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The role of emotional intelligence in anxiety and depression among adolescents
Abstract
This study examined the relationship between emotional intelligence, anxiety and depression among adolescents. Two hundred and fifty high-school students were administered the Trait Meta-Mood Scale (TMMS), a self-report measure of emotional intelligence, along with measures of thought suppression, self-esteem, anxiety, and depression. It was hypothesized that emotional abilities would predict psychological adjustment above and beyond factors that have been previously associated with poor adjustment (i.e., self-esteem and thought suppression). The study revealed two main findings. First, self-reported ability to regulate mood (Emotional Repair) was positively related to self-esteem. Second, self-reported emotional intelligence was negatively related to levels of depression and anxiety. Specifically, the ability to discriminate clearly among feelings (Emotional Clarity) and the ability to self-regulate emotional states were associated with better psychological adjustment, independent of the effects of self-esteem and thought suppression. The results provide support for the hypothesis that emotional abilities are an important and unique contributor to psychological adjustment.
... The construct relates to people's self-perceptions of their emotional capabilities, and for this reason, has also been described as a trait of emotional self-efficacy. The scale comprises four factors: well-being, which includes items (5,9,12,20,24,27), self-control (4,7,15,9,22,30), and emotionality, which includes items (1,2,8,13,16,17,23,28), and social vocabulary (6,10,11,21,25,26). The time taken to respond to the scale is 25 minutes. ...
... Except for item 16 The scale items formulated to measure emotional disturbances in the second wave of the Corona pandemic comprised three factors. The first represented depression and referred to lack of motivation, low self-esteem, and speech and expression dysfunction, and is represented by the items (3,5,10,13,16,17,21); the second dimension represented anxiety and referred to the physical (physiological) and subjective symptoms of anxiety, the intensity of emotional reactions, and is represented by vocabulary (2,4,7,9,15,19,20); and the third dimension represented stress, assessing state of irritation, emotionality, and impulsiveness, patience, tension, and constant emotional stimulation as represented by the words in (1,6,8,11,12,14,18). The correction method was modified to create a five-point Likert scale rather than four-Likert points. ...
... This is because the context of everyone's emotional experience depends on their traits, capacity for social adaptation, and psychological resilience. Age may be ineffective as a variable to consider for several reasons, including emotional maturity, personal refinement, the ability to control oneself by managing one's emotions, or mastering relationships in the context of social interaction, which is consistent with prior studies (Fernandez-Berrocal et al., 2006;Petrides and Furnham, 2003;Furnham et al., 2003). Relationships between emotional intelligence traits, mental health, and psychological disorders are determined according to the convergent validity of the scale and the divergent validity of the emotional intelligence traits scale when calculating Pearson correlation coefficients between the dimensions of the emotional intelligence scale and the mental health index, to estimate convergent validity, while divergent validity was estimated by estimating the correlation coefficients between dimensions. ...
This study aimed to verify the credibility of the Petrides’ model for emotional intelligence as an indicator of mental health in Saudi Arabia. The study also aimed to determine the Convergent and Concurrent veracity of the scale structure considering the mental health index and listed mental disorders. The study sample comprised 170 students. The study Arabized the Trait Emotional Intelligence Scale by Petrides and Furnham (2001), the Inventory of Psychiatric Disorders by Asghari et al. (2008) and the Mental Health Index. It verified the validity and consistency of the tools. The scale has been highlighted as problematic in terms of the discriminant validity of the emotional intelligence scale. The findings determined that demographic variables, such as specialization, gender, and age did not affect the trait model of emotional intelligence. The study also evaluated the internal validity of the model regarding the mental health index and its external validity relative to the listed mental disorders.
... As outlined by Dale (1991), active learning strategies, such as PBL, improve retention and comprehension by engaging students in meaningful tasks. Additionally, Fernandez-Berrocal et al. (2006) argue that emotional intelligence plays a critical role in reducing anxiety and improving academic performance, further substantiating the positive impact of using Quizizz in this context. Furthermore, the study aligns with the findings of Irawati et al. (2022), who highlight the importance of integrating digital tools to actualize Pancasila values in educational settings. ...
... The average daily assessment scores increased by 15% from the first cycle, demonstrating the effectiveness of iterative improvements in the teaching strategy. This finding corroborates the assertions of Fernandez-Berrocal et al. (2006) regarding the importance of emotional engagement in achieving better academic outcomes. ...
This study examines the impact of implementing Problem-Based Learning (PBL) with the Quizizz application on students' interest in learning citizenship education for Class X at SMA Negeri 1 Tanjung Palas Tengah during the 2024–2025 academic year. Conducted as Classroom Action Research (CAR) over two cycles, the study follows the stages of planning, implementation, observation, and reflection. Data were collected through observations, questionnaires, and assessments. The findings indicate a significant increase in students' learning interest, as evidenced by a 25% improvement in questionnaire scores measuring engagement and motivation, alongside an increase in daily assessment scores from an average of 70 in the first cycle to 85 in the second cycle. Students exhibited greater enthusiasm, active participation, and positive responses toward the learning process. These results suggest that integrating PBL with the Quizizz application effectively enhances student engagement and motivation in citizenship education. The study highlights the potential of interactive digital tools to support innovative teaching strategies and improve learning outcomes.
... Emotional intelligence has been suggested to be an important factor to predict psychological adjustment to life (Salovey & Mayer, 1990). Fernandez-Berrocal, Alcaide, Extremera, & Pizarro (2006) found that emotional abilities are an important and unique contributor to psychological adjustment. Extrema, Dura"n and Rey (2007) found significant correlation between perceived emotional intelligence and psychological adjustment in adolescents. ...
... However, many researchers have suggested emotional intelligence to be an important factor to predict psychological adjustment to life (Salovey & Mayer, 1990). For example, Fernandez-Berrocal et al., (2006) found that emotional abilities are an important and unique contributor to psychological adjustment. Again, Extrema et al., (2007) found significance correlation between perceived emotional intelligence and psychological adjustment in adolescent. ...
... There is also evidence of a negative relationship between EI and depression in adolescents [38,39]. Specifically, trait EI plays an important role in well-being and adaptation during adolescence [40]. ...
... This level of self-awareness assists in reducing anxiety, developing interpersonal relationships, growing emotions, and overcoming high-stress situations [37]. Therefore, adolescents with higher levels of EI are better able to discriminate feelings, regulate mood, and consequently reduce anxiety and depression [38]. ...
Social anxiety (SA) and depressive disorder usually coexist. Emotional Intelligence (EI) is a protective factor against emotional disorders. The aim of this study is to examine the moderating role of EI in the relationship between SA and depression among Spanish and Portuguese adolescents. Information on these variables was collected through a cross-sectional study with 1456 students between 12 and 19 years of age. The software PROCESS was used to perform the analysis of conditional processes (model 1). The moderation model was conducted, including the covariate country, and showed significant differences between countries in the relationship between SA and Depression. The summary model explained that 42% of the Depression. The statistical analysis was repeated separately for Portuguese and Spanish adolescents, with EI as the moderating variable. The effect of SA on depression was significant for individuals with low or moderate EI, while for adolescents with high EI there was no statistically significant effect. To prevent these outcomes, early interventions, including the enhancement of Trait EI, with adolescents with SA could reduce the risk of developing SA disorder, as well as subsequent depressive disorders in adolescence and early adulthood. This is especially important because research indicates that depression caused by SA is strongly associated with a worse course of depression.
... [3][4][5] According to the ability model, trait emotional intelligence usually comprises four abilities: recognition of emotions both in oneself and others, use of emotional information to facilitate cognitive decision-making, understanding the effects of emotions, and managing emotions in oneself and others. 6,7 Previous studies have shown that emotional intelligence is negatively associated with internalizing problems, depression, and anxiety in adolescents; 8,9 and positively associated with academic performance, health habits, well-being, aggression, and psychological adjustment in adolescents. 10,11 Given the importance of emotional intelligence, the development of emotional intelligence in adolescents has been widely discussed. ...
... 10,11 Given the importance of emotional intelligence, the development of emotional intelligence in adolescents has been widely discussed. [8][9][10][11] Teacher-Student Relationship and Emotional Intelligence According to the person-context interaction theory of individual ability development, factors within the individual interact with the environment, 12 and the school environment in which adolescents are placed may contribute to the development of emotional intelligence by influencing internal factors. Teacher-student relationship are a significant factor in the environment in which adolescents live. ...
Background
As the role of emotional intelligence has been increasingly explored, researchers generally agree that emotional intelligence is a better predictor of individual success. And fortunately, emotional intelligence is somewhat easily shaped. Schools are important microsites for the shaping of an individual’s emotional intelligence. Good teacher-student relationship contribute to the shaping and development of students’ emotional intelligence.
Objective
Based on the theory of developmental contextualism, the current study aims to identify the relationship between good teacher-student relationship and students’ emotional intelligence, and the mediating roles of students’ openness and emotional intelligence.
Methods
In this study, a total of 352 adolescents (11–15 years old) from two schools were surveyed using the teacher-student relationship scale, big five inventory openness subscale, and emotional intelligence scale.
Results
Teacher-student relationship were positively correlated with students’ openness, empathy, and emotional intelligence. Teacher-student relationship positively predicted students’ emotional intelligence; students’ openness and empathy played a fully mediating role in teacher-student relationship and emotional intelligence.
Conclusion
The closeness and supportiveness of the teacher-student relationship were positively related to students’ openness, empathy, and emotional intelligence were positively correlated.
... Numerous research have confirmed similar findings in samples pertaining to teenagers, showing a significant correlation between selfworth assessments and high perceived emotional intelligence scores (Ciarrochi, Chan, & Bajgar, 2001) [37] . Self-esteem was specifically correlated with improved mood clarity and emotional recovery (Fernández-Berrocal et al., 2006) [38] . Those who lack self-esteem increase the likelihood of experience emotional turmoil and commit crimes (Davies, Stankov, & Roberts, 1998) [39] . ...
... As shown in Figures 1 and 2, the level of the attentional facilitation index for fear was quite stable and at a medium level in those showing high emotional competence, irrespective of their level in the BIS; in contrast, at low levels of emotional competence, youths were more likely to present higher levels of attentional facilitation to fear only at low BIS scores. This pattern of findings would be consistent with the hypothesis that enhanced emotional competence could serve as a primary protective factor against attentional bias to threats (and probably against related anxiety, in line with the existing literature [70] by exerting a beneficial impact at both high and low levels of behavioral inhibition. Furthermore, our findings would indicate that the greatest risk for attentional bias to threats occurs in the compresence of low emotional competence and (contrary to our hypothesis) low behavioral inhibition; in other words, it would seem appropriate to strengthen youths' emotional competence to avoid the development of biases toward threat, even in those who have low behavioral inhibition for whom part of the existing literature indicates a low risk of developing problems related to anxiety. ...
Background: The behavioral inhibition system (BIS) is a key motivational system that shapes human emotions and behaviors; specifically, the BIS regulates avoidance behaviors, and it is linked to negative emotions such as fear and anxiety. Previous studies have demonstrated a link between high BIS scores and attentional bias to threat in children, but literature is inconsistent. This may be due to differences in the individual awareness of emotions or in the accuracy of effectively detecting emotions. Moreover, the past literature has also found gender differences in BIS scores, which may suggest differential processes in boys and girls. Methods: The present study aims to investigate whether BIS scores were associated with an attentional facilitation index of fear in a sample of preadolescents (n = 264; 52.27% girls; M age = 12.98 years; SD = 0.89 years), considering the potential moderating role of (a) the awareness of others’ emotions as assessed by a self-report questionnaire, (b) emotion perception accuracy of fear as assessed by a laboratory task of emotion recognition, and (c) gender. Results: Our results showed that, only in males, higher scores of the BIS were associated with a lower attentional facilitation index of fear in the conditions of low levels of emotional competence (i.e., low levels of self-reported awareness of other emotions or low levels of accuracy recognition of fearful faces). Conclusions: Results were discussed in light of both theories of emotional development and practical clinical implications, with special attention to the emerged gender difference.
... between self-report measures of emotional intelligence and measures of trait mindfulness, likely because of the reasons mentioned above. Second, emotional intelligence has also been beneficially associated with a number of psychological outcomes, such as anxiety and depression (e.g., Fernandez-Berrocal et al., 2006), affect (e.g., Kafetsios & Zampetakis, 2008), and wellbeing (e.g., Chamorro-Premuzic et al., 2007). Two meta-analyses more broadly corroborate this claim: Martins et al. (2010) found a positive correlation between trait emotional intelligence and indicators of mental health (r = .36) ...
This correlational study (n = 303) examined whether trait emotional intelligence mediates between trait mindfulness (broadly construed as a manifold of self-awareness, self-regulation, and self-transcendence) and mental health (state and trait anxiety, depression, and positive affect) and wellbeing (flourishing). Emotional intelligence was found to contain two components: Internally focused (understanding and utilizing one’s own emotions) and externally focused (understanding and utilizing other people’s emotions). Internally focused emotional intelligence. mediated between all aspects of mindfulness (except self-preoccupation) and all aspects of mental health and wellbeing; mindfulness alone explained 65% of the variance in internally focused emotional intelligence. Externally focused emotional intelligence did not show any mediational effects. Thus, the ability to understand and utilize one’s own emotions might be one possible mechanism through which the effects of trait mindfulness translate into wellness and wellbeing, although longitudinal and/or experimental research is necessary to fully support this conclusion.
... For example, García and Morales (2017) found a significant positive correlation between anxiety and violent behaviors in adolescents, highlighting that students with higher levels of anxiety had more difficulties in managing academic stress. However, studies such as those by Fernández-Berrocal et al. (2012) did not identify significant correlations between these variables, suggesting that the relationship can be modulated by intervening variables such as perception of the school environment, social support, and emotional regulation. ...
This study analyzes the relationship between state anxiety levels (ERS) and school violence (ERAVE) among secondary school students using a simple linear econometric model. A quantitative design with correlational and explanatory analysis was applied. The sample included secondary-level students, and the ERS and ERAVE scores were used to examine the correlation and the predictive effect of anxiety on school violence. Results indicated a weak positive correlation between both variables (r = 0.1388) and a regression coefficient of 0.16557, suggesting that increased anxiety is associated with a slight increase in school violence. The model was statistically significant (p = 0.0499) and passed tests for linearity, functional specification, and homoscedasticity. However, the low determination coefficient (R² = 1.9%) indicates that anxiety explains only a small proportion of the variance in school violence, highlighting the need to explore other contributing factors. These findings emphasize the importance of psychoeducational interventions for emotional management and the prevention of violent behavior in school settings.
... Regarding different models, it was found that low levels of self-reported emotional intelligence had stronger associations with psychological maladjustment than low levels of emotional intelligence assessed by performance tests (Resurrección et al., 2014). For example, low Emotional Clarity and Emotional Repair are related to high scores in depression and anxiety (Fernández-Berrocal et al., 2006;Fernández-Berrocal et al., 1999;Latorre & Montañés, 2004;Liau et al., 2003;Williams et al., 2004). A longitudinal study of community adolescents (Salguero et al., 2012) demonstrated that high scores in emotional Attention and low scores in Emotional Clarity and Emotional Repair were associated with poorer psychological adjustment, such as higher anxiety, depression, social stress, and low levels of general mental health one year later. ...
The Trait Meta-Mood Scale is widely used to assess individual differences in perceived emotional intelligence. This instrument measures self-reported emotional attention, clarity, and repair. The present study analyzed the psychometric properties, reliability, and validity of a Polish version of the TMMS-24 for adolescents, including a broad sample of Polish 16 to22 years participants (40.3% girls). Results of a confirmatory factor analysis showed that, as its original version, TMMS-24 has a three-factor structure (attention, clarity, and repair), adequate internal consistency, and correlations among the three factors. In terms of relations with other variables, we found evidence of convergent validity with emotional empathy, and discriminant validity with aggressive behavior. These findings suggest that the Polish version of the TMMS-24 for adolescents is a valid instrument for evaluating perceived emotional intelligence in Polish-speaking adolescents that can be used for basic and applied research and for the evaluation of programs for the promotion of socioemotional competencies.
... In this connection, correlations between the BDI-II and the additional measures (EIS and BRUMS) were investigated. A negative correlation was found between the BDI-II total scores and emotional intelligence (EIS), which is consistent with the findings of several previous studies [32][33][34][35][36][37][38]. Besides, the negative moods (i.e., anger, confusion, depression, fatigue, and tension) and the only positive mode (vigor) of the mood states (BRUMS) were found to be correlated positively and negatively with the BDI-II total score, respectively. ...
Background and Aims
In clinical practice and research, the Beck Depression Inventory‐II (BDI‐II) is one of the most frequently employed and consistent depression assessment instruments. Despite numerous international studies thoroughly establishing the psychometric properties of the BDI‐II, no notable study has validated the scale in Bangladesh, especially on the student sample as well as in nonclinical settings. Therefore, the current study was conducted with a view to assessing the psychometric properties of the Bangla version of the BDI‐II in a sample of undergraduate students in the cultural context of Bangladesh.
Methods
The sample consisted of 1128 undergraduate students (55.9% males) aged from 18 to 28 (M = 22.35, SD = 1.41) from the university of Rajshahi, Bangladesh. The factor structure of the BDI‐II was investigated through confirmatory factor analysis (CFA).
Results
The CFA revealed that the hypothesized two‐factor model of the BDI‐II had an acceptable fit [χ²/df = 3.030, GFI = 0.957, TLI = 0.949, and CFI = 0.955, RMSEA = 0.042] in the current sample, which confirms the factorial validity of the Bangla version of the BDI‐II. Cronbach's α value (for total scale α = 0.90; for the cognitive‐affective factor α = 0.88; and for the somatic factor α = 0.73) assured high internal consistency. The concurrent validity of the BDI‐II was confirmed by the correlation with the Emotional Intelligence Scale (EIS) and the Brunel Mood Scale (BRUMS) in the expected direction.
Conclusion
The findings of the study suggest that the Bangla version of the BDI‐II is a valid instrument for assessing depression among the student community in Bangladesh. This study will also be very beneficial to research on mental health problems in Bangladesh.
... Additionally, aligning with the literature, resilience significantly mediates the relationship between the various dimensions of emotional intelligence and perceived stress, operating as a negative predictor of stress [59]. In contrast to the existing literature, our study did not identify a direct link between emotional intelligence and anxiety and depression levels [22,60]. Our results also challenged studies implicating emotional dysregulation as a risk factor for mild and moderate anxiety levels among youth and those highlighting emotional intelligence as a protective factor against psychiatric morbidities and suicide [61,62]. ...
Adolescents are often sensitive to emotions and vulnerable to psychiatric issues, including suicidal tendencies. Emotional intelligence is believed to play a significant role in resilience, which acts as a protective factor for mental well-being. The study investigated the level of emotional intelligence, resilience, depression, and anxiety in Sudanese adolescents and the relationship between these factors.
A cross-sectional study was conducted among four high schools and included a total of 392 adolescents who completed a self-administered questionnaire consisting of the 30-item trait; Emotional Intelligence Questionnaire- short form (TEQ-SF), Brief Resilience Scale-6 (BRS-6) and Patient Health Questionnaire-4 (PHQ-4).
Emotional intelligence levels were moderate to high (M = 131.53 ± SD 22.16). While resilience levels were low to normal (M = 3.20 ± SD 0.51). Levels of anxiety were present in 89% of students while levels of depression were present in 78% of students and both were positively correlated (r = 0.540). Emotional intelligence and resilience were positively correlated (r = 0.272, p < 0.0005). Also, Resilience was positively correlated with levels of anxiety (r = 0.105) and the latter had a significant negative association with academic performance (r = − 0.102). Parents' status significantly contributed to predicting resilience levels (p-value = 0.011), with an unstandardized beta coefficient of 0.368. The mothers’ unemployment (r = − 0.100) and the father’s employment (r = 0.105) were significantly linked to lower anxiety levels.
The high prevalence of anxiety and depression levels among Sudanese adolescents is influenced by parental separation and employment. Improving students' mental health is crucial as it is linked to enhancing their academic performance. This underscores the importance of addressing mental well-being alongside educational outcomes.
... Why might the Behaviours subscale be inversely correlated with depression and stress? Whilst the current sample differed in age from that of Menzies et al. (2022), a body of research indicates that avoidance of anxiety-provoking stimuli (e.g., thought suppression) is associated with poorer mental health outcomes and anxiety in children and adolescents (Fernández-Berrocal et al., 2006;Trickey et al., 2012). Thus, the age of the sample would be an unlikely explanation. ...
Research across various psychology disciplines underscores death anxiety as a significant construct. Numerous tools assess death anxiety, but many have questionable psychometric properties. To address these shortcomings, the Death Anxiety Beliefs and Behaviours Scale (DABBS) was developed, which also assesses death-related maladaptive beliefs and behaviours that could be foundational to fears associated with death. We developed a Persian version of the DABBS, and examined its psychometric properties among Iranian adolescents (n = 598, Mage = 14.80, range = 12-18 years old). Confirmatory factor analyses supported the intended three-factor structure that distinguishes between death-related affect, beliefs, and behaviours. Furthermore, the DABBS demonstrated good internal consistency, as well as expected associations with other measures of death anxiety and psychopathology measures. Notably, one subscale (i.e., Behaviours) unexpectedly did not relate to theoretically-relevant constructs. Our findings indicate that the DABBS has strong psychometric properties among adolescents and can be used with this population.
... Specifically, Downey et al. (2008) investigated whether an association exists between EI and clinical diagnosis of depression and demonstrated that measurement of EI has a predictive value for assessing patients with a high risk of developing depression [37]. Furthermore, the negative relationship between EI and depression has been observed among adolescents [38]. Specifically, a recent study by Balluerka et al. demonstrated that high levels of emotional clarity and repair were related to lower levels of depressed mood in adolescents [39]. ...
The current study aimed to investigate whether there is a relationship between emotional intelligence (EI), functional capacity, fatigue, cognitive function, and quality of life (QoL) in HD patients and to assess the effect of a 9-month intradialytic exercise training program on EI levels. Seventy-eight dialysis patients (50 M/28 F, 60.6 ± 17.2 years) participated in the cross-sectional study. Afterward, a subgroup of 18 patients (15 M/3 F, 56.7 ± 12.3 years) completed a 9-month supervised intradialytic exercise training program (three times weekly). EI was assessed by the Schutte Self Report Emotional Intelligence Test (SSEIT) and the Wong and Law Emotional Intelligence Scale (WLEIS). Functional capacity was assessed by a battery of tests. Sleep quality, depression levels, and daily sleepiness were assessed via validated questionnaires. All assessments were carried out before and after the intervention. A significant positive correlation was found between the WLEIS scores and the physical component summary of the QoL questionnaire. In contrast, the WLEIS scores were negatively associated with general and physical fatigue. The SSEIT scores were positively associated with cognitive function. After nine months of exercise training, only the group with low WLEIS scores improved their EI score significantly compared to the baseline values (98.7 ± 7.0 vs. 73.0 ± 4.0, p = 0.020), while no changes were observed in the medium or high EI groups. In conclusion, patients with higher levels of EI showed increased quality of life and lower levels of fatigue. Patients with low levels of EI are more likely to benefit from an exercise training program compared to their medium- and high-level counterparts.
... Various studies have shown that trait emotional intelligence is associated with greater mental health benefits (Martins et al., 2010).Emotional intelligence is non-cognitive skills and abilities that can transcend a person to be able to deal with stress from the environment (Shareh et al., 2006).Decreased levels of depression are associated with greater emotional intelligence (Schutte, et al., 1998;Alcaide et al., 2006;DawdaandHart, 2000;Saklofske et al., 2003;Mavroveli et al., 2007) and minimum psychological distress (Nordstokke et al., 2014;Cartwright andSlaski, 2002), emotional intelligence also highly predicts subjective well-being and regulating personality and type A behavior patterns (Day et al., 2005).Mood modifications, impulse control, endurance against frustration and avoidance of destructive stress to prevent mental disorders are the abilities that are consisted in emotional intelligence (Baron, 2006). Bakhshodeh (2012) identified a relationship between emotional intelligence and the ability to cope with drug addiction difficulties in a study. ...
Current study aims to explore the role ofEmotional intelligence and Religiosity as predictors of Mental Health among drug addicts.The current study core objectives were (1) To investigate the role of Emotional intelligence as predictor of Mental Health among drug addicts. (2) To investigate the role of Religiosity as predictor of Mental Health among drug addicts.Purposive sampling was used to recruit 100 people ranging in age from 18 to 60 from various regions of Islamabad and Rawalpindi, Pakistan. Instruments used for the current study were, Emotional Intelligence scale,Index of Religiosity and Depression Anxiety Stress scale for measuring Mental Health. The findings have shown that the association amid emotional intelligence and religiosity is positive between the variables in drug addicts. Also, emotional intelligence has been found to have positive relation with mental health amidst drug addicts. Hence, amongst the drug addicts the relationship is significant only between mental health and emotional intelligence; however, the relationship between religiosity and mental health is weak and positive but significant. So, the two hypothesis are supported by the recent study that emotional intelligence and religiosity are the predictors of mental health in drug addicts.Given the importance of emotional intelligence in determining overall health, the study's long-term implications include giving data for trying to provide better drug addict intervention programmes and ensuring that degrading lifestyles are avoided.
... 13 Following the aforementioned research, Fernandez-Berrocal et al proposed that an excessive emphasis on emotions is significantly positively associated with anxiety, depression, dysfunctional social interaction, and diminished mental health. 14 Studies have shown that adolescents who are mindful of their emotions and can regulate them effectively experience less depression and physical pain. Furthermore, it has been reported that a lack of emotional intelligence can lead to psychological issues, including depression. ...
Background: The current study aimed to explore the correlation between depression and various aspects of social-emotional competence in gifted students. The study’s statistical population comprised all gifted students enrolled in the National Organization for Development of Exceptional Talents, with the sample consisting of gifted students from this organization in Tehran during the 2020/2021 academic year. Methods: The statistical population of the current study comprised all gifted students studying in the National Organization for Development of Exceptional Talents, with the sample consisting of gifted students from this organization in Tehran during the 2020/2021 academic year. The Children’s Depression Inventory (CDI) and the Social Emotional Competence Questionnaire (SECQ) were utilized as research tools. Data were analyzed using Pearson’s correlation and multiple regression methods. Results: The findings indicate a significant negative correlation between self-awareness and depression, as well as between responsible decision-making and depression among gifted students. Conclusion: Given the correlation between emotional intelligence, social-emotional competence, and depression, it can be inferred that self-awareness and responsible decision-making are predictive factors for depression among gifted students.
... Most of the 20 studies in this meta-analysis considered depression or adjustment as indicators of psychopathology while only three involved anxiety specifically. Of these three, only one, (Fernandez-Berrocal et al., 2006) included self-esteem as a predictive factor (Spanish sample, N=250; M=14.7; SD = .63 ...
Trait anxiety and self-esteem, as indicators of well-being, have been understudied in the literature that examines the relationship between emotional intelligence and well-being in adolescent development. Anxiety and self-esteem are emotion-based factors in adolescent personality and are expected to be related to Trait Emotional Intelligence (TEI) as an adaptive emotion-based capacity. The objective of the study is to examine the unique contributions of TEI on trait anxiety and self-esteem in adolescents in the context of personality. The study involved 807 adolescents ages 16-19 from central Slovakia and examined the predictive relationship of TEI (as measured by the Trait Emotional Intelligence Questionnaire, TEIQue-ASF) separately on self-esteem and on trait anxiety after considering broad based personality (as measured by the Freiburger´s Personality Inventory, FPI) and cognitive abilities (assessed by Amthauer´s Intelligence Structure Test, IST). The results showed that TEI has strong bivariate correlations with both trait anxiety (r =-.65) and self-esteem (r = .62) that maintained significance in the regression analyses. With trait anxiety as a dependent variable the explained variance by TEIQue-ASF factors above personality traits was 6%. With self-esteem as the dependent variable TEIQue-ASF factors explained a greater amount of variance (9%) with none of the personality traits as significant. The overall findings suggest that TEI is an important factor in adolescent well-being through its associations with lower trait anxiety and higher self-esteem.
... Cejudo et al showed that emotional intelligence has a significant negative relation with anxiety (13). Fernandez-Berrocal et al also reported a negative correlation between emotional intelligence and depression and anxiety, indicating that the higher the emotional intelligence, the lower the level of anxiety (14). ...
Background: Following a shift in the exam mode from face-to-face to online exams during the COVID-19 pandemic, test anxiety
became more prevalent among students. Emotional intelligence is one of the factors that may be effective in controlling anxiety.
To this end, the present study examined the relation between emotional intelligence and anxiety caused by online exams in
students of paramedical sciences during the COVID-19 epidemic.
Methods: This descriptive-analytical and cross-sectional study was conducted in June 2021 during the final-semester exams of
the students at the Faculty of Paramedicine of Qom University of Medical Sciences. The data in this study were collected using
a demographic information questionnaire, the Schutte Self-Report Emotional Intelligence Test (SSEIT), and the FRIEDBEN Test
Anxiety Scale. The questions were developed in Google Form and sent to the students. The collected data were analyzed using
descriptive statistics and inferential statistics, including analysis of variance (ANOVA), independent samples t-test, and Pearson’s
correlation test at a significance level of 0.05.
Results: The participants in this study were 193 undergraduate students. The mean scores of the students’ online test anxiety and
emotional intelligence were 42.03±10.90 and 97.05±14.36, respectively. There was a statistically significant relation between
test anxiety scores with age (P=0.020), gender (P=0.010), field of study (P=0.001), and place of residence (P=0.034). However,
there was no statistically significant relation between the students’ emotional intelligence and test anxiety (r=0.042; P=0.563).
Conclusion: The paramedical students in this study had high online test anxiety and a moderate level of emotional intelligence.
However, the students’ emotional intelligence had no relation with their online test anxiety. Thus, other strategies should be
adopted to reduce students’ online test anxiety.
Keywords: Emotional intelligence, Test anxiety, Students
... Cejudo et al showed that emotional intelligence has a significant negative relation with anxiety (13). Fernandez-Berrocal et al also reported a negative correlation between emotional intelligence and depression and anxiety, indicating that the higher the emotional intelligence, the lower the level of anxiety (14). ...
Background: Following a shift in the exam mode from face-to-face to online exams during the COVID-19 pandemic, test anxiety became more prevalent among students. Emotional intelligence is one of the factors that may be effective in controlling anxiety. To this end, the present study examined the relation between emotional intelligence and anxiety caused by online exams in students of paramedical sciences during the COVID-19 epidemic. Methods: This descriptive-analytical and cross-sectional study was conducted in June 2021 during the final-semester exams of the students at the Faculty of Paramedicine of Qom University of Medical Sciences. The data in this study were collected using a demographic information questionnaire, the Schutte Self-Report Emotional Intelligence Test (SSEIT), and the FRIEDBEN Test Anxiety Scale. The questions were developed in Google Form and sent to the students. The collected data were analyzed using descriptive statistics and inferential statistics, including analysis of variance (ANOVA), independent samples t-test, and Pearson’s correlation test at a significance level of 0.05. Results: The participants in this study were 193 undergraduate students. The mean scores of the students’ online test anxiety and emotional intelligence were 42.03±10.90 and 97.05±14.36, respectively. There was a statistically significant relation between test anxiety scores with age (P=0.020), gender (P=0.010), field of study (P=0.001), and place of residence (P=0.034). However, there was no statistically significant relation between the students’ emotional intelligence and test anxiety (r=0.042; P=0.563). Conclusion: The paramedical students in this study had high online test anxiety and a moderate level of emotional intelligence. However, the students’ emotional intelligence had no relation with their online test anxiety. Thus, other strategies should be adopted to reduce students’ online test anxiety.
... These results are consistent with the findings of previous research (Abdollahi et al. 2015;Platsidou 2013;Tejada-Gallardo et al. 2022). In addition, it is known that happier people are less likely to have mental health problems or commit suicide (Domínguez-García and Fernández-Berrocal 2018;Fernández-Berrocal et al. 2006;Gómez-Baya et al. 2017). However, when we analyzed this relationship in the path model considering PA and NA, we found a direct effect of Total Ability EI on Subjective Happiness, which was only observed in females (Figure 1). ...
Adolescence is an increasingly vulnerable period for the onset of affective disorders and other mental health issues that can significantly impact an individual’s subjective well-being. This study aims to examine the relationship between emotional intelligence (ability EI), measured with a performance-based instrument, and Subjective Happiness in adolescents. It also explores the mediating role of positive (PA) and negative affect (NA) in this association and the moderating role of gender. The sample consisted of 333 first-year secondary school students from five centers in Spain, with an average age of 12.11 years (SD = 0.64), ranging from 11–14 years. Path analysis revealed an indirect effect (through NA and PA jointly) of Total Ability EI on Subjective Happiness and a positive direct effect that was observed only in females. Furthermore, this association was explored through various branches of ability EI. The results of this study suggest that interventions aimed at improving emotional abilities in adolescents while modulating the intensity of their emotions could significantly impact their overall well-being.
... Various studies have shown that trait emotional intelligence is associated with greater mental health benefits (Martins et al., 2010).Emotional intelligence is non-cognitive skills and abilities that can transcend a person to be able to deal with stress from the environment (Shareh et al., 2006).Decreased levels of depression are associated with greater emotional intelligence (Schutte, et al., 1998;Alcaide et al., 2006;DawdaandHart, 2000;Saklofske et al., 2003;Mavroveli et al., 2007) and minimum psychological distress (Nordstokke et al., 2014;Cartwright andSlaski, 2002), emotional intelligence also highly predicts subjective well-being and regulating personality and type A behavior patterns (Day et al., 2005).Mood modifications, impulse control, endurance against frustration and avoidance of destructive stress to prevent mental disorders are the abilities that are consisted in emotional intelligence (Baron, 2006). Bakhshodeh (2012) identified a relationship between emotional intelligence and the ability to cope with drug addiction difficulties in a study. ...
Current study aims to explore the role ofEmotional intelligence and Religiosity as predictors of Mental Health among drug addicts.The current study core objectives were (1) To investigate the role of Emotional intelligence as predictor of Mental Health among drug addicts. (2) To investigate the role of Religiosity as predictor of Mental Health among drug addicts.Purposive sampling was used to recruit 100 people ranging in age from 18 to 60 from various regions of Islamabad and Rawalpindi, Pakistan. Instruments used for the current study were, Emotional Intelligence scale,Index of Religiosity and Depression Anxiety Stress scale for measuring Mental Health. The findings have shown that the association amid emotional intelligence and religiosity is positive between the variables in drug addicts. Also, emotional intelligence has been found to have positive relation with mental health amidst drug addicts. Hence, amongst the drug addicts the relationship is significant only between mental health and emotional intelligence; however, the relationship between religiosity and mental health is weak and positive but significant. So, the two hypothesis are supported by the recent study that emotional intelligence and religiosity are the predictors of mental health in drug addicts.Given the importance of emotional intelligence in determining overall health, the study's long-term implications include giving data for trying to provide better drug addict intervention programmes and ensuring that degrading lifestyles are avoided.
... Although previous studies have found that self-reported emotional intelligence is negatively related to depressive symptoms in adolescents (Fernández-Berrocal et al., 2006;Salguero et al., 2012;Resurrección et al., 2014;Gomez-Baya et al., 2017;Gardner and Lambert, 2019), this study is the first to investigate the potential relationships between a core facet of emotional intelligence (i.e., EF) and its dimensions and depressive symptoms in adolescents. The findings of the current study, namely, that enhancement and suppression abilities exhibit distinct influences on depressive symptoms, clarify the specific impact of enhancement and suppression abilities on adolescents' depressive symptoms. ...
Objective
This study investigated age and gender differences in the ability to flexibly enhance and suppress facial expressions according to situational demands, known as expressive flexibility (EF), as well as its relationship with depressive symptoms in adolescents.
Methods
The participants included 766 Chinese high school students aged between 12 and 18 years (mean age = 14.96 years, standard deviation = 2.04; 52.2% female). Data on EF and depressive symptoms were collected using self-report questionnaires.
Results
Girls scored higher on enhancement abilities than boys, but with no significant gender difference in suppression abilities. There were also no significant age-related differences in enhancement and suppression abilities. Only enhancement ability was negatively associated with depressive symptoms.
Conclusion
The development of EF abilities was stable among adolescents, with varying effects in terms of gender, and the importance of EF and enhancement abilities in reducing depressive symptoms in adolescents was highlighted.
... For instance, high levels of emotional intelligence may lead learners to be acutely aware of stressors and ensuing stress in their lives, which may contribute to higher perceived stress [49]. Deficient emotional regulation as well as cognitive interference and distraction may then ensue [50][51][52] with deleterious effects on performance [53]. ...
The “Dunning–Kruger effect” refers to the tendency of poor performers to overestimate test outcomes. Although a widespread phenomenon, questions exist regarding its source and sensitivity to countermeasures. The present field study aimed to (a) examine whether practice with tests used in previous classes can enhance students’ ability to estimate test outcomes, (b) determine the main source of the effect (i.e., is it unawareness of one’s readiness or wishful thinking?), and (c) assess the extent to which particular individual differences can be used as predictors of test performance. In this study, participants practiced with old tests and then completed the final exam. Before and after the exam, they predicted their grades and indicated their subjective confidence in the predictions made. Furthermore, participants’ emotional intelligence and self-efficacy about their academic abilities were surveyed. Results suggested that poor performers were not unaware of their test preparation, but rather engaged in wishful thinking. In fact, although they overestimated their test grades, their estimates not only improved after completing the final test but also were regarded with little confidence. Overall, estimation bias was a good predictor of students’ final test performance, whereas subjective confidence and emotional intelligence only weakly predicted such performance. Thus, if proactive interventions are to be developed for at-risk students, performance-estimation tasks may offer valuable information regarding such students’ future performance in a course much more than emotional intelligence and self-efficacy measures.
Emotional abuse and emotional neglect have a huge impact on an individual’s mental health (St Clair et al., 2015). They have a huge prevalence not in Pakistan only but internationally (Kumari, 2020). Many studies have studied their impact on children and adolescents but very few investigated their impact on university students (Simpson, 2018). So, the current study examined their impact on depressive symptoms among university students. This study also aimed to study whether emotional intelligence moderates the relationship between emotional abuse, neglect, and depressive symptoms among 400 Pakistani university students. A cross-sectional research design was used and data was collected through the Convenient Purposive sampling technique. SPSS and Process Macro 4.1 version was used for data analysis. Results indicated that emotional abuse and neglect were positively related to depressive symptoms and they all were negatively correlated with emotional intelligence. Emotional abuse and neglect positively predicted depressive symptoms among university students. Further, it was found that emotional intelligence significantly moderates the relationship between emotional abuse, emotional neglect, and depressive symptoms. This indicates that students who have higher levels of emotional intelligence suffer less from depressive symptoms because of emotional abuse and neglect and vice versa. Findings indicate that emotional intelligence can be considered as a protective factor against the impacts of emotional abuse and neglect, and there is a need to work on it. So, the mental health practitioners can devise updated programs to improve emotional intelligence.
The present study aims to analyze the relationship between emotional intelligence and school anxiety in adolescent secondary school students in the city of Montería, Colombia. The sample consisted of 160 students randomly selected from a total population of 280, belonging to 10th and 11th grades, aged between 15 and 18 years. A quantitative, descriptive-correlational research design was applied, using the Trait Meta-Mood Scale (TMMS-24) and the State-Trait Anxiety Inventory (IDARE) for data collection. Results did not show a statistically significant correlation between emotional intelligence and school anxiety in the general scores. However, a weak positive correlation was identified between the anxiety trait dimension and emotional intelligence, suggesting that moderate anxiety levels may be associated with higher emotional perception among adolescents. These findings highlight the importance of strengthening emotional competencies within the school context to promote mental health and improve academic performance.
Objectives: We investigated the impact of temporal focus, and emotional and spiritual intelligence on the well- being of emerging adults in Israel's Palestinian minority population in a time of war. Methods: There were 194 Palestinian students enrolled in higher education in Israel who participated in the study. A machine-learning random forest model was employed to explore the interaction of predictors using traditional linear regression and a regression tree. Results: High emotional intelligence and present temporal focus were linked with elevated satisfaction with life. High past temporal focus and older variables were associated with low levels of satisfaction with life. We found no statistically significant differences by time of questionnaire completion (before or after the outbreak of war). Conclusions: For the Palestinian minority in Israel, personal indicators of agency were predictive of life satisfaction, but advent of war had no significant effect on any of these indicators.
Introdução: A Inteligência Emocional (IE) engloba habilidades que ajudam o indivíduo a lidar com demandas ambientais e fatores estressores, estando diretamente relacionada com a prática e educação médica, já que altos níveis de IE estão relacionados com melhores relação médico-paciente, melhores habilidades de comunicação e de trabalho em grupo e manejo positivo do estresse. Objetivos: Avaliar e comparar os níveis de IE entre acadêmicos de medicina dos segundo, quarto e sexto ano do curso por meio do Teste de Autorrelato da Inteligência Emocional de Schutte e avaliar os fatores influenciadores desses níveis. Método: Estudo observacional transversal realizado com acadêmicos do curso de Medicina. Os dados foram coletados por meio de questionário online. As variáveis numéricas foram submetidas aos testes de Normalidade de Anderson-Darling e a análise comparativa realizada pelos testes de Kruskal-Wallis e Mann-Whitney U. Resultados: Observou-se tendência de aumento nos escores de gerenciamento das emoções alheias à medida em que os participantes progridem no curso, porém sem diferença no escore total de IE e de outros domínios. Houve diferença significativa entre o gerenciamento das próprias emoções na comparação por gênero. Notou-se correlação positiva entre atividade extracurricular, graduação prévia, idade e maiores níveis de IE, além de diferença estatisticamente significativa no domínio gerenciamento de emoções alheias quando comparado à presença ou não do diagnóstico de distúrbio mental. Conclusão: A IE é uma habilidade que aparenta ser desenvolvida ao longo dos anos, sendo importante estudar e desenvolver técnicas para seu aprimoramento visando melhoria da qualidade das relações médico-paciente e interpessoais.
Anxiety is being increasingly linked to circadian rhythms, including chronotype, in addition to its intricate links with sleep quality. Emotional competence is thought to be a strong predictor of wellbeing and mental health. This study aimed to examine whether a combination of chronotype, sleep quality, and intrapersonal emotional competence can predict anxiety in emerging adults (aged 18-29), who have the greatest prevalence of adult anxiety. One hundred and seventeen participants completed self-report measures of chronotype, sleep quality, emotional competence, and anxiety. A multiple linear regression, with anxiety as the criterion variable, showed that while all predictors were significant, sleep quality was the strongest predictor of anxiety. A later chronotype, poorer sleep quality and lower intrapersonal emotional competence were related to higher anxiety. Thus, integrating intrapersonal emotional competence and chronotype considerations into interventions may address the interplay between sleep quality and anxiety in emerging adults more effectively.
Numerous tools assess death anxiety, but many have questionable psychometric properties. The Death Anxiety Beliefs and Behaviors Scale (DABBS) addresses these shortcomings, assessing death-related maladaptive affect, beliefs, and behaviors that could be foundational to fears associated with death. We translated the DABBS into Persian and examined its psychometric properties among Iranian adolescents (n = 598, M age = 14.80, range = 12-18 years old). Confirmatory factor analyses supported the intended three-factor structure that comprises death-related affect, beliefs, and behaviors. Furthermore, the DABBS demonstrated good internal consistency, as well as expected associations with other measures of death anxiety and psychopathology measures, except that the Behaviors subscale unexpectedly did not relate to theoretically relevant constructs. Our findings indicate that the DABBS affect and belief subscales have strong psychometric properties among Iranian adolescents. However, further research is needed to elucidate whether the overall DABBS score demonstrates improved validity when used with other populations.
Emotional Intelligence is a noteworthy concept in the academic environment due to its theoretical significance and practical implications. The objectives of this research were to investigate (1) the correlation between academic stress, attitudes toward seeking professional psychological help and emotional intelligence, and (2) the mediating role of emotional intelligence.
An online questionnaire was administered to a convenience sample of 908 Vietnamese secondary school students. Three scales were employed to gather demographic variables and self-reported data, including The Wong and Law Emotional Intelligence Scale, The Educational Stress Scale for Adolescents, and Attitudes Toward Seeking Professional Psychological Help.
The findings indicated substantial differences across many variables, such as gender, grade, and academic performance ranking. The investigation identified significant relationships, including the emotional intelligence of others’ emotion appraisal positively affects self-expectation, while self-emotion appraisal negatively influences self-expectation. The use of emotion was positively associated with the openness to seeking professional help. Moderation analyses revealed age moderating others’ emotion appraisal and despondency, self-emotion appraisal, and openness to seeking professional help.
Emotional intelligence exerts a substantial influence on both academic stress levels and attitudes toward seeking professional psychological assistance. The results are analysed using the guidelines for conducting mixed-methods research. Workshops and awareness sessions for educators and students on emotional intelligence can be conducted with the cooperation of all parties concerned because of the endorsement of all stakeholders.
Introduction: Anxiety, depression and stress are becoming more and more frequent, especially since the COVID-19 health crisis. The main objective of this study was to analyse the predictive power of age, gender, emotional intelligence, and resilience with respect to anxiety, depression, and stress-related symptoms in a Spanish population sample. Method: A total of 427 Spanish participants, between 18 and 83 years of age, were assessed through self-report instruments (TMMS-24; BRCS; BASS-21). Hierarchical regression models (HRM) and non-linear methodologies (qualitative comparative analysis or QCA models) are used. Results: The HRM showed that emotional attention, clarity, and repair significantly predicted anxiety, depression, and stress. Gender also played a significant role, with women showing higher levels of anxiety and stress. Age and resilience were not significant predictors in the HRM. However, the QCA models revealed more nuanced interactions: high depression was linked to young age, high emotional attention, and low emotional clarity and repair. High anxiety was predicted by being female, young, with low emotional regulation, and high emotional attention. High stress was associated with being female, low resilience, and high emotional attention. Conversely, low levels of depression, anxiety, and stress were consistently associated with high resilience and emotional clarity and regulation. Conclusions: We consider these results to be of great interest for gaining a deeper understanding of the interaction between the variables under study. In this way, it will be possible to design more effective interventions that benefit from the maximum knowledge regarding the role of these variables.
The study investigates relationship among the self-esteem, emotional intelligence (EI) and life satisfaction among adolescents within the framework of positive psychology. Historically, research has often focused on human flaws, neglecting the strengths and positive aspects of psychology. Adolescence is a critical developmental stage marked by profound changes, making it crucial to understand how factors of the study variables during this period. Study sample n=157 from Government schools and colleges in Faisalabad city participated in the study. For measuring the study variables, the Emotional Intelligence Questionnaire Adolescents Short Form, Rosenberg Self-Esteem Scale and Satisfaction with Life Scale used for measuring the study variables, respectively. Statistical analyses revealed a noteworthy positive relationship between the study variables among adolescents. Conversely, self-esteem did not mediate this relationship. These findings contribute to understanding the complex dynamics between emotional intelligence, self-esteem and life satisfaction in adolescents, emphasizing the importance of emotional intelligence for promoting well-being during adolescence. The study suggests implications for future research, including the need for larger and more varied illustrations, longitudinal studies to discover causal relationships and the expansion of interventions to improve emotional intelligence in adolescents for improved well-being. This research contributes to the growing body of existing researches on positive psychology and adolescent development, highlighting the significance of emotional intelligence in fostering life satisfaction.
Keywords: Personality factors, self-efficacy, job satisfaction extraversion, agreeableness conscientiousness, openness, educational sector.
This book series aims to bring together researchers and practitioners from academia and industry to focus on recent systems and techniques in the broad field of electrical engineering. Original research papers, state-of-the-art reviews are invited for publication in all areas of Electrical Engineering.
Background
Adolescents are sensitive to emotions and susceptible to psychiatric morbidity and disturbing behaviors including suicidality. Emotional intelligence is strongly correlated with resilience, which is considered a strong moderator for mental well-being. The study aimed to determine the level of emotional intelligence, resilience, depression and anxiety in Sudanese adolescents and the correlation between these factors.
Methods
In this cross-sectional study, 392 adolescents from four high schools completed a self-administered questionnaire consisting of the 30-item trait Emotional Intelligence Questionnaire- short form (TEQ-SF), Brief Resilience Scale-6 (BRS-6) and Patient Health Questionnaire-4 (PHQ-4).
Results
The emotional intelligence score was moderate to high (mean 131.53 ± 22.16). While resilience levels were low to normal (mean 3.20 ± 0.51). Students had mild to moderate degrees of anxiety, and depression at 89%, and 78% respectively. There was a positive association between emotional intelligence and resilience (r = .272, p < .0005). Emotional intelligence had no direct significant relationship with anxiety and depression, but resilience was positively correlated with anxiety (r = .105). Anxiety had a strong positive correlation with depression (r = 0.540) and a significant negative association with academic performance (r= -0.102). A significant contributor to the prediction of the resilience levels was the parents’ status (p-value = 0.011) with an unstandardized beta coefficient of 0.368.
Conclusion
The study revealed the prevalence of anxiety and depression among Sudanese adolescents and by boosting the students’ mental health their academic performance will improve.
In recent years, many children have experienced a situation where their family is not intact, often called a broken home. Divorce of parents and problems in the family certainly not only have an impact on parents but also have an impact and become a problem for children. The development of emotional abilities and resilience in children is important to deal with difficulties and problems and turn them into positive ones. This study aims to test empirically the contribution of emotional intelligence to resilience in adolescents often called with broken home families. The research sample consisted of 65 adolescents who were selected based on a non-probability method of purposive sampling with the characteristics of adolescents aged 17-21 years who had separated/divorced parents. To measure emotional intelligence variables using the Trait Meta-Mood Scale compiled by Solovey et al (2002) and to measure resilience variables using the Connor Davidson Resilience Scale compiled by Connor & Davidson (2003). The reliability value of the emotional intelligence variable is 0.905 and the reliability value of the resilience variable is 0.926. The results of the empirical mean category of emotional intelligence variables are in the medium category which tends to be high and resilience is in the medium category which tends to be low. Thus, the research hypothesis is accepted. This means there is a significant contribution between emotional intelligence on resilience and the role of emotional intelligence variables on resilience
Abstrak. Penelitian ini memiliki tujuan untuk mengetahui hubungan kecerdasan emosional dengan kecemasan pada ibu hamil anak pertama di masa pandemi covid-19. Hipotesis penelitian ini adalah ada hubungan antara kecerdasan emosional dengan kecemasan. Partisipan pada penelitian ini adalah 100 ibu hamil anak pertama. Pengambilan sampel dilakukan menggunakan teknik purposive sampling. Peneliti menggunakan dua skala sebagai alat ukur, yaitu skala kecemasan yang mengacu pada gejala-gejala kecemasan dari Nevid (2005) dan skala kecerdasan emosional yang mengacu pada aspek-aspek dari Goleman (2005). Pengujian hipotesis pada penelitian ini menggunakan korelasi Pearson Product Moment. Hasil pengujian mendapatkan nilai (r) = -0,363, F = 15,236, p = 0,000 (p < 0,05). Hasil tersebut menunjukkan bahwa hipotesis penelitian diterima, yaitu ada hubungan kecerdasan emosional dengan kecemasan yang signifikan.
The term irrational is basically used in psychotherapy. The concept of irrationality is especially focused in Rational Emotive Behavior Therapy (REBT) that is originated and developed by American Psychologist Albert Ellis. In this research it was first examined that how emotional intelligence plays a vital role in different anxiety disorders and how this emotional intelligence disturbs individual’s life. There are few researches conducted on emotional intelligence in Pakistan. The sample comprised of 200 patient’s males (n=105), females (n=95) with age range from 18 years older. The sample of study was collected by convenient sampling technique from different government hospitals of Islamabad, Rawalpindi and Wah Cantt. The patients were diagnosed by the psychiatrist and researcher herself according to the diagnostic criteria given by the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision (APA, 2000). Participants of both genders were included. Emotional intelligence was measured through trait emotional intelligence questionnaire short form (TEIQue-SF), irrational beliefs were measured through irrational belief scale (IBS) and anxiety was measured by Beck anxiety inventory (BAI). It was concluded that emotional intelligence has significant negative relationship with irrational beliefs and anxiety in patients with anxiety disorders. Irrational beliefs have non-significant positive relation with anxiety in patients with anxiety disorders.
Psychological factors and patients’ health-related quality of life (HRQOL) affect the outcome of patients with type 1 diabetes mellitus (T1DM). In this study, we aimed to determine the HRQOL status in patients with T1DM and its association with glycemic control and medication adherence.
In this cross-sectional study, 227 T1DM patients were selected from the diabetes clinic, Imam Ali Hospital, Alborz University of Medical Sciences, and the Gabric database registry from 2020 to 2022. Demographic and diabetes characteristic checklist, medication adherence questionnaire (8-item Morisky Medication Adherence Scale (MMAS)), and QOL questionnaires (Short-Form-12 and PedsQL) were filled. Independent sample T-test was used to assess mean of QOL subscales with glycemic control and medication adherence. A logistic regression model was used to evaluate the association between glycemic control and medication adherence with QOl.
Overall QOL scores in adults and children were 33.4 ± 7.1 based on Short-Form-12 and 76.2 ± 17.8 based on PedsQL, respectively. It was demonstrated that adults with Moderate/High adherence had higher QOL (p-value = 0.007). Likewise, Children with good glycemic control had higher psychosocial health scores (0.048). Logistic regression analysis did not reveal a significant association between adherence and QOL or Glycemic control and QOL in both adjusted and crude models.
Better glycemic control and medication adherence in children and adults, respectively, are related to the psychological aspects of QOL. We suggest that emotional intelligence, which is replaced by other predictors during adulthood, may contribute to glycemic control in children in the early years following diagnosis.
Background: The growing importance of emotional intelligence in academic and professional contexts has generated a need to explore its linkage with psychological well-being. Furthermore, understanding how various demographic and academic factors can influence students' emotional perception and management is crucial for optimizing educational and intervention strategies. In this context, the primary purpose of this study was to analyze the existing relationship between emotional education and psychological well-being in graduate students. Methods: The objective was to conduct a comparative analysis of perceived emotional intelligence (PEI) in different study programs offered at a specific university. The methodology, framed within a positivist paradigm, was based on a quantitative approach and examines the responses of 1,522 university students using the Trait Meta-Mood Scale (TMMS-24). Results: This tool, which is divided into three dimensions (emotional attention, emotional clarity, and emotional repair), was analyzed using descriptive statistics, correlation analysis, and ANOVA tests to determine demographic and academic influences on the scores. The findings indicate deficiencies in the areas of Emotional Attention and Emotional Repair, contrasting with a marked prevalence in Emotional Clarity. Variables such as sex, age, and field of study demonstrated an influence on the dimensions of PEI. Notably, significant differences in emotional perception were found between sex and academic fields. Conclusions: Specifically, training directed towards empathy proved to be a prominent factor in the perception of emotional competencies. This study highlights the influence of demographic and academic variables on emotional competencies, underscoring the need to adapt strategies in education and therapy.
This study was an attempt to compare the emotional intelligence between the inter university Cricket and Softball players. The researcher reviewed this study based on the relevant references of past work done and findings. As emotional intelligence comes under these psychological aspects. Games and sport is the laboratory for us to invent our emotional intelligence. They provide us a base in order to discover, polish and strengthen our emotional intelligence lead us to the glory. For the purpose of the study, the researcher was randomly selected 80 players (30 of each club) , ie., n=80 from the cricket clubs and softball clubs in Pune city. As the main required subject was from cricket players and softball players. The age of the subject was ranging from 18 to 25 years. The researcher was collected the data from the subjects in a tabular form and to find out the significant difference. One-tailed t-test was used. The entire analysis of the data was done on the basis of the objective of the study. The data was obtained by administrating emotional intelligence questionnaires to the subject. The mean difference of the cricket and softball players on emotional intelligence is -2.65. Thus, it was evident that the obtained t-value 0.008 is lesser than the tabulated t-value (78) 3.41. ie.,(t=.008, p>0.05) Therefore, there is no difference among cricket and softball players in relation to emotional intelligence. Hence the study revealed that there was no significance difference among inter university cricket and inter university softball players in relevant to emotional intelligence.
Emotion regulation has been put forward as an important transdiagnostic process. However, previous analyses of the relationships between emotion regulation strategies and symptoms of psychopathology in children and adolescents have produced mixed results. The present meta-analysis examines the relationships between youth’s habitual use of three adaptive (acceptance, problem-solving, and cognitive reappraisal) and three maladaptive (rumination, avoidance, and suppression) strategies with symptoms of depression, anxiety, aggression, and addiction. A total of 181 articles with 386 effect sizes were analyzed. Rumination, avoidance, and acceptance showed the largest effect sizes across all symptoms. Maladaptive strategies showed, in general, larger effect sizes than adaptive strategies. Effect sizes were generally larger for internalizing compared to externalizing symptoms. The findings underscore the importance of emotion regulation for mental health in youth.
Introduction and purpose: People who have emotional competence are aware of the relationship between their feelings and what they think. People with self-esteem feel good about themselves and understand their own worth. This study was conducted with the aim of determining the relationship between emotional intelligence and self-esteem in students of Nursing and Midwifery Faculty in East Gilan.
Materials and methods: The present study is a descriptive-correlational study. The research population was all the students of the Nursing and Midwifery College of East Gilan, and 200 of them were randomly selected from three fields of study (nursing, midwifery, and operating room). The data collection tool was a questionnaire that included three sections of demographic information, an emotional intelligence scale, and a self-esteem scale. The data were analyzed using descriptive and inferential statistical methods such as the chi-square test, Fisher, and t-test with SPSS software.
Findings: 28 students (14%) had low emotional intelligence, 96 students (48%) had average emotional intelligence, and 76 students (38%) had high emotional intelligence. There was a significant difference between emotional intelligence in men and women. Emotional intelligence and self-esteem also had a significant statistical relationship. Emotional intelligence and self-esteem had a statistically significant relationship with gender, field of study, and grade point average, but there was no significant statistical relationship with marital status, economic status, semester of study, or satisfaction with the field of study.
Conclusion: Cultivating emotional intelligence and raising self-esteem in people leads to a correct view of their feelings. Paying attention to the category of emotional intelligence and self-esteem plays an important role in improving people's social, personal, academic and educational functions.
تتناول هذه الدراسة أهمية المثقف وحدود تدخله الاجتماعي والمعرفي والسياسي لاكتشاف فاعليته الوظيفية وتأثيره الاجتماعي والعلمي ، فهل أن المثقف هو مجرد انسان متعلم له معارف متنوعة أم أنه يتجاوز ذلك إلى أبعاد فكرية وتفاعلية تكسب حضوره طابعا عضويا وجوديا ونقديا نطرح من خلاله العلاقة بين المتعلم والمثقف، كسبيل للمساهمة في خلق المعيش الحيوي الذي يهيكل الكيان الوجودي والفكري للمفكر المثقف، لنبحث في مختلف تمثلات هذا المثقف الأكاديمي بين جدل المعرفي والايديولوجي سواء في عضويته أو كونيته أو مثاليته أو التزامه أو مقاومته، ونربطه بماهية الجامعة في مقاربتها بين الطرح الوجودي والتناول العلمي وبين اشكاليات الحريات الفكرية والمعرفية والايديولوجية ودراسة مدى تأثير المثقف على الجودة النظرية والتطبيقية للبحث العلمي وتنمية مهارة التفكير الناقد لدى الطالب الباحث ودوره في تحسين مهاراته الفكرية والثقافية والإجتماعية وضمان انفتاح معارفه على واقعه الاجتماعي.
Emotion perception is essential for successful social interactions and maintaining long-term relationships with friends and family. Individuals with autism spectrum disorder (ASD) experience social communication deficits and have reported difficulties in facial expression recognition. However, emotion recognition depends on more than just processing face expression; context is critically important to correctly infer the emotions of others. Whether context-based emotion processing is impacted in those with Autism remains unclear. Here, we used a recently developed context-based emotion perception task, called Inferential Emotion Tracking (IET), and investigated whether individuals who scored high on the Autism Spectrum Quotient (AQ) had deficits in context-based emotion perception. Using 34 videos (including Hollywood movies, home videos, and documentaries), we tested 102 participants as they continuously tracked the affect (valence and arousal) of a blurred-out, invisible character. We found that individual differences in Autism Quotient scores were more strongly correlated with IET task accuracy than they are with traditional face emotion perception tasks. This correlation remained significant even when controlling for potential covarying factors, general intelligence, and performance on traditional face perception tasks. These findings suggest that individuals with ASD may have impaired perception of contextual information, it reveals the importance of developing ecologically relevant emotion perception tasks in order to better assess and treat ASD, and it provides a new direction for further research on context-based emotion perception deficits in ASD.
This study aimed at exploring the levels of emotional intelligence, happiness and self- confidence among Al- Aqsa University students. The study aimed also at knowing relationship of emotional intelligence with happiness and self- confidence, and the effects of gender on emotional intelligence, happiness and self- confidence. The sample of the study consisted of (85) male and (146) female. The researcher used Emotional Intelligence scale, Oxford Happiness Inventory and Self- Confidence Scale. The results revealed that, the levels of emotional intelligence, happiness and self- confidence were as follows: 70,67%, 63,16%, 62,34%. The results revealed that, emotional intelligence was positively related to happiness and self- confidence. The results also revealed that, there were no significant mean differences in total score on emotional intelligence, happiness and self- confidence due to gender.
هدفت هذه الدراسة إلى الكشف عن مستويات الذكاء الانفعالي والسعادة والثقة بالنفس لدى طلبة جامعة الأقصى، والتعرف على العلاقة بين الذكاء الانفعالي وكلٍ من السعادة، والثقة بالنفس، ومعرفة الفروق بين متوسطات أفراد العينة في الذكاء والسعادة والثقة بالنفس، والتي يمكن أن تعزى إلى النوع (ذكر- أنثى)، وقد بلغت عينة الدراسة (231) طالباً وطالبة (85 طالب- 146 طالبة)، وقد استخدمت الباحثة في الدراسة ثلاثة مقاييس الأول لقياس الذكاء الانفعالي، والثاني لقياس السعادة، والثالث لقياس الثقة بالنفس. وتوصلت نتائج الدراسة إلى أن مستويات الذكاء الانفعالي والسعادة والثقة بالنفس هي على التوالي 70.67%، 63.16%، 62.34%، كما توصلت إلى وجود علاقة ارتباط موجبة بين الذكاء الانفعالي وكلٍ من السعادة، والثقة بالنفس، كذلك توصلت إلى عدم وجود فروق بين متوسطات درجات أفراد العينة في الدرجة الكلية للذكاء الانفعالي، والسعادة، والثقة بالنفس تعزى لمتغير النوع.
الملخص هدفت الدراسة الحالية، إلى الكشف عن الذكاء الوجداني عند الطالب الجامعي، في ضوء بعض المتغيرات الديمغرافية (الجنس، السن، المستوى الدراسي). وقد تم اختيار أفراد العينة من طلبة جامعة آكلي محند أولحاج بالبويرة (الجزائر)، إذ بلغ حجم العينة 104 طالبا وطالبة. وتم الاستعانة بمقياس الذكاء الانفعالي (إعداد عبد المنعم الدردير، 2002)، والمكيف على البيئة الجزائرية (تكييف مريامة حنصالي، 2013/2014). أما المنهج المعتمد، فتمثل في المهج الوصفي؛ لأنه الأنسب لهذا النوع من الدراسات. حيث أسفرت النتائج على ما يلي: يتميز الطالب الجامعي بمستوى مرتفع من الذكاء الوجداني. لا توجد فروق في الذكاء الوجداني تعزى لكل من متغيرات الجنس، السن والمستوى الدراسي
It was hypothesized that women are more vulnerable to depressive symptoms than men because they are more likely to experience chronic negative circumstances (or strain), to have a low sense of mastery, and to engage in ruminative coping. The hypotheses were tested in a 2-wave study of approximately 1,100 community-based adults who were 25 to 75 years old. Chronic strain, low mastery, and rumination were each more common in women than in men and mediated the gender difference in depressive symptoms. Rumination amplified the effects of mastery and, to some extent, chronic strain on depressive symptoms. In addition, chronic strain and rumination had reciprocal effects on each other over time, and low mastery also contributed to more rumination. Finally, depressive symptoms contributed to more rumination and less mastery over time.
In recent years, innovative schools have developed courses in what has been termed emotional literacy, emotional intelligence, or emotional competence. This volume evaluates these developments scientifically, pairing the perspectives of psychologists with those of educators who offer valuable commentary on the latest research. It is an authoritative study that describes the scientific basis for our knowledge about emotion as it relates specifically to children, the classroom environment, and emotional literacy. Key topics include: historical perspectives on emotional intelligence neurological bases for emotional development the development of social skills and childhood socialization of emotion. Experts in psychology and education have long viewed thinking and feeling as polar opposites reason on the one hand, and passion on the other. And emotion, often labeled as chaotic, haphazard, and immature, has not traditionally been seen as assisting reason. All that changed in 1990, when Peter Salovey and John D. Mayer coined the term emotional intelligence as a challenge to the belief that intelligence is not based on processing emotion-laden information. Salovey and Mayer defined emotional intelligence as the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them, and to use motivated scientists, educators, parents, and many others to consider the ways in which emotions themselves comprise an intelligent system. With this groundbreaking volume, invited contributors present cutting-edge research on emotions and emotional development in a manner useful to educators, psychologists, and anyone interested in the unfolding of emotions during childhood. In recent years, innovative schools have developed courses in “emotional literacy” that making; these classes teach children how to understand and manage their feelings and how to get along with one another. Many such programs have achieved national prominence, and preliminary scientific evaluations have shown promising results. Until recently, however, there has been little contact between educators developing these types of programs and psychologists studying the neurological underpinnings and development of human emotions. This unique book links theory and practice by juxtaposing scientific explanations of emotion with short commentaries from educators who elaborate on how these advances can be put to use in the classroom. Accessible and enlightening, Emotional Development and Emotional Intelligence provides ample evidence about emotional intelligence as well as sound information on the potential efficacy of educational programs based on this idea.
We examined the relationship between perceived emotional intelligence (PEI), measured by the Trait Meta-Mood Scale (TMMS), and psychophysiological measures of adaptive coping. The TMMS assesses perceived ability to (a) attend to moods (Attention), (b) discriminate clearly among moods (Clarity), and (c) regulate moods (Repair). Study 1 showed significant positive associations between PEI and psychological and interpersonal functioning. In Study 2, skill at mood Repair was associated with less passive coping and perceptions of repeated laboratory stressors as less threatening; Clarity was related to greater increases in negative mood, but lower cortisol release during repeated stress. In Study 3, Repair was associated with active coping and lower levels of rumination; Attention was associated with lowered cortisol and blood pressure responses to acute laboratory challenges. These findings suggest that psychophysiological responses to stress may be one potential mechanism underlying the relationship between emotional functioning and health.
Mildly-to-moderately depressed and nondepressed subjects were randomly assigned to spend 8 minutes focusing their attention on their current feeling states and personal characteristics (rumination condition) or on descriptions of geographic locations and objects (distraction condition). Depressed subjects in the rumination condition became significantly more depressed, whereas depressed subjects in the distraction condition became significantly less depressed. Rumination and distraction did not affect the moods of nondepressed subjects. These results support the hypothesis that ruminative responses to depressed mood exacerbate and prolong depressed mood. whereas distracting response shorten depressed mood.
Can emotional intelligence (EI) be reliably and validly measured in adolescents? One-hundred and thirty-one students (aged 13 to 15) completed a self-report measure of emotional intelligence (SEI) [Schutte, N., Malouff, J., Hall, L., Haggerty, D., Cooper, J., Golden, C., & Dornheim, L. (1998). Development and validation of a measure of emotional intelligence. Personality and Individual Differences, 25, 167–177.] and a number of other, theoretically relevant measures. They were then induced into either a positive, negative, or neutral mood and asked to complete a task that assessed mood management behaviour. We found that EI was reliably measured in adolescents, was higher for females than males, and was positively associated with skill at identifying emotional expressions, amount of social support, extent of satisfaction with social support, and mood management behaviour. These relationships held even after controlling for two constructs that potentially overlap with EI, namely self-esteem and trait anxiety. This study offers evidence that the SEI is a distinctive and useful measure.
Previous research has found that self-focused rumination maintains or increases depressed mood, whereas distraction decreases depressed mood (S. Nolen-Hoeksema & J. Morrow, 1993; S. Nolen-Hoeksema, J. Morrow, & B. L. Fredrickson, 1993). The present series of experiments examined these mood regulation strategies in the context of an angry mood. In Experiments 1 and 3, rumination increased anger, whereas distraction decreased or had no effect on anger. In Experiments 2 and 4, women were more likely to choose to ruminate when in a neutral mood but to distract themselves following induction of an angry mood. Men were equally likely to choose rumination or distraction, regardless of mood condition. The results are interpreted and discussed within the framework of an associative-network model of anger.
The current prospective study examined how characteristic beliefs about mood affect illness and symptom reporting. Using the Trait Meta-Mood Scale, 134 undergraduate (76 females and 58 males) reported their beliefs about attention to, clarity, and reparability of mood. Self-reported stress, illness, and symptoms were collected at three times following assessment of trait meta-mood, during times of general stress, and immediately prior to a class examination. Results indicate that, at increasing levels of distress, those who believe in greater attention to mood were more likely to report physical symptoms. In addition, those individuals who said that they generally make efforts to maintain positive mood were less likely to report illness than those less likely to engage in mood repair. The findings suggest that a person's general manner of evaluating or appraising mood is an important moderator of the relation between distress and symptom and illness reporting.
Evidence exists of considerable problems with bullying and bullied children in secondary schools. In the largest survey in the United Kingdom to date 10% of pupils reported that they had been bullied “sometimes or more often” during that term, with 4% reporting being bullied “at least once a week.”1 The impact of the introduction of policies on bullying throughout a school seems to be limited.1 The commonest type of bullying is general name calling, followed by being hit, threatened, or having rumours spread about one.1 Bullying is thought to be more prevalent among boys and the youngest pupils in a school.2
View this table:
Summary statistics and details of fitted models. Values are numbers of schoolchildren unless stated otherwise
We are unaware of any study that has examined …
Wegner's seminal investigations of effects of thought suppression on later thought frequency have had a significant impact on recent approaches to understanding emotional disorders characterized by the occurrence of persistent, repetitive, unwanted thoughts. Thought suppression has now been implicated as a etiological and/or maintaining factor in depression, generalized anxiety disorder, specific phobia, posttraumatic stress disorder and obsessive-compulsive disorder. These developments are fairly new, and it has not been until recently that studies have investigated the effects of suppressing thoughts that are actually analogous to problematic thoughts characteristic of emotional disorder. This paper provides a review of this body of work, including the findings and their relevance for existing models of specific disorders. Directions for future research are suggested.
The phenomenology of dysphoric rumination and its consequences for problem solving were explored in 3 studies. In Study 1, self-focused rumination, compared with distraction, led dysphoric participants to rate their own biggest problems as severe and unsolvable and to report a reduced likelihood of actually implementing their solutions. Clues into the mechanisms behind these findings were explored in Study 2. The results showed that dysphoric ruminative thought is characterized by a focus on personal problems combined with a negative tone, self-criticism, and self-blame for problems as well as reduced self-confidence, optimism, and perceived control. Finally, Study 3 revealed a direct relationship between the negatively biased content of ruminative thoughts and reduced willingness to solve one's problems. Implications of these findings for the consequences of self-focused rumination are discussed.
This study examined the relationship between perceived emotional intelligence and health-related quality of life in middle-aged women. 99 middle-aged Spanish women, who studied in two adult schools, volunteered to participate. 49 were premenopausal and 45 were postmenopausal. These women completed the Trait Meta-Mood Scale and Health Survey SF-36. Scores were analyzed according to social, physical, and mental health, menopausal status, and scores on perceived emotional intelligence. Then, the data regarding the mental and physical health of the premenopausal and postmenopausal women were compared after controlling for age. No associations between menopausal status and health-related quality of life were found. Perceived skill at mood repair was significantly associated with scores on health-related quality of life in these middle-aged women. These findings provide empirical evidence that aspects of perceived emotional intelligence may account for the health-related quality of life in midlife including social, physical, and psychological symptoms.
The identification of predictors of major depression in the transition to adulthood has direct application to prevention and intervention efforts designed to forestall depression in this high-risk period. The current study identified childhood and adolescent familial and behavioral-emotional factors predicting depression during this critical developmental stage.
The 354 participants were part of a single-age cohort from a predominately Caucasian working-class community whose psychosocial development has been traced prospectively since age 5. In these analyses, data collected during childhood and adolescence were related to diagnoses of major depression at ages 18-26.
During the transition to adulthood, 82 participants (23.2%) experienced major depression. Bivariate indicators of later depression included a family history of depression or substance use disorders, family composition, and childhood family environments perceived as violent and lacking cohesiveness. Also significant were self- and mother-reported internalizing behaviors, as well as self-rated anxiety and depressive symptoms. Multivariable analyses showed family violence, family composition, internalizing problems during adolescence, and low family cohesion to be the most salient factors.
These results highlight familial and behavioral-emotional predictors of depression that can serve as foci for identifying youth in need of intervention.
This study examined the validity and reliability of the Spanish version of the White Bear Suppression Inventory in a sample of 833 Spanish students. The internal consistency of the inventory was high (Cronbach alpha = .88), and the test-retest correlation after 4 wk. was satisfactory (r = .72). Pearson correlations of scores on the Spanish version of the White Bear Suppression Inventory with criterion measures (Beck Depression Inventory, Trait subscale of the State-Trait Anxiety Inventory, and Satisfaction With Life Scale) were in the expected directions. In conclusion, the Spanish version of the White Bear Suppression Inventory had appropriate reliability and validity as in previous studies with the English version.
The theory of ironic processes of mental control holds that both the most and the least desired effects of attempts to control one's own mental states accrue from two processes: an intentional operating process (a conscious, effortful search for mental contents that will produce a desired state of mind) and an ironic monitoring process (an unconscious, automatic search for mental contents that signal a failure to produce the desired state of mind). Although the monitoring process usually functions just to activate the operating process, during stress, distraction, time urgency, or other mental load, the monitor's effects on mind can supersede those of the operator, producing the very state of mind that is least desired. An individual's attempts to gain mental control may thus precipitate the unwanted mental states they were intended to remedy.
Research on ironic menial control processes makes the underappreciated point that attempts to solve problems sometimes make them worse. Social scientists now know much about what ironic processes look like, less about why they occur, and too little about how to change them. Features of the exacerbation process itself suggest parsimonious approaches to treatment based on interrupting the "solutions" that keep ironic mental processes going (e.g., compliance-based paradoxical intervention). Extending Wegner's explication of ironic intrapersonal (mental) processes, we propose that ironic interpersonal (social) processes also maintain many human problems and may be more accessible to intervention. Treatment development in this area will benefit from attending more to how problems persist than to how they originate, and from targeting ironic cycles that occur between people as well as within them.
The psychometric properties of the self-report emotional intelligence (EI) measured by Schutte et al. (1998) [Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J. T., Golden, C. J., & Dornheim, L. (1998). Development and validation of a measure of emotional intelligence. Personality and Individual Differences, 25, 167–177] are scrutinized and several weaknesses are identified. It is argued that by virtue of the construction strategy adopted by Schutte et al. (1998) the test cannot be measuring a general EI factor and furthermore that it has not been successfully mapped onto Salovey and Mayer's (1990) [Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9, 185–211] EI model. It is also shown via confirmatory factor analysis that the test is not unifactorial. A theoretical distinction between trait and information-processing EI is proposed. Trait EI appertains to the greater personality realm whereas information-processing EI is an attempt to chart new territory in the field of human mental ability.
The present study examined the hypothesis that cultural factors influ- ence the relation between Perceived Emotional Intelligence (PEI) and depression. We predicted that the influence of PEI on depression is moderated by culture. The cultural factors used in this study were Individualism-Collectivism and Masculinity-Femininity based on in Hoftedes dimensions. Participants from three different cultures (United States, Chile, and Spain) completed measures of Perceived Emotional Intelligence (Trait Meta- Mood Scale, TMMS, with three factors: Attention, Clarity, and Repair) and depression (Beck Depression Inventory, BDI). Résumé La présente étude a examiné l'hy- pothèse que les facteurs culturels influencent la relation entre l'intel- ligence émotionnelle perçue (IEP) et la dépression. Nous avons prévu
This paper presents two experiments concerning trait emotional intelligence (‘trait EI’). In study 1, ten high and ten low trait EI individuals were selected from a sample of 85 persons to participate in a computerized experiment involving the recognition of morphed emotional expressions. As hypothesized, high trait EI participants were faster at identifying the expressions than their low trait EI counterparts. In study 2, trait EI scores from 102 persons were residualized on the Big Five and subsequently 15 high and 15 low trait EI individuals were selected to participate in a mood induction experiment. As hypothesized, high trait EI participants exhibited greater sensitivity to the mood induction procedure than their low trait EI counterparts. The findings are discussed in terms of the construct validity of trait EI, with particular emphasis on the issue of incremental validity vis-à-vis broad personality traits. Copyright © 2002 John Wiley & Sons, Ltd.
This paper sets out the theoretical foundation of emotional intelligence (EI) as a constellation of traits and self-perceived abilities. The discriminant validity of trait EI is explored in two studies. In study 1 (N = 227), the psychometric properties of the BarOn Emotional Quotient inventory were scrutinized through confirmatory factor analysis and the measure was found to be unifactorial. When the EQ-i was examined concurrently with the Eysenck Personality Profiler, a clear trait EI factor emerged in Eysenckian factor space. In study 2 (N = 166), a modified version of the EQ-i was examined concurrently with the NEO PI-R and a truncated trait EI factor was isolated within the Five-Factor Model. Results are discussed with explicit reference to established personality models and it is concluded that trait EI can be conceptualized as a distinct composite construct at the primary level of hierarchical trait structures. Copyright © 2001 John Wiley & Sons, Ltd.
To assess the construct validity of the endogenous subtype of depression, 2 studies examined the relation of mood regulation skill to the symptoms of endogenous depression versus hopelessness depression in adolescent samples. It was hypothesized that the relationship between mood regulation skill and endogenous depression would be weaker than the relationship between mood regulation skill and hopelessness depression, because endogenous depression may be less influenced by personality variables, such as mood regulation skill. In spite of the high degree of correlation between the symptoms of hopelessness depression and endogenous depression, the relationship between mood regulation skill and hopelessness depression was stronger than the relationship between mood regulation skill and endogenous depression, as predicted. This is consistent with proposed definition of endogenous depression.
A short self-report emotional intelligence (EI) measure was completed by a sample of 354 students, who also completed a range of affective and personality measures. A subset of the group also completed an intelligence measure. Exploratory and confirmatory factor analysis of the EI scale suggested a hierarchical factor structure with a super-ordinate EI factor and four lower-level factors. EI was found to be negatively and significantly correlated with Neuroticism, and positively and significantly correlated with Extraversion, Openness, Agreeableness and Conscientiousness. Correlations of EI with the other measures were in accordance with theoretical expectations; for example, positive with life satisfaction and negative with depression-proneness. Most of these correlations remained significant when the effects of personality were controlled for. These results and regression modelling show that EI accounts for variance in these measures not accounted for by personality. EI was found not to be significantly correlated with cognitive ability. The relationship between EI and alexithymia was investigated using structural equation modelling and factor analysis. The results indicated that the two constructs are distinct, although strongly correlated.
The factor structure and correlational validity of a German version of the White Bear Suppression Inventory (Wegner, & Zanakos, 1994). Chronic thought suppression. Journal of Personality, 62, 615–640 was analysed in a sample of 276 non-clinical participants. Using orthogonal rotation, a two factor solution best represented the underlying structure. One factor was interpreted as “Unwanted Intrusive Thoughts”, the other as “Thought suppression”. The full scale's correlation with measures of depression, anxiety, and obsessive-compulsive behaviour was largely due to the Unwanted Intrusive Thoughts factor rather than the Thought Suppression factor. The Unwanted Intrusive Thoughts factor correlated negatively with avoidant coping. Neither factor correlated with self-disclosure. The theoretical meaning of separating thought intrusions from thought suppression is discussed, leading to the recommendation of differential assessment of these constructs.
Research studies focusing on the psychometric properties of the Beck Depression Inventory (BDI) with psychiatric and nonpsychiatric samples were reviewed for the years 1961 through June, 1986. A meta-analysis of the BDI's internal consistency estimates yielded a mean coefficient alpha of 0.86 for psychiatric patients and 0.81 for nonpsychiatric subjects. The concurrent validitus of the BDI with respect to clinical ratings and the Hamilton Psychiatric Rating Scale for Depression (HRSD) were also high. The mean correlations of the BDI samples with clinical ratings and the HRSD were 0. 72 and 0.73, respectively, for psychiatric patients. With nonpsychiatric subjects, the mean correlations of the BDI with clinical ratings and the HRSD were 0.60 and 0.74, respectively. Recent evidence indicates that the BDI discriminates subtypes of depression and differentiates depression from anxiety.
The Emotional Intelligence (EI) Scale devised by Schutte et al. (1998) is widely used in EI research. There have been criticisms of this scale, mainly related to its preponderance of forward-keyed items; differing results on its factor structure also exist. We investigated the effect on the scale's psychometric properties of reversing some items and adding some new items. The short form of the Bar-On EQ-i was completed by the same group of participants, comprising 500 Canadian undergraduates. The use of item reversals and additional items was found not to improve the EI scale's internal reliability. In contrast to previous studies, only three factors could be identified for the new 41-item scale: Optimism/Mood Regulation, Utilisation of Emotions and Appraisal of Emotions. Overall EI measured using the 41-item scale and the short EQ-i were highly correlated, whilst correlations between the subscales of the two tests were theoretically interpretable.
This article reviews the cognitive therapy of depression. The psychotherapy based on this theory consists of behavioral and verbal techniques to change cognitions, beliefs, and errors in logic in the patient's thinking. A few of the various techniques are described and a case example is provided. Finally, the outcome studies testing the efficacy of this approach are reviewed.
The present article presents an integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment. This theory states that psychological procedures, whatever their form, alter the level and strength of self-efficacy. It is hypothesized that expectations of per- sonal efficacy determine whether coping behavior will be initiated, how much effort will be expended, and how long it will be sustained in the face of ob- stacles and aversive experiences. Persistence in activities that are subjectively threatening but in fact relatively safe produces, through experiences of mastery, further enhancement of self-efficacy and corresponding reductions in defensive behavior. In the proposed model, expectations of personal efficacy are derived from four principal sources of information: performance accomplishments, vicarious experience, verbal persuasion, and physiological states. The more de- pendable the experiential sources, the greater are the changes in perceived self- efficacy. A number of factors are identified as influencing the cognitive processing of efficacy information arising from enactive, vicarious, exhortative, and emotive sources. The differential power of diverse therapeutic procedures is analyzed in terms of the postulated cognitive mechanism of operation. Findings are reported from microanalyses of enactive, vicarious, and emotive modes of treatment that support the hypothesized relationship between perceived self-efficacy and be- havioral changes. Possible directions for further research are discussed.
We conducted several tests of the idea that an inclination toward thought suppression is associated with obsessive thinking and emotional reactivity. Initially, we developed a self-report measure of thought suppression through successive factor-analytic procedures and found that it exhibited acceptable internal consistency and temporal stability. This measure, the White Bear Suppression Inventory (WBSI), was found to correlate with measures of obsessional thinking and depressive and anxious affect, to predict signs of clinical obsession among individuals prone toward obsessional thinking, to predict depression among individuals motivated to dislike negative thoughts, and to predict failure of electrodermal responses to habituate among people having emotional thoughts. The WBSI was inversely correlated with repression as assessed by the Repression-Sensitization Scale, and so taps a trait that is quite unlike repression as traditionally conceived.
A theory of ironic processes of mental control is proposed to account for the intentional and counterintentional effects that result from efforts at self-control of mental states. The theory holds that an attempt to control the mind introduces 2 processes: (a) an operating process that promotes the intended change by searching for mental contents consistent with the intended state and (b) a monitoring process that tests whether the operating process is needed by searching for mental contents inconsistent with the intended state. The operating process requires greater cognitive capacity and normally has more pronounced cognitive effects than the monitoring process, and the 2 working together thus promote whatever degree of mental control is enjoyed. Under conditions that reduce capacity, however, the monitoring process may supersede the operating process and thus enhance the person's sensitivity to mental contents that are the ironic opposite of those that are intended.
The White Bear Suppression Inventory [WBSI; Wegner, D.M. & Zanakos, S. (1994), Journal of Personality, 62, 615-640] is a self-report questionnaire measuring people's general tendency to suppress unwanted negative thoughts. The current article describes two studies investigating the reliability, factor structure, validity, and correlates of the WBSI. Study 1 (n = 172) showed that the WBSI is a reliable instrument in terms of internal consistency and test-retest stability. Factor analyses of the WBSI revealed a 1-factor solution. Furthermore, the WBSI was found to correlate positively with measures of emotional vulnerability and psychopathological symptoms. In Study 2 (n = 40), the relationship between WBSI and levels of intrusive thinking was examined in more detail, using a thought suppression task. In general, results of this thought suppression experiment provided evidence for the validity of the WBSI. That is, subjects with high WBSI scores exhibited higher frequencies of unwanted intrusive thoughts than subjects with low WBSI scores.
The amended (revised) Beck Depression Inventory (BDI-IA; Beck & Steer, 1993b) and the Beck Depression Inventory-II (BDI-II; Beck, Steer, & Brown, 1996) were self-administered to 140 psychiatric outpatients with various psychiatric disorders. The coefficient alphas of the BDI-IA and the BDI-II were, respectively, .89 and .91. The mean rating for Sadness on the BDI-IA was higher than it was on the BDI-II, but the mean ratings for Past Failure, Self-Dislike, Change in Sleeping Pattern, and Change in Appetite were higher on the BDI-II than they were on the BDI-IA. The mean BDI-II total score was approximately 2 points higher than it was for the BDI-IA, and the outpatients also endorsed approximately one more symptom on the BDI-II than they did on the BDI-IA. The correlations of BDI-IA and BDI-II total scores with sex, ethnicity, age, the diagnosis of a mood disorder, and the Beck Anxiety Inventory (Beck & Steer, 1993a) were within 1 point of each other for the same variables.
Several studies have shown that people who engage in ruminative responses to depressive symptoms have higher levels of depressive symptoms over time, after accounting for baseline levels of depressive symptoms. The analyses reported here showed that rumination also predicted depressive disorders, including new onsets of depressive episodes. Rumination predicted chronicity of depressive disorders before accounting for the effects of baseline depressive symptoms but not after accounting for the effects of baseline depressive symptoms. Rumination also predicted anxiety symptoms and may be particularly characteristic of people with mixed anxiety/depressive symptoms.
This study examined validity and reliability of the Spanish modified version of the Trait Meta-Mood Scale in a sample of 292 Spanish undergraduates. The internal consistency estimates for subscales were all above .85, and the test-retest correlations after 4 wk. ranged from .60 to .83. The correlations between scores on the Spanish modified version of the Trait Meta-Mood Scale subscales and criterion measures (Beck Depression Inventory, Satisfaction With Life Scale, and Ruminative Responses Scale) were in the expected direction. In summary, the Spanish modified version of the Trait Meta-Mood Scale had appropriate reliability and significant relations with criterion variables as in previous studies with the English version.
Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) Item Booklet
- J D Mayer
- P Salovey
- D R Caruso
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