Perceived Emotional Intelligence, Subjective Well-Being, Perceived Stress, Engagement and Academic Achievement of Adolescents

This study extends previous research on perceived emotional intelligence (PEI), since it examines the connections between the PEI, perceived stress, subjective well-being, academic engagement, academic performance, age and sex in a sample of adolescents. It also analyses if the relationship between the PEI and performance is mediated by perceived stress, subjective well-being and/or academic engagement. The results obtained on a sample of 626 participants aged 13 to 18 show the existence of relationships between PEI and all the analyzed variables, except for age and academic achievement; as well as all the hypothesized variables as mediators show association with academic perfomance. The indirect effect of the PEI on this last is produced through the greater commitment to the study (engagement) and the least perceived stress. The implication of the results for different relational proposals between PEI and assessed variables is discussed.