Relaciones de la inteligencia emocional, Burnout y compromiso académico con el rendimiento escolar de estudiantes adolescentes / Relationship between emotional intelligence, burnout and academic commitment with school performance in adolescent students

Objetivo: la finalidad de la presente investigación fue la de analizar las relaciones entre los constructos de la inteligencia emocional, el burnout, el engagement académico y el rendimiento escolar en 1756 estudiantes en etapa Secundaria de 9 centros educativos. Materiales y métodos: los instrumentos utilizados para dicho trabajo fueron las versiones traducidas al castellano del Traid Meta-Mood Scale-24 (TMMS-24), el Maslach Burnout Inventory­Student Survey (MBI-SS) y Utrecht Work Engagement Scale­Student (UWES-S). Por su parte, el rendimiento escolar se midió por medio de la nota media del alumnado. Resultados: los resultados arrojaron relaciones positivas de las variables más autodeterminadas como resultan la inteligencia emocional y el engagement académico con el rendimiento escolar en un claro patrón de conductas más adaptativas. Por otro lado, puntuaciones más bajas en inteligencia emocional y burnout académico correlacionaron con menores puntuaciones de rendimiento escolar. Conclusiones: se desprende la importancia de la promoción de variables emocionales en clase para facilitar comportamientos positivos y autodeterminados que faciliten el rendimiento del alumnado así como la prevención del burnout potenciando el desarrollo educativo de los mismos..(AU)

Objective: the aim of this research was to analyze the relationship between constructs of emotional intelligence, burnout, academic engagement and school performance in 1756 students in Secondary stage of 9 highschools. Materials and methods: the instruments used for this research were the spanish translated versions of Traid Meta-Mood Scale-24 (TMMS-24), the Maslach Burnout Inventory-Student Survey (MBI-SS) and Utrecht Work Engagement Scale-Student (UWES-S). On the other hand, the school performance was measured by means of the average mark of the students. Results:the results showed positive relationships of the most self-determined variables such as emotional intelligence and academic engagement with school performance in a clear pattern of more adaptive behaviors. On the other hand, lower scores in emotional intelligence and academic burnout correlated with lower school performance scores. Conclusions: the importance of the promotion of emotional variables in class to facilitate positive and self-determined behaviors that facilitate the performance of students as well as the prevention of burnout enhancing their educational development..(AU)

Translation and validation of the Mind-Wandering Test for spanish adolescents

Background: Working memory capacity and fluent intelligence influence cognitive capacity as a predictive value of success. In line with this, one matter appears, that of mind wandering, which partly explains the variability in the results obtained from the subjects who do these tests. A recently developed measure to evaluate this phenomenon is the Mind-Wandering Questionnaire (MWQ). Objective: The objective of this work was to translate into Spanish the MWQ for its use with adolescents and to validate it and to analyze its relation with these values: self-esteem, dispositional mindfulness, satisfaction with life, happiness, and positive and negative affects. Methods: A sample of 543 secondary students: 270 males (49.72%) and 273 females (50.28%) were used, who completed the questionnaire, and also did tests of self-esteem, dispositional mindfulness, satisfaction with life, happiness, and positive and negative effects. The transcultural adaptation process followed these steps: translation, back translation, evaluation of translations by a panel of judges, and testing the final version. Results: Validity analyses were done of the construct (% explained variance = 52.1), and internal consistency was high (α = .766). The coefficients of correlation with the self-esteem, MASS, satisfaction with life, happiness, and affects scales confirmed the questionnaire's validity, and a multiple regression analysis (R 2= 34.1; model F= 24.19. p< 0.001) was run. Conclusions: The Spanish version of the questionnaire obtained good reliability coefficients and its factorial structure reliably replicated that obtained by the original measure. The results indicate that the Spanish version of the MWQ is a suitably valid measure to evaluate the mind-wandering phenomenon. (AU)