学业成绩,情感智力和自我概念之间的相互作用作为高等教育中的暴力行为的预测因素:多组结构方程建模模型
José Luis Ubago-Jiménez1, Silvia Corral-Robles2, José Luis Ortega-Martín2
1Department of Didactics of Musical, Artistic and Corporal Expression, Faculty of Education, University of Granada, Granada, Spain.
Frontiers in psychology
|June 9, 2023
概括
大学学生的学业成绩更高与情绪调节的困难和暴力行为的增加有关. 情绪智力和自我概念直接影响侵略性,学术压力发挥着关键作用.
科学领域:
- 心理学 心理学 心理学
- 社会学 社会学 社会学
- 教育教育教育教育教育教育.
背景情况:
- 高等教育机构正在经历暴力行为的增加.
- 对职业前景来说,获得学术成功的强烈压力是一个重要的因素.
研究的目的:
- 开发一种暴力行为的解释模型.
- 检查暴力行为,自我概念和与学业成绩相关的情绪智力之间的关系.
主要方法:
- 多组结构方程建模. 多组结构方程建模.
- 一个由932名西班牙本科生组成的样本.
主要成果:
- 学业成绩较高的学生在情绪控制方面表现出挑战,导致直接和间接的暴力行为.
- 情绪智能和自我概念直接影响暴力行为.
- 学业成绩是影响情绪智能和与暴力有关的自我概念的关键因素.
结论:
- 高等教育中的学术压力可能会导致情绪失调和侵略.
- 干预措施应考虑自我概念和情绪智力,以减轻高成绩学生之间的暴力.
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