-repo/grantAgreement/ES/DGA/S57-23R
Tipo y forma: Artículo (Versión definitiva)
Área (Departamento): Área Didáctica y Organiz. Esc. (Dpto. Ciencias de la Educación)
Área (Departamento): Área Métod.Invest.Diag.Educac. (Dpto. Ciencias de la Educación)
Debe reconocer adecuadamente la autoría, proporcionar un enlace a la licencia e indicar si se han realizado cambios. Puede hacerlo de cualquier manera razonable, pero no de una manera que sugiera que tiene el apoyo del licenciador o lo recibe por el uso que hace. Exportado de SIDERAL (2025-10-08-12:59:07)
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Este artículo se encuentra en las siguientes colecciones:
Artículos > Artículos por área > Métodos de Investigación y Diagnóstico en Educ.
Artículos > Artículos por área > Didáctica y Organización Escolar
Registro creado el 2025-10-09, última modificación el 2025-10-09