Self-concept, school adjustment and emotional intelligence in Mexican high school students online

Abstract

The aim of this study was to analyze the relationship between self-concept, school adjustment and emotional intelligence in a sample of students from the National On-line High School System in Mexico, contrasting their scores in each variable with the type of course they attended (ordinary or non-ordinary), sex and age. The study is quantitative, cross-sectional, non-experimental and correlational. A sample of 397 students attending on-line high school programs from different Mexican states, was selected by incidental, non-probabilistic methods. To measure the study variables, the Self-Concept Scale (AF-5), the Brief School Adjustment Scale (EBAE-10) and the Emotional Intelligence Scale (TMMS-24) were applied. The results show high scores of self-concept, school adjustment and emotional intelligence in the students, while positive correlations between these variables and their dimensions were confirmed. Globally, there were significant differences between students in ordinary courses and their peers in non-ordinary courses, specifically in academic variables. Regarding sex, men reported a greater global self-concept, while women showed better scores in emotional intelligence, specifically in the attention factor, while in school adjustment, no differences by sex were reported. Regarding age, students aged 30 years and older presented higher levels of self-concept and school adjustment. The results revealed that high scores of self-concept, school adjustment and emotional intelligence positively affect the academic performance of high school students in the on-line modality of learning.