The Role of Mindfulness and Emotional Intelligence on Adolescents’ Well-Being and Secondary School Achievement

Dados Bibliográficos

ID13660749
AutoresInês Regina Ferreira Vieira (0000-0002-5640-8588, Faculty of Psychology and Education Sciences, University of Porto, Center for Psychology at University of Porto, Rua Alfredo Allen, Porto, Portugal, autor correspondente), Luísa Faria (0000-0002-3225-6233, Faculty of Psychology and Education Sciences, University of Porto, Center for Psychology at University of Porto, Rua Alfredo Allen, Porto, Portugal)
Ano2024
Páginas332941241301638-332941241301638
Data de publicação2024-11-18
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoPsychological Reports (JOURNAL)
Identificadores do periódicoISSN: 0033-2941 • E-ISSN: 1558-691X
EditoraSAGE Publishing (PUBLISHER • US)
DOI10.1177/00332941241301638
PMID39555689
OpenAlexW4404473780
IdiomaEN
Citações recebidas1
Referências citadas43

The present study aimed to determine how mindfulness relates to school achievement and well-being in adolescence and whether this relationship might be mediated by emotional intelligence (EI). Apart from examining the relationship between constructs, moderation interaction effects of gender were also tested. A sample of 597 Portuguese adolescents aged 15-17 years old ( M age = 16.9; SD = 1.11; 49.9% males), enrolled in secondary education, completed self-report measures of mindfulness (CAMM), emotional intelligence (TEIQue-ASF), and well-being (SWLS) in their Portuguese versions. Findings confirmed a positive and statistically significant relationship between mindfulness and EI. Regression analyses indicated that mindfulness reduced its influence on well-being and on school results when EI was added to the model, confirming the mediation hypothesis. Results indicated a positive and statistically significant relationship between EI and well-being. Adolescents with higher traits of mindfulness did not report better school results neither greater well-being. Variations across gender have not been observed. This study discloses several limitations which require a careful examination of the results. The findings are discussed considering the potential advantages of including social and emotional competencies in educational settings as a complement to the school curriculum

Academic achievement · Developmental psychology · Emotional intelligence · Mindfulness · Moderation · Portuguese · Clinical Psychology · Emotional Intelligence and Performance · Mindfulness and Compassion Interventions · Psychological Well-being and Life Satisfaction · Psychology · Social Psychology