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Além das Notas: a Relação entre Inteligência Emocional, Resiliência e Personalidade no Sucesso Académico Percebido em Estudantes de Psicologia
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A presente investigação insere-se no crescente interesse da psicologia pelo impacto de variáveis emocionais e disposicionais no desempenho e bem-estar académico dos estudantes universitários. A presente investigação teve como objetivo explorar a relação entre a inteligência emocional de traço, os traços de personalidade segundo o modelo P-E-N de Eysenck, a resiliência e o sucesso académico percebido em estudantes universitários de Psicologia. Através de um desenho metodológico quantitativo, transversal e correlacional, participaram 117 estudantes de ambos os géneros, entre os 18 e os 50 anos. Foram aplicados o Trait Emotional Intelligence Questionnaire – Short Form (TEIQue-SF), o Eysenck Personality Questionnaire – Revised (EPQ-R) e a Escala de Resiliência de Wagnild e Young, bem como um instrumento de avaliação do sucesso académico percebido. Os resultados revelaram que a inteligência emocional de traço e a resiliência se correlacionam positivamente com o sucesso académico percebido, enquanto o neuroticismo apresenta uma correlação negativa. A extroversão revelou uma associação positiva moderada e o psicoticismo não demonstrou efeitos significativos. Modelos de mediação mostraram que a inteligência emocional medeia o efeito do Neuroticismo, da extroversão e da resiliência sobre o sucesso académico percebido. Estes resultados sugerem que a inteligência emocional poderá desempenhar um papel integrador entre variáveis disposicionais e adaptativas, apontando para a possibilidade de que o seu desenvolvimento constitua uma via promissora de intervenção junto de estudantes do ensino superior.
This research aligns with the growing interest in Psychology regarding the impact of emotional and dispositional variables on academic performance and well-being among university students. The primary aim was to explore the relationship between trait emotional intelligence, personality traits according to Eysenck’s P-E-N model, resilience, and perceived academic success in Psychology undergraduates. Employing a quantitative, cross-sectional, and correlational design, 117 students of both genders, aged between 18 and 50, participated in the study. The Trait Emotional Intelligence Questionnaire – Short Form (TEIQue-SF), the Eysenck Personality Questionnaire – Revised (EPQ-R), and the Wagnild and Young Resilience Scale were administered, alongside a self-constructed measure of perceived academic success. The results revealed that trait emotional intelligence and resilience were positively correlated with perceived academic success, whereas neuroticism showed a negative correlation. Extraversion was moderately and positively associated, and psychoticism did not demonstrate significant effects. Mediation models indicated that emotional intelligence mediates the effects of neuroticism, extraversion, and resilience on perceived academic success. These findings suggest that emotional intelligence may play an integrative role between dispositional and adaptive variables, highlighting the potential of its development as a promising avenue for intervention among higher education students.
This research aligns with the growing interest in Psychology regarding the impact of emotional and dispositional variables on academic performance and well-being among university students. The primary aim was to explore the relationship between trait emotional intelligence, personality traits according to Eysenck’s P-E-N model, resilience, and perceived academic success in Psychology undergraduates. Employing a quantitative, cross-sectional, and correlational design, 117 students of both genders, aged between 18 and 50, participated in the study. The Trait Emotional Intelligence Questionnaire – Short Form (TEIQue-SF), the Eysenck Personality Questionnaire – Revised (EPQ-R), and the Wagnild and Young Resilience Scale were administered, alongside a self-constructed measure of perceived academic success. The results revealed that trait emotional intelligence and resilience were positively correlated with perceived academic success, whereas neuroticism showed a negative correlation. Extraversion was moderately and positively associated, and psychoticism did not demonstrate significant effects. Mediation models indicated that emotional intelligence mediates the effects of neuroticism, extraversion, and resilience on perceived academic success. These findings suggest that emotional intelligence may play an integrative role between dispositional and adaptive variables, highlighting the potential of its development as a promising avenue for intervention among higher education students.
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Inteligência emocional Personalidade Resiliência Sucesso académico percebido Estudantes universitários