Abstract
A review of the scientific literature shows that many studies have analyzed the relationship between academic achievement and different psychological constructs, such as self-concept, personality, and emotional intelligence. The present work has two main objectives. First, to analyze the academic achievement, as well as the self-concept, personality and emotional intelligence, according to gender and cultural origin of the participants (European vs. Amazigh). Secondly, to identify what dimensions of self-concept, personality and emotional intelligence predict academic achievement. For this, a final sample consisting of 407 students enrolled in the last 2 years of Primary Education were utilized for the study. By gender, 192 were boys (47.2%) and 215 girls (52.8%), with an average age of 10.74 years old. By cultural group, 142 were of European origin (34.9%) and 265 of Amazigh origin (65.1%). The academic achievements were evaluated from the grades obtained in three school subjects: Natural Sciences, Spanish Language and Literature, and Mathematics, and the instruments used for data collection of the psychological constructs analyzed were the Self-Concept Test-Form 5, the Short-Form Big Five Questionnaire for Children, and the BarOn Emotional Quotient Inventory: Youth Version-Short. Based on the objectives set, first, the grades in the subject of Spanish Language and Literature varied depending on the gender of the students. Likewise, differences were found in self-concept, personality, and emotional intelligence according to gender. Also, the physical self-concept varied according to the cultural group. Regarding the second objective, in the predictive analysis for each of the subjects of the curriculum of Primary Education, the academic self-concept showed a greater predictive value. However, so did other dimensions of self-concept, personality and emotional intelligence. The need to carry out a comprehensive education in schools that addresses the promotion of not only academic but also personal and social competences is discussed. Also, that the study of the variables that affect gender differences must be deepened.
Highlights
Among the different models that link self-concept and academic performance, we found the Reciprocal Effects Model (REM), with a theoretical, methodological and empirical review conducted by Marsh and Martin (2011)
Among the strongest arguments utilized to show that the measurements of personality, based on the Big-Five Factor Structure (Goldberg, 1990, 1992), correlate with academic performance, we find the evidence that supports the importance of the personality factors to predict behaviors that are socially valued and the recognition of personality as a component of the individual’s will (Chamorro-Premuzic et al, 2006)
The analysis of variance performed as a function of gender and cultural group showed that there were differences according to gender for the subject Spanish Language and Literature, F = 5.812, p = 0.016, Eta2p = 0.014, so that the girls obtained higher grades than the boys, t = 0.313, p = 0.016
Summary
A review of the scientific literature has shown that many studies have analyzed the relationship between academic achievement and different psychological constructs such as self-concept (Susperreguy et al, 2018; Wolff et al, 2018; Sewasew and Schroeders, 2019), personality (Janoševicand Petrovic, 2019; Perret et al, 2019; Smith-Woolley et al, 2019), and emotional intelligence (Corcoran et al, 2018; Deighton et al, 2019; Piqueras et al, 2019) In this work, these psychological constructs are analyzed together with primary school children by gender and cultural group. The psychological constructs analyzed in the present study are described below
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