Career Adaptability Mediates the Effect of Trait Emotional Intelligence on Academic Engagement

  1. Enrique Merino-Tejedor 1
  2. Pedro M. Hontangas 2
  3. K.V. Petrides 3
  1. 1 Universidad de Valladolid
    info

    Universidad de Valladolid

    Valladolid, España

    ROR https://ror.org/01fvbaw18

  2. 2 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

  3. 3 University College London, United Kingdom
Mostrar afiliaciones +
Revista:
Revista de psicodidáctica

ISSN: 1136-1034

Año de publicación: 2018

Volumen: 23

Número: 2

Tipo: Artículo

DOI: 10.1016/J.PSICOD.2017.10.001 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de psicodidáctica

Resumen

En el presente estudio se comprueba el papel mediador de la adaptabilidad a la carrera en la relación existente entre la inteligencia emocional (IE) rasgo y el compromiso académico. La muestra comprende 590 estudiantes universitarios españoles con una edad media de 21.66 a˜nos. En los resultados se confirman las relaciones positivas entre la IE rasgo, la adaptabilidad a la carrera y el compromiso académico. Un hallazgo clave es la confirmación del papel mediador de la adaptabilidad a la carrera, modelo de mediación total, en la relación entre la IE rasgo y el compromiso académico. Este estudio aporta una valiosa contribución científica que permite una mejor y más precisa aclaración de los vínculos entre la IE, la adaptabilidad profesional y el compromiso académico. La discusión se centra en las cuestiones relativas a la relación entre estas variables y la posibilidad de desarrollar intervenciones para mejorar la adaptabilidad profesional y el compromiso académico entre estudiantes universitarios.

€ Ver financiación

Información de financiación

Enrique Merino-Tejedor, a «Movilidad Investigadores Universidad de Valladolid-Banco Santander 2015».

Financiadores

Referencias bibliográficas

  • Andrei, F., Siegling, A. B., Aloe, A. M., Baldaro, B., y Petrides, K. V. (2016). The incremental validity of the Trait Emotional Intelligence Questionnaire (TEIQue): A systematic review and meta-analysis. Journal of Personality Assessment, 98, 261–276. http://dx.doi.org/10.1080/00223891.2015.1084630
  • Austin, E. J., y Vahle, N. (2016). Associations of the Managing the Emotions of Others Scale (MEOS) with HEXACO personality and with trait emotional intelligence at the factor and facet level. Personality and Individual Differences, 94, 348–353. http://dx.doi.org/10.1016/j.paid.2016.01.047
  • Bakker, A. B., Albrecht, S. L., y Leiter, M. P. (2011). Key questions regarding work engagement. European Journal of Work and Organizational Psychology, 20, 4–28. http://dx.doi.org/10.1080/1359432X.2010.485352
  • Bentler, P. M. (2006). EQS 6.1 for Windows. Structural equations program manual. Encino, CA: Multivariate Software, Inc.
  • Bollen, K. A., y Long, J. S. (Eds.). (1993). Testing structural equation models. Newbury Park, CA: Sage.
  • Byrne, B. M. (2001). Structural equation modeling with AMOS, EQS, and LISREL: Comparative approaches to testing for the factorial validity of a measuring instrument. International Journal of Testing, 1, 55–86. http://dx.doi.org/ 10.1207/S15327574IJT0101 4
  • Byrne, B. M. (2006). Structural equation modeling with EQS: Basic concepts, applications, and programming (2nd ed.). Mahwah, NJ: Erlbaum.
  • Coetzee, M., y Harry, N. (2014). Emotional intelligence as a predictor of employees’ career adaptability. Journal of Vocational Behavior, 84, 90–97. http://dx.doi.org/ 10.1016/j.jvb.2013.09.001
  • Cooper, A., y Petrides, K. V. (2010). A psychometric analysis of the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) using Item Response Theory. Journal of Personality Assessment, 92, 449–457. http://dx.doi.org/ 10.1080/00223891.2010.497426
  • Di Fabio, A., y Saklofske, D. H. (2014). Comparing ability and self-report trait emotional intelligence, fluid intelligence, and personality traits in career decision. Personality and Individual Differences, 64, 174–178. http://dx.doi.org/ 10.1016/j.paid.2014.02.024
  • Durán, A., Extremera, N., Rey, L., Fernández-Berrocal, P., y Montalbán, F. M. (2006). Predicting academia burnout and engagement in educational settings: assessing the incremental validity of perceived emotional intelligence beyond perceived stress and general self-efficacy. Psicothema, 18, 158–164.
  • Emmerling, R. J., y Cherniss, C. (2003). Emotional intelligence and the career choice process. Journal of Career Assessment, 11, 153–167. http://dx.doi.org/ 10.1177/1069072703011002003
  • Finney, S. J., y DiStefano, C. (2006). Non-normal and categorical data in SEM. En G. R. Hancock y R. O. Mueller (Eds.), Structural Equation Modeling: A second course (pp. 269–314). Greenwich, CO: Information Age Publishing.
  • Fredricks, J., Blumenfeld, P. C., y Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109. http://dx.doi.org/10.3102/00346543074001059
  • Hartung, P. J. (2011). Barrier or benefit? Emotion in life-career design. Journal of Career Assessment, 19, 296–305. http://dx.doi.org/10.1177/1069072710395536
  • Hu, L., y Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55. http://dx.doi.org/10.1080/10705519909540118
  • Iacobucci, D., Saldanha, N., y Deng, X. (2007). A meditation on mediation: Evidence that structural equations models perform better than regressions. Journal of Consumer Psychology, 17, 140–154. http://dx.doi.org/ 10.1016/S1057-7408(07)70020-7
  • James, L. R., Mulaik, S. A., y Brett, J. M. (2006). A tale of two methods. Organizational Research Methods, 9, 233–244. http://dx.doi.org/10.1177/1094428105285144
  • Kenny, M. E., Blustein, D. L., Haase, R. F., Jackson, J., y Perry, J. C. (2006). Setting the stage: Career development and the student engagement process. Journal of Counseling Psychology, 53, 272–279. http://dx.doi.org/10.1037/0022-0167.53.2.272
  • Laborde, S., Allen, M., y Guillén, F. (2016). Construct and concurrent validity of the shortand long-form versions of the trait emotional intelligence questionnaire. Personality and Individual Differences, 101, 232–235. http://dx.doi.org/10.1016/j.paid.2016.06.009
  • Laborde, S., Guillén, F., y Watson, M. (2017). Trait emotional intelligence questionnaire full-form and short-form versions: Links with sport participation frequency and duration and type of sport practiced. Personality and Individual Differences, 108, 5–9. http://dx.doi.org/10.1016/j.paid.2016.11.061
  • Li, Y., Guan, Y., Wang, F., Zhou, X., Guo, K., Jiang, P., . . . Fang, Z. (2015). Bigfive personality and BIS/BAS traits as predictors of career exploration: The mediation role of career adaptability. Journal of Vocational Behavior, 89, 39–45. http://dx.doi.org/10.1016/j.jvb.2015.04.006
  • Luthans, F., Youssef, C. M., y Avolio, B. J. (2007). Psychological capital: Developing the human competitive edge. Oxford, UK: Oxford University Press.
  • MacCann, C., Fogarty, G. J., Zeidner, M., y Roberts, R. D. (2011). Coping mediates the relationship between emotional intelligence (EI) and academic achievement. Contemporary Educational Psychology, 36, 60–70. http://dx.doi.org/10.1016/j.cedpsych.2010.11.002
  • MacKinnon, D. P. (2008). Introduction to statistical mediation analysis. New York, NY: Taylor y Francis.
  • MacKinnon, D. P., Fritz, M. S., Williams, J., y Lockwood, C. M. (2007). Distribution of the product confidence limits for the indirect effect: Program PRODCLIN. Behavior Research Methods, 39, 384–389. http://dx.doi.org/10.3758/BF03193007
  • Marsh, H. W., Balla, J. R., y Hau, K. T. (1996). An evaluation of incremental fit indices: A clarification of mathematical and empirical properties. En G. A. Marcoulides y R. E. Schumacker (Eds.), Advanced structural equation modeling: Issues and techniques (pp. 315–353). Mahwah, NJ: Erlbaum.
  • Mavroveli, S., y Sánchez-Ruiz, M. J. (2011). Trait emotional intelligence influences on academic achievement and school behaviour. British Journal of Educational Psychology, 81, 112–134. http://dx.doi.org/10.1348/2044-8279. 002009
  • Merino-Tejedor, E., Hontangas, P. M., y Boada-Grau, J. (2016). Career adaptability and its relation to self-regulation, career construction, and academic engagement among Spanish university students. Journal of Vocational Behavior, 93, 92–102. http://dx.doi.org/10.1016/j.jvb.2016.01.005
  • Nilforooshan, P., y Salimi, S. (2016). Career adaptability as a mediator between personality and career engagement. Journal of Vocational Behavior, 94, 1–10. http://dx.doi.org/10.1016/j.jvb.2016.02.010
  • Perera, H., y DiGiacomo, M. (2013). The relationship of trait emotional intelligence with academic performance: A meta-analytic review. Learning and Individual Differences, 28, 20–33. http://dx.doi.org/10.1016/j.lindif.2013.08.002
  • Pérez-González, J. C. (2010). Trait emotional intelligence operationalized through the TEIQue: Construct validity and psycho-pedagogical implications (Doctoral Dissertation). Madrid, Spain: Universidad Nacional de Educación a Distancia (UNED).
  • Petrides, K. V. (2009). Psychometric properties of the Trait Emotional Intelligence Questionnaire. En C. Stough, D. H. Saklofske, y J. D. Parker (Eds.), Advances in the assessment of emotional intelligence (pp. 85–101). New York: Springer. http://dx.doi.org/10.1007/978-0-387-88370-0 5
  • Petrides, K. V., Frederickson, N., y Furnham, A. (2004). The role of trait emotional intelligence in academic performance and deviant behaviour at school. Personality and Individual Differences, 36, 277–293. http://dx.doi.org/ 10.1016/S0191-8869(03)00084-9
  • Petrides, K. V., Pita, R., y Kokkinaki, F. (2007). The location of trait emotional intelligence in personality factor space. British Journal of Psychology, 98, 273–289. http://dx.doi.org/10.1348/000712606X120618
  • Porfeli, E. J., Lee, B., Vondracek, F. W., y Weigold, I. K. (2011). A multi-dimensional measure of vocational identity status. Journal of Adolescence, 34, 863–871. http://dx.doi.org/10.1016/j.adolescence.2011.02.001
  • Porfeli, E. J., y Savickas, M. L. (2012). Career Adapt-Abilities Scale-USA form: Psychometric properties and relation to vocational identity. Journal of Vocational Behavior, 80, 748–753. http://dx.doi.org/10.1016/j.jvb.2012.01.009
  • Puffer, K. A. (2011). Emotional intelligence as a salient predictor for collegians’ career decision making. Journal of Career Assessment, 19, 130–150. http://dx.doi.org/10.1177/1069072710385545
  • Rudolph, C. W., Lavigne, K. N., y Zacher, H. (2017). Career adaptability: A meta-analysis of relationships with measures of adaptivity, adapting responses, and adaptation results. Journal of Vocational Behavior, 98, 17–34. http://dx.doi.org/10.1016/j.jvb.2016.09.002
  • Santilli, S., Nota, L., Ginevra, M. C., y Soresi, S. (2014). Career adaptability, hope and life satisfaction in workers with intellectual disability. Journal of Vocational Behavior, 85, 67–74. http://dx.doi.org/10.1016/j.jvb.2014.02.011
  • Savickas, M. L. (1997). Career adaptability: An integrative construct for life-span, life-space theory. Career Development Quarterly, 45, 247–259. http://dx.doi.org/10.1002/j.2161-0045.1997.tb00469.x
  • Savickas, M. L. (2005). The theory and practice of career construction. En R. W. Lent y S. D. Brown (Eds.), Career development and counseling: Putting theory and research to work (pp. 42–70). Hoboken, NJ: John Wiley y Sons.
  • Savickas, M. L. (2013). Career construction theory and practice. En R. W. Lent y S. D. Brown (Eds.), Career development and counseling: Putting theory and research to work (2nd ed., pp. 147–183). Hoboken, NJ: John Wiley y Sons.
  • Savickas, M. L., y Porfeli, E. J. (2012). Career Adapt-Abilities Scale: Construction, reliability, and measurement equivalence across 13 countries. Journal of Vocational Behavior, 80, 661–673. http://dx.doi.org/10.1016/j.jvb.2012.01.011
  • Schaufeli, W. B., Salanova, M., González-Romá, V., y Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3, 71–92.
  • Serrano, C., y Andreu, Y. (2016). Perceived emotional intelligence, subjective well-being, perceived stress, engagement, and academic achievement of adolescents. Revista de Psicodidáctica, 21(2), 357–374. http://dx.doi.org/ 10.1387/RevPsicodidact.14887
  • Siegling, A. B., Vesely, A. K., Petrides, K. V., y Saklofske, D. H. (2015). Incremental validity of the Trait Emotional Intelligence QuestionnaireShort Form (TEIQue-SF). Journal of Personality Assessment, 97(5), 525–535. http://dx.doi.org/10.1080/00223891.2015.1013219
  • Sinatra, G. M., Heddy, B. C., y Lombardi, D. (2015). The challenges of defining and measuring student engagement in science. Educational Psychologist, 50, 1–13. http://dx.doi.org/10.1080/00461520.2014.1002924
  • Smith, M. M., Saklofske, D. H., y Yan, G. (2015). Perfectionism, trait emotional intelligence, and psychological outcomes. Personality and Individual Differences, 85, 155–158. http://dx.doi.org/10.1016/j.paid.2015.05.010
  • Super, D. E. (1957). The psychology of careers. New York: Harper y Row. Tofighi, D., y MacKinnon, D. P. (2011). RMediation: An R package for media tion analysis confidence intervals. Behavior Research Methods, 43, 692–700. http://dx.doi.org/10.3758/s13428-011-0076-x
  • Vernon, P. A., Villani, V. C., Schermer, J. A., y Petrides, K. V. (2008). Phenotypic and genetic associations between the big five and trait emotional intelligence. Twin Research and Human Genetic, 11, 524–539. http://dx.doi.org/ 10.1375/twin.11.5.524
  • Young, R. A., Paseluikho, M. A., y Valach, L. (1997). The role of emotion in the construction of career in parent-adolescent conversations. Journal of Counseling and Development, 76, 36–44. http://dx.doi.org/10.1002/j.1556-6676.1997.tb02374.x
  • Young, R. A., y Valach, L. (2000). Reconceptualising career theory and research: An action-theoretical perspective. En A. Collin y R. A., young (Eds.), The future of career (pp. 181–196). Cambridge, UK: Cambridge University Press.
  • Zacher, H. (2014). Individual difference predictors of change in career adaptability over time. Journal of Vocational Behavior, 84, 188–198. http://dx.doi.org/10.1016/j.jvb.2014.01.001
Fuente de los datos: Dialnet