Are Self-concept and Emotional Intelligence Associated with Healthy Habits and School Performance? intelligence associated with healthy habits and school performance? A structural model according to sex
A Structural Model according to Sex
Abstract
The promotion of academic performance through healthy physical habits has been the subject of studies in recent decades. This study aims to know the relationships between several psychosocial factors, the degree of adherence to the Mediterranean diet (MD), the practice of physical activity (PA), and academic performance according to the sex of 1650 Secondary Education students [♂ = 50.42% (n = 832); ♀ = 49.57% (n = 818)], with an average age of 14.47 years (SD = 1.41; R = 9). The methodological design is descriptive-exploratory, cross-sectional and ex post-facto, through a structural equation model. The CAF questionnaire was used for physical self-concept, the PAQ-A questionnaire was used to evaluate PA, the KIDMED test for adherence to MD, and the TMMS-24 scale for emotional intelligence. The results reflected that there is an association between the dimensions of physical self-concept, with greater strength for physical condition and ability in both sexes. A positive relationship was observed between PA and the physical condition, strength and physical ability dimensions of physical self-concept, especially for boys, with the quality of nutrition being more relevant to physical condition in the case of girls. In turn, EI and healthy habits were positively related, with no findings found between EI and academic performance specifically. Finally, a positive and slight relationship was determined between healthy habits and academic performance, reflecting some of the benefits of these habits for the cognitive function.
Downloads
References
Al Sudani, A. A., y Budzynska, K. (2015). Emotional intelligence, physical activity and coping with stress in adolescents. International Journal of Sport Culture and Science, 3(2), 98-104. https://doi.org/10.14486/ijscs408
Bailen, N. H., Green, L. M., y Thompson, R. J. (2019). Understanding Emotion in Adolescents: A Review of Emotional Frequency, Intensity, Instability, and Clarity. Emotion Review, 11(1), 63-73. https://doi.org/10.1177/1754073918768878
Beck, F., Dettweiler, U., Sturm, D. J., Demetriou, Y., y Reimers, A. K. (2022). Compensation of overall physical activity in (pre)adolescent girls – the CReActivity project. Archives of Public Health, 80, 244. https://doi.org/10.1186/s13690-022-01002-1
Biosca, J. T. (2021). ¿Es la adolescencia necesariamente una etapa destructiva y convulsa? La Torre del Virrey: revista de estudios culturales, 30, 101-108.
Byrne, B. M. (2016). Structural equation modelling with AMOS: Basic concepts, applications, and programming. New York: Routledge. https://doi.org/10.4324/9781315757421
Chacón-Cuberos, R., Zurita-Ortega, F., Ramírez-Granizo, I., y Castro-Sánchez, M. (2020). Actividad física y rendimiento académico en la infancia y la preadolescencia: una revisión sistemática. Apunts: Educación física y deportes, 139, 1-9. https://doi.org/10.5672/apunts.2014-0983.es.(2020/1).139.01
Cherniss, C., y Roche, C. W. (2020). How Outstanding Leaders Use Emotional Intelligence. Leader to Leader, 2020(98), 45-50. https://doi.org/10.1002/ltl.20517
Clevinger, K., Petrie, T., Martin, S., y Greenleaf, C. (2020). The relationship of sport involvement and gender to physical fitness, self-efficacy, and self-concept in middle school students. Physical Educator, 77(1), 154-172. https://doi.org/10.18666/tpe-2020-v77-i1-9228
Curtis, A. (2015). Defining adolescence. Journal of Adolescent and Family Health, 7(2), 1-39. https://scholar.utc.edu/jafh/vol7/iss2/2
de Fátima, R., Gilbert, J.-A., Drapeau, V., y Mathieu, M.-E. (2020). Healthier Lifestyle for Girls Who Accumulate More Years in the FitSpirit School-Based Intervention. American Journal of Lifestyle Medicine, 16(5), 633-640. https://doi.org/10.1177/1559827620964764
Dorn, L. D., Hostinar, C. E., Susman, E. J., y Pervanidou, P. (2019). Conceptualizing Puberty as a Window of Opportunity for Impacting Health and Well-Being Across the Life Span. Journal of Research on Adolescence: The Official Journal of the Society for Research on Adolescence, 29(1), 155-176. https://doi.org/10.1111/jora.12431
Fernández, P., y Cabello, R. (2021). La inteligencia emocional como fundamento de la educación emocional. Revista Internacional de Educación Emocional y Bienestar 1(1), 31-46. https://ri.ibero.mx/handle/ibero/6043
Fernández-Argüelles, D., Fernández-Río, J., y Cecchini-Estrada, J. A. (2022). Connections between body image and adolescents’ health, psychological and social variables. Journal of Sport and Health Research, 14(3), 485-502. https://doi.org/10.58727/jshr.89470
Fernández-Berrocal, P., Extremera, N., y Ramos, N. (2004). Validity and reliability of the Spanish modified version of the Trait Meta-Mood Scale. Psychological Reports, 94, 751-755. https://doi.org/ 10.2466/pr0.94.3.751-755
Fernández-Lasarte, O., Ramos-Díaz, E., y Sáez, I. A. (2019). Rendimiento académico, apoyo social percibido e inteligencia emocional en la universidad. European Journal of Investigation in Health, Psychology and Education, 9(1). https://doi.org/10.30552/ejihpe.v9i1.315
Fox, K. R., y Corbin, C. B. (1989). The Physical Self-Perception Profile: Development and preliminary validation. Journal of Sport and Exercise Psychology, 11, 408-430.
García-Pérez, L., Villodres, G. C., Molina-Sánchez, F. J., Sánchez-Cara, E. M., y Muros-Molina, J. J. (2021). Adherencia a la dieta mediterránea, actividad física y su relación con el nivel socioeconómico en escolares de primaria de la capital de Granada. Retos, 41, 485-491. https://doi.org/10.47197/retos.v0i41.86166
Garn, A. C., Morin, A. J., White, R. L., Owen, K. B., Donley, W., y Lonsdale, C. (2020). Moderate-to-vigorous physical activity as a predictor of changes in physical self-concept in adolescents. Health Psychology, 39(3), 190. https://doi.org/10.1037/hea0000815
Gilchrist, J. D., Solomon-Krakus, S., Pila, E., Crocker, P., y Sabiston, C. M. (2020). Associations between physical self-concept and anticipated guilt and shame: the moderating role of gender. Sex Roles, 83, 763-772. https://doi.org/10.1007/s11199-020-01137-x
Gillett, J. G., Boyd, R. N., Carty, C. P., y Barber, L. A. (2016). The impact of strength training on skeletal muscle morphology and architecture in children and adolescents with spastic cerebral palsy: a systematic review. Research in developmental disabilities, 56, 183-196. https://doi.org/10.1016/j.ridd.2016.06.003
Giusti, E. M., Manna, C., Scolari, A., Mestre, J. M., Prevendar, T., Castelnuovo, G., y Pietrabissa, G. (2021). The relationship between emotional intelligence, obesity and eating disorder in children and adolescents: a systematic mapping review. International Journal of Environmental Research and Public Health, 18(4), 2054. https://doi.org/10.3390/ijerph18042054
González-Valero, G., Román-Mata, S. S., Ubago-Jiménez, J. L., y Puertas-Molero, P. (2022). Physical-healthy and psychosocial differences in school children: A study of gender. Journal of Human Sport and Exercise, 17(2), Art. 2. https://doi.org/10.14198/jhse.2022.172.07
Goñi, A., Ruiz de Azúa, S., y Rodríguez, A. (2006). Cuestionario del Autoconcepto Físico. Manual. EOS
Guerrero, M. F., Molina, S. F., y Ramírez, M. S. (2020). Autoconcepto físico en función de variables sociodemográficas y su relación con la actividad física. Cultura, ciencia y deporte, 15(44), 189-199.
Guthold, R., Stevens, G. A., Riley, L. M., y Bull, F. C. (2020). Global trends in insufficient physical activity among adolescents: A pooled analysis of 298 population-based surveys with 1·6 million participants. The Lancet Child & Adolescent Health, 4(1), 23-35. https://doi.org/10.1016/S2352-4642(19)30323-2
Hernández-Martínez, A., Sánchez-Matas, Y., y Nieto, C. (2023). Autoconcepto y Actividad física en escolares de 6o curso de Educación Primaria. Retos: Nuevas Tendencias en Educación Física, Deporte y Recreación, 47, 61-68. https://doi.org/10.47197/retos.v47.94640
Iaccarino Idelson, P., Scalfi, L., y Valerio, G. (2017). Adherence to the Mediterranean Diet in children and adolescents: A systematic review. Nutrition, Metabolism and Cardiovascular Diseases, 27(4), 283-299. https://doi.org/10.1016/j.numecd.2017.01.002
Janssen, A., Leahy, A. A., Diallo, T. M., Smith, J. J., Kennedy, S. G., Eather, N., Mavilidi, M., Wagemekars, A., Babic, M., y Lubans, D. R. (2020). Cardiorespiratory fitness, muscular fitness and mental health in older adolescents: A multi-level cross-sectional analysis. Preventive Medicine, 132, 105985. https://doi.org/10.1016/j.ypmed.2020.105985
Jiménez-Blanco, A., Sastre, S., Artola, T., y Alvarado, J. M. (2020). Inteligencia Emocional y Rendimiento Académico: Un Modelo Evolutivo. Revista Iberoamericana de Diagnóstico y Evaluación - e Avaliação Psicológica, 3(56), 129-141. https://doi.org/10.21865/RIDEP56.3.01
Kesse-Guyot, E., Andreeva, V. A., Jeandel, C., Ferry, M., Hercberg, S., y Galan, P. (2012). A healthy dietary pattern at midlife is associated with subsequent cognitive performance. The Journal of nutrition, 142(5), 909-915. https://doi.org/10.3945/jn.111.156257
Klomsten, A. T., Skaalvik, E. M., y Espnes, G. A. (2004). Physical self-concept and sports: Do gender differences still exist? Sex roles, 50, 119-127. https://doi.org/10.1023/b:sers.0000011077.10040.9a
Liu, M., Wu, L., y Ming, Q. (2015). How does physical activity intervention improve self-esteem and self-concept in children and adolescents? Evidence from a meta-analysis. PloS one, 10(8), e0134804. https://doi.org/10.1371/journal.pone.0134804
Llamas-Díaz, D., Cabello, R., Megías-Robles, A., y Fernández-Berrocal, P. (2022). Systematic review and meta-analysis: The association between emotional intelligence and subjective well-being in adolescents. Journal of Adolescence, 94(7), 925-938. https://doi.org/10.1002/jad.12075
Martínez, F., y González, J. (2017). Autoconcepto, práctica de actividad física y respuesta social en adolescentes: Relaciones con el rendimiento académico. Revista Iberoamericana de Educación, 73(1), 87-108. https://doi.org/10.35362/rie731127
Martínez-Gómez, D., Martínez-de-Haro, V., Pozo, T., Welk, G. J., Villagra, A., Calle, M. E., Marcos, A., y Veiga, O. L. (2009). Actividad Física PAQ-A en adolescentes españoles. Revista Española de Salud Pública, 83, 427-439.
McKinlay, B. J., Wallace, P., Dotan, R., Long, D., Tokuno, C., Gabriel, D. A., y Falk, B. (2018). Effects of plyometric and resistance training on muscle strength, explosiveness, and neuromuscular function in young adolescent soccer players. The Journal of Strength & Conditioning Research, 32(11), 3039-3050. https://doi.org/10.1519/jsc.0000000000002428
Melguizo-Ibáñez, E., González-Valero, G., Puertas-Molero, P., y Alonso-Vargas, J. M. (2022). Emotional Intelligence, Physical Activity Practice and Mediterranean Diet Adherence-An Explanatory Model in Elementary Education School Students. Children, 9(11), Art. 11. https://doi.org/10.3390/children9111770
Mendo-Lázaro, S., Polo-del-Río, M. I., Amado-Alonso, D., Iglesias-Gallego, D., y León-del-Barco, B. (2017). Self-Concept in Childhood: The Role of Body Image and Sport Practice. Frontiers in Psychology, 8. https://www.frontiersin.org/articles/10.3389/fpsyg.2017.00853
Nebot, V., Barrachina, J., Elvira, L., y Pablos, A. (2022). Efectos de un programa de hábitos saludables en escolares de 10 a 12 años, sobre la condición física y el porcentaje de masa grasa. Journal of Sport and Health Research, 14(2), 187-198. https://doi.org/10.58727/jshr.94695
Pérez-Mármol, M., Chacón-Cuberos, R., García-Mármol, E., y Castro-Sánchez, M. (2021). Relationships among Physical Self-Concept, Physical Activity and Mediterranean Diet in Adolescents from the Province of Granada. Children, 8(10), Art. 10. https://doi.org/10.3390/children8100901
Salovey, P., Mayer, J. D., Goldman, S. L., Turvey., C., y Palfai, T. P. (1995). Emotional attention, clarity and repair: Exploring emotional intelligence using the trait meta-mood scale. J.W. Pennebaker (ED.), Emotion, Disclosure & Health, 125-154. Washington, DC, US: American Psychological Assosiation. Ht.
Sánchez-Zafra, M., Cachón-Zagalaz, J., Sanabrias-Moreno, D., Lara-Sánchez, A. J., Shmatkov, D., y Zagalaz-Sánchez, M. L. (2022). Inteligencia emocional, autoconcepto y práctica de actividad física en estudiantes universitarios. Journal of Sport and Health Research, 14(1), 135-148. https://doi.org/10.58727/jshr.90752
Sanchis-Sanchis, A., Grau, M. D., Moliner, A.-R., y Morales-Murillo, C. P. (2020). Effects of Age and Gender in Emotion Regulation of Children and Adolescents. Frontiers in Psychology, 11, 946. https://doi.org/10.3389/fpsyg.2020.00946
Serra-Majem, L., Ribas, L., Ngo, J., Ortega, R. M., García, A., Pérez-Rodrigo, C., y Aranceta, J. (2004). Food, youth and the Mediterranean diet in Spain. Development of KIDMED, Mediterranean Diet Quality Index in children and adolescents. Public Health Nutrition, 7(7), 931-935. https://doi.org/10.1079/PHN2004556
Trigueros, R., Padilla, A. M., Aguilar-Parra, J. M., Rocamora, P., Morales-Gázquez, M. J., y López-Liria, R. (2020). The influence of emotional intelligence on resilience, test anxiety, academic stress and the Mediterranean diet. A study with university students. International Journal of Environmental Research and Public Health, 17(6), 2071. https://doi.org/10.3390/ijerph17062071
Tus, J. (2020). Self–concept, self–esteem, self–efficacy and academic performance of the senior high school students. International Journal of Research Culture Society, 4(10), 45-59. https://doi.org/10.15366/rimcafd2020.77.008
Van der Aar, L. P. E., Peters, S., Becht, A. I., y Crone, E. A. (2022). Better self-concept, better future choices? Behavioral and neural changes after a naturalistic self-concept training program for adolescents. Cognitive, Affective, & Behavioral Neuroscience, 22(2), 341-361. https://doi.org/10.3758/s13415-021-00946-1
Vaquero-Solís, M., Amado Alonso, D., Sánchez-Oliva, D., Sánchez-Migue, P. A., y Iglesias-Gallego, D. (2020). Emotional intelligence in adolescence: Motivation and physical activity. Revista Internacional de Medicina y Ciencias de La Actividad Física y Del Deporte, 20(77), 119-131. https://doi.org/10.15366/rimcafd2020.77.008
Copyright (c) 2024 Journal of Educational Research
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The articles and scientific documents published in RIE abide the following conditions:
1. The Servicio de Publicaciones de la Universidad de Murcia (the publisher) has the property rights (copyright) of all the documents published and allows the reuse under the user’s license indicated in point 2.
2. All documents are published in the digital edition of RIE under a Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (legal document) license. These documents can be copied, used, distributed, communicated and explained publicly if: i) the author(s) and its original source of publishing (magazine, publisher and URL of the document) are cited; ii) it is not used for commercial purpose; iii) the existence and the specifications about this license are mentioned.
3. Auto-archive’s conditions. The authors are allowed and encouraged to digitally distribute the pre-print versions (a version before evaluation) and/or post-print (a version that it is already evaluated and accepted to its publication). This promotes circulation and distribution earlier and can increase the citations and significance within the academic community.
