IDEAS home Printed from https://ideas.repec.org/a/gam/jijerp/v16y2019i16p2810-d255358.html
   My bibliography  Save this article

Influence of Emotional Intelligence, Motivation and Resilience on Academic Performance and the Adoption of Healthy Lifestyle Habits among Adolescents

Author

Listed:
  • Rubén Trigueros

    (Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almería, 04120 Almería, Spain)

  • José M. Aguilar-Parra

    (Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almería, 04120 Almería, Spain)

  • Adolfo J. Cangas

    (Department of Psychology, Hum-760 Research Team, Health Research Centre, University of Almería, 04120 Almería, Spain)

  • Rosario Bermejo

    (Department of Psychology, University of Murcia, 30100 Murcia, Spain)

  • Carmen Ferrandiz

    (Department of Psychology, University of Murcia, 30100 Murcia, Spain)

  • Remedios López-Liria

    (Department of Nursing Science, Physiotherapy and Medicine, Hum-498 Research Team, Health Research Centre, University of Almería, 04120 Almería, Spain)

Abstract

Included among the basic objectives of Physical Education (PE) classes is the consolidation of habits of a healthy lifestyle among adolescents. However, the main studies in this field have focused on cognitive aspects related to students during these classes, yet they ignore the role that emotions can play in the adoption of future habits. Objectives: To analyze how emotions (emotional intelligence and emotional state) can influence the resilience and motivation of adolescents, as well as academic performance and adoption of healthy lifestyle habits. Methodology: 615 secondary school students between the ages of 14 and 19 participated ( M = 16.02; SD = 1.57) in the study. A structural equations model was developed using the main variables and by applying some of the principles of Self-Determination Theory. The results show that emotional intelligence is positively related to positive emotions and negatively related to negative emotions. Positive emotions positively predict both self-motivation towards physical education classes and resilience. Resilience positively predicts self-motivation. Finally, self-motivation acts as a predictor of both academic performance and regular participation in physical activity. Conclusions: This study successfully shows the importance of focusing on emotions in PE classes inasmuch as emotion increases the tendency to get good grades and maintain active lifestyle habits. In this sense, focusing on the emotions of students in PE could prove quite beneficial.

Suggested Citation

  • Rubén Trigueros & José M. Aguilar-Parra & Adolfo J. Cangas & Rosario Bermejo & Carmen Ferrandiz & Remedios López-Liria, 2019. "Influence of Emotional Intelligence, Motivation and Resilience on Academic Performance and the Adoption of Healthy Lifestyle Habits among Adolescents," IJERPH, MDPI, vol. 16(16), pages 1-12, August.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:16:p:2810-:d:255358
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/1660-4601/16/16/2810/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/1660-4601/16/16/2810/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Dolors Cañabate & Georgina Martínez & David Rodríguez & Jordi Colomer, 2018. "Analysing Emotions and Social Skills in Physical Education," Sustainability, MDPI, vol. 10(5), pages 1-8, May.
    2. Rubén Trigueros & José M. Aguilar-Parra & Adolfo J. Cangas & Joaquín F. Álvarez, 2019. "Validation of the Scale of Emotional States in the Physical Education Context," Sustainability, MDPI, vol. 11(18), pages 1-13, September.
    3. MacEachen, Ellen & Polzer, Jessica & Clarke, Judy, 2008. ""You are free to set your own hours": Governing worker productivity and health through flexibility and resilience," Social Science & Medicine, Elsevier, vol. 66(5), pages 1019-1033, March.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Marie-Pierre Tavolacci & Pierre Déchelotte & Joel Ladner, 2020. "Eating Disorders among College Students in France: Characteristics, Help-and Care-Seeking," IJERPH, MDPI, vol. 17(16), pages 1-11, August.
    2. Jerónimo González-Bernal & Sergio Gonzalez-Bernal & Carlos Salavera & Carmen Fernández-Ortega & Rubén Trigueros Ramos & José M. Aguilar-Parra & María Josefa González-Santos, 2022. "Adaptation and Testing of the Factorial Structure of the Physical Education Grit Scale for Use in Secondary Education in Spain," IJERPH, MDPI, vol. 19(16), pages 1-9, August.
    3. Ruben Trigueros & Joaquín F. Álvarez & Adolfo J. Cangas & José M. Aguilar-Parra & Cristina Méndez-Aguado & Patricia Rocamora & Remedios López-Liria, 2020. "Validation of the Scale of Basic Psychological Needs towards Physical Exercise, with the Inclusion of Novelty," IJERPH, MDPI, vol. 17(2), pages 1-11, January.
    4. Rubén Trigueros & Ana M. Padilla & José M. Aguilar-Parra & Patricia Rocamora & María J. Morales-Gázquez & Remedios López-Liria, 2020. "The Influence of Emotional Intelligence on Resilience, Test Anxiety, Academic Stress and the Mediterranean Diet. A Study with University Students," IJERPH, MDPI, vol. 17(6), pages 1-12, March.
    5. Rubén Trigueros & Adolfo J. Cangas & José M. Aguilar-Parra & Joaquín F. Álvarez & Alexandre García-Más, 2019. "No More Bricks in the Wall: Adopting Healthy Lifestyles through Physical Education Classes," IJERPH, MDPI, vol. 16(23), pages 1-16, December.
    6. Rubén Trigueros & José M. Aguilar-Parra & Adolfo J. Cangas & José María Fernández-Batanero & Joaquín F. Álvarez, 2019. "The Influence of the Social Context on Motivation towards the Practice of Physical Activity and the Intention to be Physically Active," IJERPH, MDPI, vol. 16(21), pages 1-20, October.
    7. Silvia San Román-Mata & Pilar Puertas-Molero & José Luis Ubago-Jiménez & Gabriel González-Valero, 2020. "Benefits of Physical Activity and Its Associations with Resilience, Emotional Intelligence, and Psychological Distress in University Students from Southern Spain," IJERPH, MDPI, vol. 17(12), pages 1-12, June.
    8. Zhang, Xi & Wei, Xin & Zhang, Te & Tan, Yahe & Xu, Dongming & Ordóñez de Pablos, Patricia, 2023. "How platform-based internet hospital innovation affects doctors’ active stress coping efforts: The conservation of resource theory perspective," Technovation, Elsevier, vol. 121(C).
    9. Rubén Trigueros & Ana Padilla & José M. Aguilar-Parra & Isabel Mercader & Remedios López-Liria & Patricia Rocamora, 2020. "The Influence of Transformational Teacher Leadership on Academic Motivation and Resilience, Burnout and Academic Performance," IJERPH, MDPI, vol. 17(20), pages 1-12, October.
    10. Ruben Trigueros & Marta García-Tascón & Ana M. Gallardo & Antonio Alías & José M. Aguilar-Parra, 2020. "The Influence of the Teacher’s Prosocial Skills on the Mindwandering, Creative Intelligence, Emotions, and Academic Performance of Secondary Students in the Area of Physical Education Classes," IJERPH, MDPI, vol. 17(4), pages 1-10, February.
    11. Rubén Trigueros & Ana M. Magaz-González & Marta García-Tascón & Antonio Alias & José M. Aguilar-Parra, 2020. "Validation and Adaptation of the Academic-Resilience Scale in the Spanish Context," IJERPH, MDPI, vol. 17(11), pages 1-11, May.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Gubik, Andrea S. & Vörös, Zsófia, 2023. "Why narcissists may be successful entrepreneurs: The role of entrepreneurial social identity and overwork," Journal of Business Venturing Insights, Elsevier, vol. 19(C).
    2. Rubén Trigueros & Adolfo J. Cangas & José M. Aguilar-Parra & Joaquín F. Álvarez & Alexandre García-Más, 2019. "No More Bricks in the Wall: Adopting Healthy Lifestyles through Physical Education Classes," IJERPH, MDPI, vol. 16(23), pages 1-16, December.
    3. Michael Beckmann & Thomas Cornelissen, 2014. "Self-Managed Working Time and Employee Effort: Microeconometric Evidence," SOEPpapers on Multidisciplinary Panel Data Research 636, DIW Berlin, The German Socio-Economic Panel (SOEP).
    4. Ana Rodríguez Martínez & Verónica Sierra Sánchez & Carolina Falcón Linares & Cecilia Latorre Cosculluela, 2021. "Key Soft Skills in the Orientation Process and Level of Employability," Sustainability, MDPI, vol. 13(6), pages 1-12, March.
    5. Beckmann, Michael & Hegedüs, Istvan, 2011. "Trust-based working time and organizational performance: evidence from German establishment-level panel data," Working papers 2011/13, Faculty of Business and Economics - University of Basel.
    6. Ruben Trigueros & Marta García-Tascón & Ana M. Gallardo & Antonio Alías & José M. Aguilar-Parra, 2020. "The Influence of the Teacher’s Prosocial Skills on the Mindwandering, Creative Intelligence, Emotions, and Academic Performance of Secondary Students in the Area of Physical Education Classes," IJERPH, MDPI, vol. 17(4), pages 1-10, February.
    7. Beckmann, Michael, 2016. "Self-managed working time and firm performance: Microeconometric evidence," VfS Annual Conference 2016 (Augsburg): Demographic Change 145623, Verein für Socialpolitik / German Economic Association.
    8. Marcel Bassachs & Dolors Cañabate & Teresa Serra & Jordi Colomer, 2020. "Interdisciplinary Cooperative Educational Approaches to Foster Knowledge and Competences for Sustainable Development," Sustainability, MDPI, vol. 12(20), pages 1-17, October.
    9. Cecilia U D Stenfors & Linda Magnusson Hanson & Gabriel Oxenstierna & Töres Theorell & Lars-Göran Nilsson, 2013. "Psychosocial Working Conditions and Cognitive Complaints among Swedish Employees," PLOS ONE, Public Library of Science, vol. 8(4), pages 1-10, April.
    10. Jordi Colomer & Laura Serra & Dolors Cañabate & Teresa Serra, 2018. "Evaluating Knowledge and Assessment-Centered Reflective-Based Learning Approaches," Sustainability, MDPI, vol. 10(9), pages 1-16, September.
    11. Beckmann, Michael, 2016. "Self-managed working time and firm performance: Microeconometric evidence," Working papers 2016/01, Faculty of Business and Economics - University of Basel.
    12. Jordi Colomer & Teresa Serra & Dolors Cañabate & Remigijus Bubnys, 2020. "Reflective Learning in Higher Education: Active Methodologies for Transformative Practices," Sustainability, MDPI, vol. 12(9), pages 1-8, May.
    13. Scott Schieman & Marisa Young, 2015. "Who Engages in Work–Family Multitasking? A Study of Canadian and American Workers," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 120(3), pages 741-767, February.
    14. Sebastián Fierro-Suero & Bartolomé J. Almagro & Pedro Sáenz-López, 2020. "Validation of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE)," IJERPH, MDPI, vol. 17(12), pages 1-12, June.
    15. Magnus Klofsten & Ellen MacEachen & Christian Ståhl, 2021. "New and small firms in a modern working life: how do we make entrepreneurship healthy?," Small Business Economics, Springer, vol. 57(2), pages 755-763, August.
    16. Rubén Trigueros & José M. Aguilar-Parra & Remedios López-Liria & Patricia Rocamora, 2019. "The Dark Side of the Self-Determination Theory and Its Influence on the Emotional and Cognitive Processes of Students in Physical Education," IJERPH, MDPI, vol. 16(22), pages 1-11, November.
    17. Cristina Méndez-Aguado & José M. Aguilar-Parra & Joaquín F. Álvarez & Rubén Trigueros & José A. Fernández-Archilla, 2020. "The Influence of Emotions, Motivation and Habits in the Academic Performance of Primary Education Students in French as a Foreign Language," Sustainability, MDPI, vol. 12(6), pages 1-12, March.
    18. Dolors Cañabate & Remigijus Bubnys & Lluís Nogué & Lurdes Martínez-Mínguez & Carolina Nieva & Jordi Colomer, 2021. "Cooperative Learning to Reduce Inequalities: Instructional Approaches and Dimensions," Sustainability, MDPI, vol. 13(18), pages 1-18, September.
    19. Aaron Rillo-Albert & Unai Sáez de Ocáriz & Antoni Costes & Pere Lavega-Burgués, 2021. "From Conflict to Socio-Emotional Well-Being. Application of the GIAM Model through Traditional Sporting Games," Sustainability, MDPI, vol. 13(13), pages 1-19, June.
    20. Dolors Cañabate & Teresa Serra & Remigijus Bubnys & Jordi Colomer, 2019. "Pre-Service Teachers’ Reflections on Cooperative Learning: Instructional Approaches and Identity Construction," Sustainability, MDPI, vol. 11(21), pages 1-18, October.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jijerp:v:16:y:2019:i:16:p:2810-:d:255358. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.