Exploring the Impact of Spiritual Intelligence and Positive Affectivity on Academic Engagement in High School Students

Objective: This study aims to assess the predictive power of spiritual intelligence and positive affectivity on academic engagement among high school students. It explores how these psychological constructs influence students’ involvement and commitment to their learning experiences. Methods and Materials: Employing a cross-sectional design, the study sampled 250 high school students from various grades and academic tracks. Participants completed standardized questionnaires measuring academic engagement (Utrecht Work Engagement Scale for Students), spiritual intelligence (King’s Interpersonal Spiritual Intelligence Scale), and positive affectivity (Positive and Negative Affect Schedule). Data were analyzed using SPSS version 27 to perform multiple linear regression analyses, adjusting for potential confounders such as age and gender. Findings: Results revealed that both spiritual intelligence (β = 0.26, p < 0.01) and positive affectivity (β = 0.29, p < 0.01) significantly predicted academic engagement, accounting for 48% of the variance (R² = 0.48, adjusted R² = 0.45). These findings indicate a substantial relationship between the psychological constructs of spiritual intelligence and positive affectivity and the level of academic engagement among high school students. Conclusion: The study underscores the significance of spiritual intelligence and positive affectivity in enhancing academic engagement. It suggests that educational strategies aimed at nurturing these qualities may foster deeper involvement and commitment to learning among high school students. These findings contribute to the broader discourse on academic engagement, highlighting the need for a holistic approach that considers students' psychological well-being alongside academic achievement