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ABSTRACT
Available evidence suggests that learners’ level of emotional intelligence and academic buoyancy are associated with components of behavioural and emotional engagement. Recent work has provided preliminary evidence that the relationship between emotional intelligence and student engagement is mediated by academic buoyancy. Therefore, the current study was designed to determine if the association between emotional intelligence, behavioural engagement, emotional engagement, behavioural disaffection, and emotional disaffection is mediated by academic buoyancy. A sample of 253 undergraduate and graduate students completed self-report measures of the primary constructs of interest. Results of an a priori path analysis indicated that emotional intelligence had a significant direct effect on behavioural and emotional engagement and behavioural and emotional disaffection. Our results also revealed academic buoyancy shared a direct relationship with behavioural and emotional engagement and emotional disaffection. Critically, our results provided additional evidence that the relationship between components of student engagement – behavioural engagement, emotional engagement, and emotional disaffection – was partially mediated by academic buoyancy. Discussion concerns the potential benefits of implementing interventions designed to enhance emotional intelligence in an effort to increase learners coping potential, engagement, and overall academic success.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Christopher L. Thomas
Christopher L. Thomas, Ph.D. is Assistant Professor of Educational Psychology in the School of Education at the University of Texas at Tyler. He has expertise in research methodologies, academic anxieties, and cognitive dissonance theory. His current research is focused on identifying factors that protect the academic success of students at-risk for academic struggle.
Kristie Allen
Kristie Allen is a Graduate Admissions Advisor for the Department of Psychology and Counselling at The University of Texas at Tyler. Allen has a MA in Clinical Mental Health Counselling from UT Tyler and a BS in Psychology from Grand Valley State University. Kristie has served in a variety of capacities within the field of higher education, including directing student success initiatives such as the College of Education and Psychology’s Mentor Centre. Her professional passions include student success programming, advising and retention strategy, and the study of emotional intelligence as it relates to positive student achievement outcomes