Academic achievement is a factor of interest in both psychology and education. Determining which factors have a negative or positive influence on academic performance has produced different investigations. The present study focuses on analyzing the relationship between resilience, emotional intelligence, self-concept and the academic achievement of university students. For this purpose, different self-report tools were administered to a sample of 1,020 university students from Southern Spain. The Structural Equation-based mediational analysis suggests that there is no direct relationship between resilience and academic achievement, nor between emotional intelligence and academic achievement. Likewise, self-concept is positioned as a mediating factor in the relationship between resilience and academic achievement. The findings indicate that university students who exhibit high levels of resilience tend to cope better with difficult moments and understand and value the effort required and invested in study time. This study supports positive beliefs and behaviors for better academic achievement.

(1) Background: Academic engagement has been reported in the literature as an important factor in the academic achievement of university students. Other factors such as emotional intelligence (EI) and resilience have also been related to students’ performance and quality of life. The present study has two clearly delimited and interrelated objectives. First, to study the mediational role that engagement plays in the relationship between EI and resilience on quality of life. Secondly, and similarly, to study the mediational role of engagement in the relationship between EI and resilience, but in this case on academic achievement. (2) Methods: For this purpose, four scales frequently used in the literature to measure emotional intelligence, resilience, academic engagement and quality of life were administered to 427 students of the University of Jaén undertaking education degrees. In addition, students were asked to indicate their current average mark as a measure of academic performance. Two mediational models based on structural equations were proposed to analyse the relationships between the proposed variables. (3) Results: The results obtained showed that emotional intelligence and resilience directly predicted students’ life satisfaction, but this direct relationship did not result in academic performance. In addition, and assuming a finding not found so far, engagement was shown to exert an indirect mediational role for both life satisfaction and academic performance of students. (4) Conclusions: The findings of the study support the importance of engagement in the design and development of instructional processes, as well as in the implementation of any initiative.

In the business context, models are needed to facilitate our understanding on the emergence of processes that transcend the individual level. In the case of affective organizational commitment, such models are even more necessary, due to the benefits associated with affective organizational commitment at the organizational level. From a time-lagged multilevel perspective, a model to explain the emergence of affective organizational commitment was tested by integrating the contribution of group processes. In this study, at two time points, 63 work teams from different organizations and sectors in Spain (n = 233 employees) were evaluated for transformational leadership, workgroup emotional intelligence and affective organizational commitment. The data were analyzed by a multilevel structural equation modelling (MSEM). The results showed that supervisors’ transformational leadership style to both directly and indirectly (through workgroup emotional intelligence levels) mediates the development of affective organizational commitment at the individual level. The results are replicated at the team level but a direct relationship between transformational leadership and affective organizational commitment was not found. In conclusion, the results of this multilevel analysis of the relationships between transformational leadership, workgroup emotional intelligence, and affective organizational commitment contribute to the development of so-called “hybrid theories of homology” in the search for the generalization of relationships between variables across levels.