Academic performance and social competence of adolescentspredictions based on effortful control and empathy

  1. Zorza, Juan Pablo 1
  2. Marino D., Julián C. 2
  3. Lemus Martín, Soledad de 1
  4. Acosta Mesas, Alberto 1
  1. 1 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

  2. 2 Universidad Nacional de Córdoba
    info

    Universidad Nacional de Córdoba

    Córdoba, Argentina

    ROR https://ror.org/056tb7j80

Revista:
The Spanish Journal of Psychology

ISSN: 1138-7416

Año de publicación: 2013

Número: 16

Páginas: 1-12

Tipo: Artículo

DOI: 10.1017/SJP.2013.87 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: The Spanish Journal of Psychology

Resumen

This study explored the predictive power of effortful control (EC) on empathy, academic performance, and social competence in adolescents. We obtained self-report measures of EC and dispositional empathy in 359 students (197 girls and 162 boys) aged between 12 and 14 years. Each student provided information about the prosocial behavior of the rest of his/her classmates and completed a sociogram. At the end of the school year, we calculated the mean grade of each student and the teacher responsible for each class completed a questionnaire on the academic skills of his/her students. The study confirmed the existence of a structural equation model (SEM) in which EC directly predicted academic performance and social competence. Additionally, empathic concern partially mediated the effect of EC on social competence. Finally, social competence significantly predicted academic performance. The article discusses the practical applications of the model proposed.

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