Capacidad predictiva del autoconcepto y la inteligencia emocional en el ajuste escolar autopercibido

Abstract

Introduction. The diversity of skills and demands that school hosts for pupils is an ongoing challenge. As one of the main contexts implicated in the psychosocial development of young people, school should boost sociopersonal skills such as self-concept and emotional intelligence to facilitate the adaptation of youth to a changeable educational environment. The aim of this study is to analyze the predictive ability of multidimensional self-concept (physical, social, personal, academic, and general) and perceived emotional intelligence (attention, clarity, and repair) in school adjustment. Method. The sample is composed of 1543 adolescents, 728 boys (47.18%) and 815 girls (52.81%) between 12 and 18 years of age (Mage = 14.24 and SD = 1.63) from public and private Secondary Education schools of the Basque Autonomous Community. The information collected is based on three self-reports that measure perceptions of participants' own self-concept, emotional skills, and school adjustment. The statistical analyses are performed through SPSS 21 for Windows. Results. The results indicate that in the male sample emotional repair, academic self-concept, social self-concept, and general self-concept scales significantly predict school adjustment of the adolescents. In the female sample, only the academic, personal, and general self-concept scales significantly predict school adjustment. Discussion. These results point out the greater importance of self-concept in adolescent school adjustment compared to perceived emotional intelligence.