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Cultural influences on the relation between perceived emotional intelligence and depression
Abstract
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
... Further, EI has been related to other sociocultural variables such as cultural origins. Despite the fact that EI is considered a universal construct inherent to the human condition with universal emotions and emotional expressions (Ekman & Friesen, 1971), it is also evident that emotional expression is learned within a cultural context and shaped, maintained and moderated by a given culture (Fernández-Berrocal, Salovey, Vera, Extremera, & Ramos, 2005;Johnsen et al., 2012;Kitayama & Markus, 1994). Cultural differences may partially determine the extent to which emotions are integrated and recognized in people's daily lives (Planalp & Fitness, 1999). ...
... For instance, a study carried out among maritime officers from northern, western and eastern Europe, and Asia found that southeast Asian officers had a higher score in EI than European officers (Johnsen, et al., 2012). Fernández-Berrocal et al., also found higher EI scores in a US sample compared to Chilean subjects (Fernández-Berrocal, et al., 2005). Another study revealed higher levels of some dimensions of EI in USA academic leaders when compared to Taiwanese academic leaders (Tang, Yin, & Nelson, 2010). ...
... The individualism-collectivism dimension identified by Hofstede (Hofstede, 1980) has been chosen to exemplify cultural differences in EI (Fernández-Berrocal, et al., 2005). Collectivists are known for their interdependency with their in-groups, giving priority to in-group norms and behaviors (Mills & Clark, 1982). ...
... However, studies by Merino et al. (2019Merino et al. ( , 2020 found differing levels of EI among male and female athletes according to their competitive level; higherlevel male athletes showed higher ER than the lower levels, but higher-level females athletes demonstrated increased EA and EC. It should be noted that higher EA scores are associated with excessive reactions to negative emotions (Yiend, 2009) and poorer emotional adjustment (Fernández-Berrocal et al., 2005). Another study with canoeists reported that men scored higher than women in emotional control and regulation (Arribas-Galarraga et al., 2017). ...
... Those athletes who face the emotional demands of sports autonomously probably feel and express their emotions more easily than those who are subjected to the judgment of teams or leaders. This may be a problem since higher EA is related to excessive reactions to negative emotions (Yiend, 2009) and poorer emotional adjustment (Fernández-Berrocal et al., 2005). Athletes practicing individual sports face their sporting experiences alone and, thus, some individual athletes tend to ruminate on their mistakes and criticized themselves, creating a loop of negative emotions. ...
... Furthermore, our results also suggest that the experience, measured in quantity (number of years practicing sports) and the quality of the experience (competition level), is related to a lower EA. Thus, experience and sporting prowess may be associated with better emotional adjustment (Fernández-Berrocal et al., 2005;Laborde et al., 2011). This may be because the demands of the sport lead the athlete to maintain an optimal emotional state for his performance. ...
Sport is an emotional experience. Studies have shown that high emotional intelligence (EI) is associated with better sports performance, though different aspects of sports experience and their relationship with EI are still unclear. This study examined the possible relationships between sports experience and EI dimensions of undergraduate athletes. Likewise, according to the differences described in the literature between men and women, the secondary aim was to identify the possible relationship between EI and sports experience in both subgroups. A total of 1784 [712 men (39.9%), 1072 women (60.1%); mean age = 21.3 years, SD = 4.2)] undergraduate athletes completed the Trait Meta Mood Scale and a sports experience questionnaire. Comparisons between groups were performed using Mann-Whitney-U and H-Kruskal-Wallis tests and correlations between variables were analyzed using Spearman correlation. We found that the number of different sports practiced and the number of years practicing sports were positively associated with emotional repair (ER). However, the number of years practicing sports was negatively associated with emotional attention (EA). Male athletes who trained more and had a higher competitive level were more likely to show higher ER. In any case, it is necessary to take into account that all the associations were weak. Our study suggested that athletes tend to attend to and value their feelings and use positive thinking to repair their negative moods.
... People with high EI are characterized by moderate to low scores on emotional attention and high scores on clarity and repair [11]. Higher levels of clarity and repair are associated with better psychological adjustment and mental health [12][13][14]. On the other hand, people who attend to their emotions excessively, without adequate clarity and repair, can develop an emotional spiral that may generate a ruminant process. ...
... This does not allow for the causes, motives, and consequences of these emotions to be understood, which, in turn, would maintain, rather than remedy, a negative emotional state [13,15]. Deficits in emotional clarity have been linked to symptoms of anxiety and stress, and when accompanied by deficits in repair, have been linked to symptoms of depression [13,14,16]. Of the three factors of EI assessed through TMMS-24, repair is the most appropriate component for predicting psychological adjustment indicators [6]. ...
... The relationship pattern of EI factors shows a positive relationship between attention and clarity, and clarity and repair, but a negative relationship between attention and repair [6]. Persons with a high EI in the Spanish-speaking population have a model characterized by moderate to low scores in attention and high scores in clarity and repair [6,13,14]. ...
Introduction:
The relevant scientific literature has confirmed the relationship between emotional intelligence (EI) and mental health. In addition, previous studies have underlined the importance of perceived EI between family members in the construction of one's own EI. Adolescence is considered to be a crucial stage in identity construction and a time when mental health is vulnerable.
Objectives:
To analyze the mediating role of self-reported EI on mental health of adolescents and young adults still living in the family home, we considered the relationship between perceived EI in parents and children.
Method:
The sample was comprised of 170 children and their respective fathers and mothers living in the same family home. Self-reported EI was evaluated using the Trait Meta-Mood Scale (TMMS-24), whereas perceived EI was evaluated via the Perceived Emotional Intelligence Scale-24 (PTMM-24) and mental health using the MH-5.
Results:
Parents' perceived EI of their children also children's perceived EI of their parents has a direct effect on children's mental health and an indirect effect through the EI self-reported by children. We discuss the differences in the role of mothers and fathers in emotional education and its influence on the results.
Conclusions:
We highlight the importance of perceived EI among family members, over and above the self-reported EI of each member, for its predictive power on the mental health of children.
... One variable that is receiving special interest in the context of successful adjustment and adaptation to the university setting is emotional intelligence (EI) [7][8][9]. ...
... These profiles are on the same lines as previous studies. Therefore, different items of research have discussed a positive association between personal, social, and academic variables and high general EI, which possibly relates to the profile defined in Group 3 of our study [8,15,17]. For their part, other works show differing associations between variables linked to adequate interpersonal adjustment and those relating to the EI skills in charge of understanding one's own emotions, other people's emotions, and mood repair (e.g., social relations) [9,18,55], which would support the profile where high clarity and repair scores and low attention scores stand out (Group 2). ...
... Hence, when considering the mean scores of the groups, we find that to achieve adequate academic self-concept (Factor 1), it is vital to have high scores in the three EI dimensions (Group 3). These results support those obtained by other authors [8,15] who have found a positive relationship between academic performance and the three EI skills in students in secondary education. ...
Background: This study compares the self-concept of students that have motor disabilities with that of students in the normative group. It also considers whether there are EI (emotional intelligence) profiles based on combinations of EI components (attention, clarity, and mood repair). Finally, it analyzes whether there are statistically significant differences in self-concept based on the EI profiles found. Method: 102 university students with motor disabilities participated. The age range was 19–33 (M = 20.22, SD = 4.36). The Escala de Autoconcepto Forma 5 (Self-Concept Scale Form 5, AF5) and the Trait Meta-Mood Scale-24 (TMMS-24) were administered. Results: The scores for self-concept were lower in the sample of students with reduced mobility. The cluster analysis also identified three different EI profiles: one group of young people with high general EI scores, one group with high scores for clarity and mood repair, and a last group of students with low EI scores. Finally, the ANOVA showed better self-concept in the group with high scores in the three EI dimensions. The results suggest that better self-concept is associated with a high EI profile. Conclusions: It would be interesting to provide programs that consider EI in more depth to strengthen these students’ self-concept.
... GDS23 "Do you think that most people are better off than you are?", GDS25 "Do you frequently feel like crying?". Masculinityfemininity culture impacts the explanation of an individual's emotional adjustment and perceptions [83,84]. Compared to China, Korea has a feminine culture (see www.hofstede-insights.com), ...
... The more individualist culture, the more self-directed view, autonomous, and independent from others in terms of feeling, behavior, and thought. Previous research has found that individualistic cultures experience more intense extraversion and neuroticism [83,90,91]. When eight DIF were accounted for scoring, the elderly in a more collectivist culture with the same level of trait estimated to score lower. ...
Background
Although some previous studies have reported the impact of cultural factors on individuals’ cognition and decision making, a shortage of research has led to this comparison study for Chinese and Korean elderly, a growing population with depression. This study aimed to explore depression levels in Chinese and South Korean elderly individuals by focusing on testing the generalizability of the Geriatric Depression Scale (GDS).
Methods
The data of 493 community-dwelling Chinese and Korean elderly individuals over the age of 60 years were used to examine GDS. To test the dimensionality, item quality, and reliability of the GDS, the item response theory, Rasch analysis was performed. The detection of differential item functioning (DIF) of the GDS between the two countries was determined by performing a hybrid ordinal logistic regression.
Results
The four-dimensional framework of the GDS, categorized into agitation, cognitive concerns, dysphoria, and vigor/withdrawal was fit for measuring depression levels in Chinese and Korean elderly individuals. In addition, good item quality and reliability of the GDS indicate that almost all items in this scale contribute to measuring the intended trait. Meanwhile, 18 out of 28 items of the GDS were detected as country-related DIF with five items having a large effect size.
Conclusions
Although China and Korea are close geographically and culturally, the item bias shown by severe country-related DIF implies that different cultural backgrounds impact how the elderly interpret GDS items. The cultural issues related to the specific DIF items, the implication to accuracy of individual scores estimation, and the optimal decision to treat individuals were discussed.
... In particular, we seek to establish a culturally implicit perspective of emotional intelligence. Specifically, scholars have suggested that cultural dimensions interact with an individual's ability to understand, regulate, and address emotions, which leads us to believe that EI traits can be culture-specific (Fernández-Berrocal et al., 2005;Ryan, Spencer, & Bernhard, 2012). Based on this perspective, we develop the notion of culture-specific emotional intelligence (CSEI) that could explain observed and reported cultural differences in EI. ...
... Different cultural predictors were found to influence EI differently. Cultural values of collectivism, uncertainty avoidance, and long-term orientation have been observed to positively influence various dimensions of EI (e.g., Fernández-Berrocal et al., 2005;Gunkel, Schlägel, & Engle, 2014;Matsumoto, 1989). Extant literature on cross-cultural research suggests that individualistic-collectivistic orientations of society tend to shape and influence psychological processes. ...
This article proposes a culturally implicit perspective of emotional intelligence and introduces the notion of culture-specific emotional intelligence (CSEI). Emotional intelligence (EI) as a construct has predominantly been associated with the individual. Given that emotions are also implicit beliefs and that their experience, expression, and management are known to be driven by cultural values, we suggest EI to be culturally embedded. We therefore suggest that EI is culture-specific. Culture-specific EI serves as an important social resource affecting behaviors. We provide a brief review of literature that elucidates the multi-level nature of EI and highlights the role of culture as both antecedent and moderator of CSEI. Implications for theory and cross-cultural phenomena are discussed.
... Researchers have examined EI in a number of contexts such as education, social adjustment, health, personal, and work (Mayer, Roberts, & Barsade, 2008). Over the years several models to examine EI have been developed (Fernández-Berrocal et al., 2005;Landy, 2005;Joseph & Newman, 2010). Although many of these models have conflicting definitions (Cherniss, 2010), most researchers have accepted a basic definition of EI proposed by Mayer, Salovey, and Caruso (2000) as "the ability to perceive and express emotion, assimilate emotion in thought, understand and reason with emotion, and regulate emotion in the self and others' ' (p. ...
... Different cultural predictors were found to influence EI differently. Studies have specifically shown that collectivism, uncertainty avoidance, and long-term orientation of societies have a positive influence on the various dimensions of emotional intelligence (Fernández-Berrocal et al., 2005;Gunkel, Schlägel, & Engle, 2014;Matsumoto, 1989). ...
Values are at the core of cultures, and this view has also dominated research on cross-cultural comparative entrepreneurship. However, empirical evidence relating cultural values and entrepreneurial behaviors has been mixed. Scholars have therefore suggested that cultural values may influence entrepreneurship only indirectly, thereby suggesting the existence of intermediary mechanisms linking cultural values and entrepreneurship. One such mechanism could be through the influence of culture-specific emotional intelligence (CSEI) on entrepreneurial behaviors. CSEI can be explained as culturally driven implicit beliefs rather than it being a direct manifestation of overarching cultural values, several manifestations of which shape entrepreneurial behaviors differently across countries. As such, CSEI has a unique position in the culture-entrepreneurship fit perspective.
... EI thus may be used as a plausible general predictor of mental health and wellbeing. Nevertheless, scarce research has been conducted on the relationship between EI and crosscultural contexts [25,26]. Schmitz and Schmitz in Germany [27] and López-Zafra and El Ghoudani [28] in Spain showed that EI helped regulate acculturation and interpersonal relationships, reducing its negative impact and maintaining a level of emotional and social balance. ...
... The three dimensions of emotional intelligence-(1) attention to feelings (thinking about or notice one's feelings); (2) emotional clarity (identify and discriminate between feelings); and (3) mood repair (regulate moods and repair negative emotional experiences) measured using the Trait Meta Mood Scale (TMMS) [31]-play different roles in the study of mental health and well-being. Emotional clarity and emotional mood repair are negatively correlated with depression and anxiety whilst attention is positively related [23,25,32]. Greater repair is most strongly associated with better mental health, while more attention is most strongly related to psychological distress [23]. ...
The analysis of mental and psychological health is a relevant public issue in modern societies. Migration is a process that may have a lasting impact on a person's mental well-being. In this study, perceived health, emotional intelligence, sociocultural adjustment and the participants' perceived general situation, not only economical, were analyzed to attest their impact on psychological distress as a measure of mental well-being. Sixty-three migrants from Romania and Ecuador were contacted twice during a 14 month period in a middle-sized Spanish city. Attrition analyses show no significant differences in perceived psychological distress between those who participated only one time or who participated in both waves. Less psychological distress is related to less attention to one's feelings and higher mood repair in both data waves. Stronger behavioral adjustment is also linked to less distress. Less distress in time 1 led to better perceived health, sociocultural adjustment and a perception of a better general situation in Spain in comparison to their home country in time 2. In general, more attention to negative feelings triggered more perceived psychological distress, whereas mood repair elicited less psychological distress, in time 2. The relevance of understanding the impact of emotional intelligence to health promotion programs with migrants is discussed.
... Furthermore, the initial reaction (response) to an event often serves as new stimuli to elicit further unrest .Academic stress is defined as that generated by the proper convenient applications in an academic context along with an individual perception about spending sufficient time to achieve that situation. (Misra R et al 2000, Fernández-Berrocal P et al 2005, Stewart SM et al 1999 Some authors have postulated that psychological distress among students may adversely influence their academic performance, , Hojat M 1993 contribute to academic dishonesty, corruption and misleading. (Fernández-Berrocal P et al. 2005, Stewart SM 1999 and play a role in alcohol and substance abuse. ...
... (Misra R et al 2000, Fernández-Berrocal P et al 2005, Stewart SM et al 1999 Some authors have postulated that psychological distress among students may adversely influence their academic performance, , Hojat M 1993 contribute to academic dishonesty, corruption and misleading. (Fernández-Berrocal P et al. 2005, Stewart SM 1999 and play a role in alcohol and substance abuse. (Clark D 1987,Croen LG 1997, Baldwin DC Hughes PH, 1991,Sheehan H 1990 The huge majority of research supporting a correlation among stress and depressive episodes has been based on episodic stressors (discrete events that have a beginning and ending) that have negative or undesirable content. ...
Medical education is inherently stressful and demanding. Overwhelming burden of information leaves a minimal opportunity to relax and recreate and sometimes leads to serious sleep deprivation. Environmental and social circumstances play a major role in the onset of stress-related diseases. Developing countries share the heavy burden of social and economic challenges. A number of factors—including academic pressure, workload, financial concerns, sleep deprivation, exposure to patients‘ suffering and deaths, student abuse and a ―hidden curriculum‖ of cynicism have been hypothesized to contribute to this decline in students‘ mental health. This study determines the rate of anxiety and depression, and the associated social and environmental factors in undergraduate medical students. This study was divided into two measures theoretical problems and academic factors. Randomly data was collected by means of structured close ended questionnaire of 121 students from Fatima Jinnah Dental College(23 boys, 98 girls). Data was analyzed using SPSS 20.0 Factors causing stress in undergraduate medical students was a vast syllabus which makes it difficult for their time management, there was a direct and positive relationship for lack of time for assignments and fear of catching up after a leave.
... Research evidences indicate the patients of MDD score lower on dimensions of emotional regulation as compared to their healthy counterparts [73]. A deficit in their rewardoriented or approach motivation system [74,75] lowers their ability to experience positive affect which leads to a diminished ability to identify and respond to positive emotional stimuli [76]. Substance use too has been related to deficits in emotional regulation [77] and also in perceiving and using emotions. ...
Emotional Intelligence (EI) has always been relevant in studies and investigations. It has been useful in various clinical and non-clinical domains of profession. The present article is a comprehensive narrative review especially in the context of mental health services. The authors have explored major studies conducted in last three decades and available on various sources like PubMed, Mendeley, google scholar, Cochrane, Psychinfo, Research Gate and APA Psychnet. In addition, a few additional published book chapters have also been reviewed on interventional research to be useful and incorporated. Finally, major methodological limitations and conclusions focus on a need for more representative research to understand the concept with special reference to mental health, have been incorporated.
... ed through the online university. Future research could therefore replicate this study in other European, Asian or North American contexts in order to draw more generalised conclusions that take into account other cultural and geographical settings. On this point, recall that the cultural factor is closely related to the way emotions are perceived (Fernández-Berrocal et. al., 2005) a broader based study would therefore yield more robust results that could be generalised at a global level. ...
RESUMEN Education must guide students' emotional development, not only to improve their skills and help them achieve their maximum performance, but to establish the foundations of a more cooperative and compassionate society. Achieving the Sustainable Development Goals therefore implies focusing on emotional aspects as well as financial, social, environmental and scientific objectives. In this line, the goal of this study is to show how emotional intelligence, an essential dimension in the development and management of emotional competences required to build sustainable societies, plays a key role in optimising academic performance in the classroom through compassion and academic commitment. The research model was tested with a questionnaire addressed to 550 students from four higher education institutions and one secondary school. The results of a structural equation analysis confirmed the study hypotheses. Emotional intelligence was shown to be positively related to compassion and higher levels of commitment, which consequently led to better academic performance. This finding will encourage interest in developing emotional intelligence, not only for its long-term value in training healthy citizens, but also for its short-term results in the classroom. Palabras clave:
... However, research on emotional intelligence is not only relegated to this construct, but there is also an increasing prevalence of research focused on the analysis of the relationship established between this construct and other psychological variables, such as adaptation [9,10] or the prevention of risk behaviors [4], burnout syndrome, stress, or anxiety [11][12][13]. We should not forget that numerous studies have shown that low levels of emotional intelligence correspond to the appearance of depression or anxiety [14][15][16][17]. ...
In the field of sport psychology, research on emotional intelligence and its relationship with other psychological variables to determine how it affects the athlete’s performance is becoming more frequent and prevalent. Among these psychological variables, research in this field has focused on the evaluation of the influence of aspects such as motivation, leadership, self-concept, and anxiety. The main objective of this research is to analyze the levels of each of the dimensions of emotional intelligence (attention, clarity, and emotional regulation) and their relationship with each of the SCAT items to measure pre-competitive anxiety. To do so, we analyzed the influence that one psychological construct has on the other, in order to establish the type of relationships that are established between them. The design of this research corresponds to be transversal, observational, quantitative, and descriptive. The sample consisted of 165 students belonging to university degrees (bachelor’s and master’s) related to physical activity and sport sciences. The main finding of this study allows us to affirm the relationship between emotional intelligence and anxiety. This confirms the hypothesis that anxiety is an indispensable component of any competitive situation, and that neither the total absence of anxiety nor high levels of it leads to better sports performance. Therefore, sport psychology should focus on the emotional preparation of athletes so that they can manage and control their anxiety at intermediate levels, which in addition to being typical of a competitive situation, is also synonymous with good sporting performance.
... Si no se disponen de pruebas adaptadas y validadas para la población diana, resulta difícil determinar la forma en que los factores culturales interactúan con la capacidad del individuo para percibir, comprender y regular sus emociones. Tampoco resulta posible conocer el peso específico que cada dimensión de IE tiene sobre el ajuste emocional y social de las personas (Fernández-Berrocal et al., 2005). ...
El creciente estudio de la Inteligencia Emocional posibilitó el desarrollo de diversos modelos teóricos y de instrumentos válidos y fiables para su medición. No obstante, se desconoce qué medidas se utilizan en países de habla hispana como Argentina. Atendiendo a esta problemática, se realizó una revisión sistemática a fin de: a) examinar qué instrumentos han sido construidos, adaptados y/o validados para la medición de la IE en adultos de población argentina, b) conocer los modelos teóricos empleados, y c) aportar evidencias sobre su calidad psicométrica. Se realizó una búsqueda en las bases PubMed, SciELO, Redalyc y ScienceDirect, que produjo 805 resultados. De ellos, 8 artículos cumplieron con los criterios de inclusión: 1) estudios de validación, adaptación o construcción, 2) escritos en español o inglés; 3) publicados en revistas con referato; 4) con muestras de adultos; 5) que aportaran evidencias de validez y confiabilidad. Se detectaron 5 instrumentos (la mayoría adaptaciones) basados en el modelo de habilidad, 2 en el modelo mixto y 1 en el modelo de rasgo. Si bien los instrumentos hallados son escasos, presentan adecuadas propiedades psicométricas y constituyen herramientas valiosas para la medición de IE en el ámbito local y para la investigación transcultural del constructo.
... An extensive literature has collected evidence on the relationship between poor EI and psychopathology. Specifically, research with adults has shown a negative association between EI and depression [12][13][14] and anxiety disorders [15]. Research with children and adolescents has also examined how mental health is associated with EI [16]. ...
The prevalence of mental health problems during childhood and adolescence is on the rise. There is a growing interest in the examination of personal variables that may function as risk factors and that may be targeted for effective intervention. This study explores the relationships amongst different aspects of psychological inflexibility (one, typically studied, focusing on the individual’s responding to unwanted emotions and cognitions, and another, more recently explored, focusing on the individual’s responding to desired thoughts and affective states), emotional intelligence, and mental health symptoms. A total of 129 school-going children (mean age: 11.16 years old) completed a battery of instruments comprising the Avoidance and Fusion Questionnaire-Youth
(AFQ-Y17), the Experiential Approach Scale (EAS), the Emotional Intelligence Quotient Inventory (EQi-YV), and the Revised Child Anxiety and Depression Scale (RCADS-30). Results showed that both the AFQ-Y17 score and an EAS subscale score (Anxious Clinging) were significant independent predictors of mental health symptoms in general. Emotional intelligence was predictive only for depression, and both the AFQ-Y17 and the Anxious Clinging EAS subscale significantly incremented the predictive power of a hierarchical linear regression model including all three variables. These results underscore the relevance of psychological inflexibility for child/adolescent mental health, and the need to further explore a specific aspect of inflexibility regarding positive emotions and other appetitive private events.
... Another finding in this preliminary study was that EMMT in- Therefore, they use fewer cognitive resources on their emotional reactions, and hence, they can better use alternative strategies (Fernández-Berrocal et al., 2005). ...
This study aimed to assess the effect of an emotional memory management programme on executive functions and difficulties in emotional regulation in adolescents. A semi‐experimental (pretest–post‐test design with a control group) research design was used in this study. The population of this study consisted of all adolescent boys in Bushehr, southern Iran, who were studying during 2015. Initially, the eighth grade was randomly selected using the availability sampling method and considering the sample homogeneity principle. Two classes were then randomly allocated to experimental (n = 17) and control (n = 17) groups. Data were collected using the Difficulties in Emotion Regulation Scale, the Stroop test, the Wisconsin card sorting test and the continuous performance test. Multivariate analysis of covariance was used for data analysis. The results showed that our preliminary study was influential on the different domains of difficulties in emotional regulation (impulse control difficulties, non‐acceptance of emotional responses and lack of emotional clarity), cognitive flexibility, cognitive inhibition and cognitive impulsivity. This preliminary study showed reduced difficulty in emotional regulation and improved adolescents' cognitive flexibility, inhibition and impulsivity.
... −.13 *** - and group interests. Individuals high in TEI may pay more attention to group demand and neglect individual demand (Fernández-Berrocal et al., 2005). Individuals high in TEI often face high expectations from others and themselves when solving negative events (Sun et al., 2019), they need to invest more internal resources to deal with a large number of emotional events, thus consuming more internal resources and being more prone to be depressed. ...
Trait emotional intelligence (TEI) is a constellation of emotional self-perceptions and dispositions located at the lower levels of personality hierarchies. Previous studies often linked TEI with prosociality, but ignored its possible dark sides. This study aims to explore the association of TEI with depression among Chinese emerging adults and the mechanism of ego-depletion (ED) and perceived social support (PSS) in this relationship. A total of 852 college students volunteered to participate in the survey. The results showed that TEI was positively associated with depression, and ED played a mediating role in this association. Besides, the stronger PSS weakened the indirect relationship between TEI and depression via ED. To be specific, college students low in PSS were more likely to suffer from ED and further to be depressed when they have high levels of TEI; whereas, TEI was not associated with increased ED and depression among college students with high PSS. The current study further expands the existing research on TEI, reveals the possible dark side of TEI and provides some theoretical guidance for the prevention and intervention of college students’ depression.
... Similarly, studies in the literature show that there is a relationship between emotional intelligence and depression. Many studies have found that emotional intelligence reduces depression [43][44][45][46]. A study found that students who could not physically go to school during the COVID-19 period in India used their emotional intelligence capacity to cope with the educational problems they experienced [47]. ...
COVID-19 has spread rapidly and become a health crisis around the world, and negatively affected the mental state of individuals. Emotional intelligence (EI) can play an important role in coping with the mental problems experienced due to the pandemic. This study examined how individuals' emotional intelligence levels affect depression and satisfaction with life during the COVID-19 period. The study was designed as quantitative and cross-sectional and reached 578 adult participants online. Emotional intelligence trait scale-short form, depression subscale (DASS-21), satisfaction with life scale, and sociodemographic questions as control variables were used as data collection tools in the study. The data obtained were conducted using SPSS 24, PROCESS-Macro, and Amos 25 statistical programs. The hypotheses established were tested by correlation, multiple regression, mediating, and moderating analyzes. Results confirmed that emotional intelligence had a positive association with satisfaction with life and a negative association with depression. In addition, interaction analyses found that age and family type had a moderating effect on satisfaction with life, and depression had a mediating effect. After discussing the importance of emotional intelligence as a coping mechanism in dealing with problems, some suggestions were made to policymakers and practitioners.
... Therefore, the ability to use effective regulatory strategies increases psychological well-being, while the inability to regulate emotions leads to a poor mental health. Finally, emotional regulation permits a good control of ruminative thoughts generated by anxiety and depression (Galeazzi and Meazzini, 2004;Fernández-Berrocal et al., 2005;Lim and Kim, 2005). ...
Recent epidemiological data show an increase of depression and anxiety that cause a loss of about 3–4% of the gross domestic product in Europe, as a consequence of a reduced productivity and a premature death of people. Gender differences in both psychopathologies were found from mid-to-late adolescence until 55 years, and data indicate an increase of depression in women. Considering these data, new interventions focused on promoting psychological well-being were designed. A predictive factor of psychological disorders is Emotional Intelligence (EI), the ability to understand and regulate our own emotions, as well as those of others. EI is associated with psychological well-being, as well as with the treatment of mental illness, but gender differences in the association among EI, anxiety and depression remains unclear. The present study aims at analyzing the nomological associations among EI, anxiety and depression. Furthermore, the possible moderating role of gender in the relation between EI, depression and anxiety is investigated in a sample of 1725 healthy participants. Our results show that the ability to recognize and to control emotions in the social context helps us to reduce the risk to be affected by depression and anxiety. Moreover, our study shows that the association of EI with anxiety and depression wasn’t gender moderated. In conclusion, the findings highlight that EI can help people to manage emotions linked to negative events and to successfully understand emotions in others. In addition, we found no moderation role of gender in the association between EI, anxiety and depression.
... However, controlling by gender, these significant differences are only present with the group of high-performance judo athletes. These results suggest that individuals who do not meet PA recommendations may have a problem since higher EA is related to poorer emotional adjustment [63] and excessive reactions to negative emotions [64]. High EA is related to high repletion of negative thoughts. ...
Emotional intelligence (EI) has been studied in relation to health and physical activity (PA) or in a sport-specific approach. EI is related to sports performance; however, combat sports seem to show characteristics of their own that involve better control of emotions than other sports. This study aimed to analyse whether there are differences in EI dimensions between those who do not achieve World Health Organization (WHO) PA recommendations, those who meet WHO PA recommendations, those who meet WHO PA recommendations practising sports, and judokas of different levels. A descriptive and cross-sectional study was conducted. The sample comprised 2938 undergraduate students from Madrid and 487 active Spanish judokas. PA was measured by the Global Physical Activity Questionnaire (GPAQ). EI was assessed by the Trait Meta-Mood Scale (TMMS-24). Three different one-way ANOVA and ANCOVA (controlling for gender and age) were conducted to compare the effect of type of group studied on the EI dimensions. Significant differences in EI dimensions were found between those who do not meet PA recommendations, those who meet PA recommendations, those who meet PA recommendations practising sports, and judo athletes of different levels. However, when controlling for gender and age, these differences remained specifically in emotional attention and in emotional repair. Judo athletes and high-performance judo athletes showed better EI than the rest of the studied groups.
... Future research could, therefore, replicate this study in other European, Asian, or North American contexts in order to draw more generalised conclusions that take into account other cultural and geographical settings. On this point, recall that the cultural factor is closely related to the way emotions are perceived [91]. A broader based study would, therefore, yield more robust results that could be generalised at a global level. ...
Education must guide students’ emotional development, not only to improve their skills and help them achieve their maximum performance, but to establish the foundations of a more cooperative and compassionate society. Achieving the Sustainable Development Goals, therefore, implies focusing on emotional aspects as well as financial, social, environmental, and scientific objectives. In this line, the goal of this study is to show how emotional intelligence, which is an essential dimension in the development and management of emotional competences required to build sustainable societies, plays a key role in optimising student’s academic performance in the classroom through compassion and academic commitment. The research model was tested with a questionnaire addressed to 550 students from four higher education institutions and one secondary school. The results of a structural equation analysis confirmed the study hypotheses. Emotional intelligence was shown to be positively related to compassion and higher levels of commitment, which, consequently, led to better academic performance. This finding will encourage interest in developing emotional intelligence, not only for its long-term value in training healthy citizens, but also for its short-term results in the classroom.
... For example, the development of self-regulation is embedded within a cultural context (Trommsdorff, 2009) and cultural differences in EI have been found in a number of studies (e.g. Fernandez-Berrocal et al., 2005;Ryan et al., 2012). This raises the question of how these differences might affect the process found in the proposed model. ...
Purpose
The purpose of this article is to recognize emotional intelligence (EI) as a specific emotional competency possessed by entrepreneurs that facilitates their coping with stressors that arise in their day-to-day work. Highlighting the problem-focused and emotion-focused coping strategies employed by entrepreneurs, the paper establishes that EI in entrepreneurs enables the onset of acceptance of the existence of a stressful situation and that of optimism that a stressful situation can be solved.
Design/methodology/approach
The paper reviews literature on the topics related to links between EI, entrepreneurial behaviors and entrepreneurial coping. Subsequently, acceptance-avoidance motivation theory is used to posit that entrepreneurs' EI serves as an antecedent that (1) guides the selection of their coping strategies through onset of optimism and acceptance of stressful situation, (2) assists in perceiving those situations as either controllable or uncontrollable and (3) shapes the actual process through which entrepreneurs cope.
Findings
The proposed conceptual model asserts that entrepreneurs' EI as reflected in their abilities to perceive, use, understand and regulate emotions is key to their coping. EI in entrepreneurs assists them in being optimistic about solving a stressful situation and accepting of such situations as well. Thereafter, selection of a problem-focused or emotion-focused coping strategy or both ensues.
Originality/value
The current work offers a conceptual model that highlights the role of entrepreneurs' EI in coping, integrates both the cognitive and affective components of coping and suggests a variety of avenues for future research. This model extends models of coping that categorize coping types to specify the process thought to be involved. Understanding the role of emotional intelligence in coping with stress by entrepreneurs has theoretical and practical implications which are discussed as well.
... People with high EI are characterized by moderate to low scores in attention and high scores in clarity and repair (Salovey et al., 1999). Higher levels of clarity and repair are associated with better psychological adjustment and mental health (Fernández-Berrocal et al., 2005. By contrast, people who attend to their emotions excessively, without adequate clarity and repair, can develop an emotional spiral that may generate a ruminant process leading them, in turn, to maintain a negative emotional state (Thayer et al., 2003). ...
Background
The relationship between emotional intelligence (EI) and stress has been widely studied, as well as the beneficial role of self-care to maintain health and wellbeing. However, the joint contribution of EI and self-care in predicting stress has not been examined during COVID-19 lockdown. This study aimed to examine the mediating role of self-care in the relationship between EI and stress and the potential moderator role of gender.
Methods
A sample of 1082 participants from four Hispanic countries completed measures related to socio-demographic, trait emotional intelligence (Trait Meta-Mood Scale), self-care activities (Self-care Activities Screening Scale) and stress (Perceived Stress Scale).
Results
Mediation analyses revealed that self-care increased the explained variance of the prediction of stress by EI dimensions after controlling gender and age. However, gender only moderated the relationship between self-care and stress in the mediation model corresponding to emotional attention.
Conclusions
Data supported a general model for the interaction of EI and self-care as contributing factors of stress. Further research is needed to replicate it in more culturally distant samples and to fully explore the potential role of gender differences. Future intervention programs should include a balanced combination of EI and self-care to increase their benefits on people’s health.
... Given the theoretical importance of EI in predicting psychological adjustment, it is expected to find a strong correlation between emotional intelligence and general psychological well-being [30,31]. Relationship between emotional intelligence and emotional variables such as stress, depression, anxiety and mental health has been well documented in child and adult samples [11,32]. ...
Background: There have been no studies assessing the association between the emotional intelligence (EI) with various factors in Lebanon. This study principal aim was to evaluate how EI is related to mental health issues: social anxiety, depression, alcohol use disorders (AUD), work fatigue, stress and alexithymia in Lebanon.
Methods: 789 participants were enrolled in a cross-sectional study between November 2017 and March 2018. A cluster analysis was used to evaluate participants’ profiles with the help of emotional intelligence subscales, to separate the Lebanese population into equal limited units with different characteristics using the K-mean technique.
Results: Three clusters were computed dividing participants into low EI (cluster 1; 24.5%), moderate EI (cluster 2; 43.7%) and high EI (cluster 3; 31.7%) respectively. Fitting into the cluster 1 (low EI) was significantly associated with higher AUD, alexithymia, anxiety, depression, perceived stress, social phobia, emotional, mental and physical work fatigue, suicidal ideation compared to cluster 3 (high EI). Fitting into the cluster 2 (moderate EI) was significantly correlated with higher AUD, depression, alexithymia, anxiety, perceived stress, social phobia, mental work fatigue and suicidal ideation compared to cluster 3 (high EI).
Conclusion: This study results suggest that emotional intelligence is related to different variables, warranting interventions to limit/decrease alcohol abuse and mental/psychological illnesses as much possible.
... It is shown that there is a direct relationship between university students who better understand their own feelings and feel happier and a reading competence with the highest scores. This is probably due to the fact that culture influences the emotional adjustments of individuals and their emotional perceptions [100], and a good interpersonal and psychological functioning of individuals [101], although the fact that readers are happier is already pointed out by a study by the University of Rome [102]. ...
Numerous studies show that the family plays a crucial role not only in the education of children but also in the acquisition of skills in the process of teaching and formal learning, especially in their reading competence. Furthermore, within the family, studies point to the basic role of the mother as the main axis of both educational and social teaching. The approach of this research aims to analyze whether maternal habits can influence the reading competence of their children. On the other hand, numerous studies point to the relationship between reading skills and emotional intelligence. Its inclusion in the equation of this construct can give information that will nuance the learning process in this evolutionary process. Thus, in this research, the objective is to establish the existence of a relationship between maternal reading habits with respect to reading competence and emotional intelligence in post-adolescents. Four-hundred-twenty first-year university students participated between the ages of 18 and 20 (43.8% men and 56.2% women) from the Andalusian universities of Granada, Malaga, and Jaen, all of them located in areas of medium socio-cultural context. Moderate mediation and factorial ANCOVA analyses have been carried out. The results point to the fact that the profile of the post-adolescents with the best score in reading competence also scores better in emotional intelligence and their mothers are those who score highest in reading habits. Thus, the role of the mother within the family is even more important than it appears in a society that seeks parity. New forms of work-family conciliation are necessary in order not to break the mother-child bond.
... In addition, self-reported EI was negative correlated with levels of depression and anxiety. Other studies' results attest that recognition, discrimination and regulation of emotions are a strong indicator of a better sanity, mental balance, and increased self-esteem [41]. ...
Critical and stressful situations can emerge in many different forms in our daily life. Sometimes the stressful situations can be more serious in national or global level, such as natural disasters and diseases. In such a difficult and demanding situation, we were with the onset of the virus. At a time when the international medical scientific community is trying to deal with the new threat called Coronavirus, emotional intelligence is contributing decidedly to address this pandemic. Awareness, management, empathy, basic components of emotional intelligence, are especially important for people to control difficult situations as the one we are going through. The need for the development and cultivation of emotional intelligence from the very beginning, starting from the field of education, is strongly apparent so that the child and later the adult can cope with stressful situations. Studies have shown that people with high emotional intelligence can better manage and mitigate stress and adopt strategies of resilience and control.
... This variability could be caused by moderating variables such as sex, IQ, and personality traits, that moderate the EI-AP association when the same instruments are used (Petrides et al., 2004b;Furnham et al., 2005). Furthermore, they may be due to variations in adaptations to different languages or variations due to cultural differences (Fernández-Berrocal et al., 2005;Ang and van Dyne, 2015). These results go beyond differences between the various instruments to evaluate EI, since they show differences despite using the same instrument. ...
This study was a quantitative meta-analysis of empirical research on the relationship between emotional intelligence (EI) and academic performance (AP) that included the three main theoretical models of EI. We conducted a computerized literature search in the main electronic databases. Forty-four of an initial 3,210 articles met the inclusion criteria. With 49 effect sizes and a cumulative sample size of 19,861 participants, we found significant heterogeneity indices indicating a variety of results. In general, the results of this study indicated a significant effect of EI on AP (Z¯ = 0.26). Average association between EI and AP was higher in studies measured EI as ability (Z¯ = 0.31), than studies measured EI as self-report (Z¯ = 0.24), and self-report mixed EI (Z¯ = 0.26). In the educational field, this meta-analysis provides information on the specific role of EI as a function of used measures. Some practical implications are discussed.
... This variability could be caused by moderating variables such as sex, IQ, and personality traits, that moderate the EI-AP association when the same instruments are used (Petrides et al., 2004b;Furnham et al., 2005). Furthermore, they may be due to variations in adaptations to different languages or variations due to cultural differences (Fernández-Berrocal et al., 2005;Ang and van Dyne, 2015). These results go beyond differences between the various instruments to evaluate EI, since they show differences despite using the same instrument. ...
This study was a quantitative meta-analysis of empirical research on the relationship between emotional intelligence (EI) and academic performance (AP) that included the three main theoretical models of EI. We conducted a computerized literature search in the main electronic databases. Forty-four of an initial 3,210 articles met the inclusion criteria. With 49 effect sizes and a cumulative sample size of 19,861 participants, we found significant heterogeneity indices indicating a variety of results. In general, the results of this study indicated a significant effect of EI on AP (Z = 0.26). Average association between EI and AP was higher in studies measured EI as ability (Z = 0.31), than studies measured EI as self-report (Z = 0.24), and self-report mixed EI (Z = 0.26). In the educational field, this meta-analysis provides information on the specific role of EI as a function of used measures. Some practical implications are discussed.
... Bigger differences in expression of emotion than between individualist and collectivist cultures can be seen between feminine type of culture (in the survey it was represented by respondents from Chile and Spain) and masculine type of culture (represented by respondents from the USA) (Vivian Tang, Yin & Nelson, 2010). Higher EI is more characteristic of feminine cultures (Fernández-Berrocal, Salovey, Vera, Extremera & Ramos 2005). However, if we use this approach for the interpretation of the difference between Czech and Slovak students, we will be again at variance with the survey results described by Kolman, Noorderhaven, Hofstede & Dienes (2003). ...
The research focuses on emotional intelligence and its cross-cultural comparison between Czech and Slovak university students. Such surveys have not been carried out in Central Europe yet. This research is based on the trait EI model (Petrides & Furnham 2001, 2003). Data collection included 1122 Czech and Slovak university students and the use of the TEIQue. We found out significant (p < .001) cross-cultural differences between the students. Slovak students had a higher total EI score (M = 4.83) than Czech students (M = 4.62). Slovak students showed also a higher score in the factors of well-being (Czech M = 4.72; Slovak M = 5.06; p < .001) and emotionality (Czech M = 4.53; Slovak M = 4.80; p < .001). No cross-cultural differences were discovered in the factors of sociability and self-control. Cultural context amounts to about 2.3 % (R sum 2 = .023; p < .001) variability of total EI.
... A la fecha, los modelos teóricos con mayor evidencia científica sobre este tema son, según Fernández-Berrocal, Salovey, Vera, Extremera & Ramos (2005), a) la teoría de habilidad de Mayer y Salovey (1997) centrado en habilidades de percepción, comprensión, regulación y facilitación emocional del pensamiento; b) el modelo mixto de Bar-on (1997) que engloba habilidades intra e interpersonales, así como adaptabilidad, manejo del estrés y estado anímico general; y c) la propuesta mixta de Goleman (1996) que incluye habilidades como el autoconocimiento y manejo emocional, la automotivación, el reconocimiento emocional de los demás y el manejo de las relaciones intrapersonales. ...
Esta investigación buscó determinar la coherencia entre la autopercepción del estado de ánimo y la presencia objetiva de sintomatología característica de ansiedad y depresión en estudiantes universitarios, abordándose desde la perspectiva de la inteligencia emocional y la salud mental. Se desarrolló una investigación cuantitativa con diseño descriptivo y análisis comparativo-correlacional. Con la participación de 335 estudiantes entre 18 e 30 años, ‘sanos’. Se emplearon los inventarios de ansiedad y depresión de Beck y un cuestionario estándar de autopercepción. Entre otros datos se halló que, el 100 % presentaba sintomatología objetiva de ansiedad. El 35 % de la muestra se autopercibió con ansiedad moderada y de estos sólo el 14,2 % cumplía realmente criterios de ese nivel de ansiedad. Asimismo, 20 % de los universitarios manifestó no identificar síntomas característicos de depresión en sí mismos, sin embargo, de ese porcentaje, el 31,3 % sí cumplía criterios para depresión, al igual que el 70 % del total de participantes. Pese a esto, de forma general se encontró que los participantes se autopercibieron con mayores estados de ansiedad y depresión de los que realmente presentaban (variando esto por género y edad); un porcentaje menor, aunque significativo, presentó estados de ánimo patológicos mayores a los autopercibidos.
... Thus, culture has enormous impact in the understanding of the emotional processing and manifestation of aggression (Bergeron & Schneider, 2005;Bond, 2004;Forbes, Zhang, Doroszewicz, & Haas, 2009). It significantly moderates the relationship between EI and mental illness, such as depression (Fernández-Berrocal, Salovey, Vera, Extremera, & Ramos, 2005). In addition, most of the researches have been done in western cultures, and very few studies have investigated the association between EI and aggression in eastern countries specifically in the cultural context of Pakistan which is a collectivistic society. ...
The present study aims at examining the relationship between emotional intelligence and aggression and investigating gender differences for both variables. A sample of 100 University students (50 males and 50 females) were recruited from two adjacent cities of Pakistan. Emotional Intelligence (EI) of participants was measured by the Emotional Intelligence Scale, whereas Aggression Scale was used to measure aggression level. Results indicated a negative association between emotional intelligence and aggression (r = − 0.34, p < .001) specifically with hostility and anger subscale of aggression (p < .001). Moreover, no significant gender differences were observed for emotional intelligence (p > .001) and aggression except for the physical aggression subscale on which male students scored higher as compared to female students (p < .05). Results suggest that emotional intelligence could be a protective factor against specific aspects of aggression. Therefore, appropriate management programs should be developed to enhance the different dimensions of emotional intelligence inhibiting aggressive behavior.
... Many other studies investigate the relationship between creativity and depression through the implementation of psychometrical tests of patients suffering from depression. Among these were studies that proposed a prevalence of high scores on intelligence scales in depressive patients, especially emotional intelligence (Batool & Khalid, 2009;Downey et al., 2008;Fernández-Berrocal, Salovey, Vera, Extremera, & Ramos, 2005;Salguero, Extremera, & Fernández-Berrocal, 2012). Other studies associated success in psychometrical tests with a strong relationship between intelligence combined with several creative personality traits (Ames & Runco, 2005;Batey et al., 2010;Batey & Furnham, 2006;Runco & Basadur, 1993). ...
A strong relationship between creativity and major depression has been attested to in many past studies. These suggest a correlation between high creative propensity and the prevalence of depression as well as attribute the implementation of creative tasks in therapy with the facilitation and reduction of depressive symptoms. This article supports the hypothesis of a bidirectional relationship between creativity and depression. Based on a theoretical framework proposed by Agamben in his critique of Freud, this article develops this hypothesis by associating depression with the non-adaptive application of a person’s innate creativity. More specifically, it provides a model that associates the onset of depression with a unique form of non-adaptive hyper-activation of creative capacity. By distinguishing a unique mode of intransitive (object-less) creative hyper-activation in depression, it provides a wider explanatory scope for the vast array of studies attesting to a relationship between creativity and depression, and provides several prospects for the clinical facilitation of depression utilizing creative tasks.
... Therefore, happiness cannot depend on their absence, but on a balance between the quantity and intensity of pleasant/unpleasant. In such a way, people who pay too much attention to their emotions and moods and do not have an adequate emotional clarity and repair would not be capable enough to understand and regulate the different emotional states [69][70][71][72]. ...
The present study aimed to analyze the association between of the dimensions of emotional intelligence (attention, clarity, and repair) and different levels of perceived happiness (low, medium, and high) in adolescents. The sample consists of 646 students in the first, second, third, and fourth years of Secondary Education, 47.5% females and 52.5% males, between 12 and 17 years of age. The instruments used were the Spanish version of the Trait Meta Mood Scale-24 Questionnaire to measure perceived emotional intelligence and the Oxford Happiness Questionnaire. Multinomial logistic regression analysis and receiver operating characteristic (ROC) curve analysis were performed. The results suggest that as the capacity of understanding and regulation of emotional intelligence increases, happiness also increases. Adolescence is seen as an ideal time in life to encourage the development of emotional capacities that contribute to the greater happiness of individuals. In this way, the present study stresses the need to carry out practices leading to improvements in the adolescents’ emotional intelligence and therefore increase their happiness and emotional well-being.
... No obstante, otras investigaciones con este mismo instrumento llevadas a cabo en países no occidentales han mostrado un patrón inverso de puntuaciones (Karakuş, 2013; Kong, Zhao y You, 2012; Shi y Wang, 2007). Así, el análisis de la influencia de factores culturales en la relación entre IEP e indicadores de salud y bienestar docente y el desarrollo de estudios transnacionales resultarían de interés para aportar evidencia más sólida en esta línea (Fernández-Berrocal, Salovey, Aldo, Extremera y Ramos, 2005). ...
En las últimas décadas se viene resaltando la función clave de la inteligencia
emocional (IE) como variable predictora de salud y ajuste psicológico. No
obstante, la investigación parece mostrar diferencias de sexo en el impacto que la
IE tiene sobre diferentes indicadores de ajuste. Nuestro estudio ha tratado de
analizar el potencial papel del sexo como moderador en la relación entre la IE
percibida (IEP) y la sintomatología depresiva, ansiosa y de estrés en una muestra
de profesorado. La muestra ha sido compuesta por 310 docentes (55,9%
mujeres) de diferentes niveles educativos de la provincia de Málaga. Los
resultados muestran que el sexo actúa como moderador en la asociación entre IEP
y sintomatología depresiva y ansiosa, siendo dicha relación de mayor magnitud
para los hombres. Nuestros hallazgos sugieren la relevancia de incorporar la
perspectiva de sexo en futuras investigaciones y programas de intervención.
Finalmente, discutimos los resultados obtenidos con relación a la necesidad de
analizar los efectos específicos de la IEP sobre hombres y mujeres y sus
implicaciones sobre el ajuste psicológico de los docentes.
Although emotional intelligence is related to psychological and social adjustment, currently there is not any tool that enables valid and reliable measurement of such construct in the adolescent population. The TMMS is a well-established assessment tool of perceived emotional intelligence in adolescence that measures peoples beliefs and attitudes about their own emotional experience. We examined the psychometric properties of TMMS in a sample of 300 participants (ages ranging between 12 to 16 years). The results corroborated the three – factor structure of the scale (Attention to feelings, Clarity of feelings, and Mood repair). Moreover, these dimensions showed adequate internal consistency and temporal stability and correlated among themselves in the expected direction. In the Pre-test finding, the impact of TMMS on Academic achievement of adolescents was studied. Those adolescents who were found low in TMMS in Pre-test were given intervention and after that its impact w.r.t academic achievement was studied. We found that intervention have positive impact on academic achievement.
Emotional Intelligence is defined as the capacity to process emotional information accurately and efficiently (Salovey & Mayer, 1990). Emotions is the force that shape, mould, bind and endures human beings. Thus, high EI ability aids in perception, comprehension and expression of emotions more accurately. Most of the researchers believe that women are better in dealing, expressing and comprehending when it comes to the emotions, than their male counterparts. The present study investigates the difference in emotional state of male and female employees in their workplace. It was conducted amongst the 360 middle level managers of various selected enterprises in three districts of Uttarakhand region, evaluated through 'The Schutte Self Report Emotional Intelligence Test (SSEIT)' designed to assess a valid appraisal of individual's emotional intelligence by means of 33-items. This research paper also concentrates on the study of relationship between the sub scales of emotional intelligence and gender differences. The results bring out the empirical evidence for the impact of EI sub scales on gender differences.
This study examines the dynamics of emotional intelligence in industrial organizations in Nigeria. The purpose is to take a close theoretical and sociological analysis of different types and processes of emotional intelligence. The specific objective of the study was to establish the pattern of emotional intelligence in industrial organization amongst others. Survey research design was adopted to meet the objective. Questionnaire was used to collect the data. The total summation of this study unit was 380 workforces which were determined from the total number of workers in the three organizations of the study. Quantitative analysis was chosen because it is one of the most suitable methods of data analysis for expressing in detail, the nature and feature of any given variable to avoid readers bias. A finding to this objective was that emotion work cannot be performed well without possessing a foundational emotional intelligence. The Bar'On theory was adopted to help us understand emotional intelligence. It was concluded that Innovation within organizations must be understood as inextricably linked to effectiveness of performance, macroeconomic initiatives, antitrust concerns, and a host of other external factors and policies. Amongst the recommendation was that there is a need for individuals who are employed to take advantage of the different adjustment mechanisms put in place by their organization and take self-motivating step to improve their EQ skills in order to confront the challenges caused by emotional stress at work. 2 humanusdiscourse@gmail.com , http://humanusdiscourse.website2.me
This study examines the dynamics of emotional intelligence in
industrial organizations in Nigeria. The purpose is to take a close
theoretical and sociological analysis of different types and
processes of emotional intelligence. The specific objective of the
study was to establish the pattern of emotional intelligence in
industrial organization amongst others. Survey research design
was adopted to meet the objective. Questionnaire was used to
collect the data. The total summation of this study unit was 380
workforces which were determined from the total number of
workers in the three organizations of the study. Quantitative
analysis was chosen because it is one of the most suitable methods
of data analysis for expressing in detail, the nature and feature of
any given variable to avoid readers bias. A finding to this objective
was that emotion work cannot be performed well without
possessing a foundational emotional intelligence. The Bar’On
theory was adopted to help us understand emotional intelligence.
It was concluded that Innovation within organizations must be
understood as inextricably linked to effectiveness of performance,
macroeconomic initiatives, antitrust concerns, and a host of other
external factors and policies. Amongst the recommendation was
that there is a need for individuals who are employed to take
advantage of the different adjustment mechanisms put in place by
their organization and take self-motivating step to improve their
EQ skills in order to confront the challenges caused by emotional
stress at work.
Este capítulo aborda el estudio desarrollado con el objetivo de conocer las reflexiones del futuro profesorado de Educación Primaria sobre el tratamiento de la diversidad sexual dentro del ámbito de la educación musical y el papel que otorga a la educación musical para abordar la di- versidad sexual dentro del aula mediante un pensamiento crítico en pro de la justicia social. Esta propuesta de innovación consistió en la lectura y reflexión por escrito de una serie de artículos científicos sobre la temática LGTBI en educación musical por parte de cuatro grupos de estudiantes de la asignatura “Educación Musical” del Grado en Educación Primaria de la Universidad de Granada, durante los cursos académicos 2018/2019 y 2019/2020. El análisis de contenido de los datos reflejó la toma de con- ciencia por parte del estudiantado sobre la existencia de una discriminación hacia las personas LGTBI dentro de las aulas, así como la identificación y propuesta de varias estrategias para abordar la atención a la diversidad sexual y las identidades de género desde la asignatura de Música. De esta manera, la asignatura “Educación musical” puede ampliar la visión sobre la atención a la diversidad en la escuela y suplir las ca- rencias formativas que presentan los planes de estudio de formación inicial del profe- sorado de Educación Primaria en relación con la diversidad sexual. Además, desde un enfoque de educación musical crítica se fomenta el pensamiento crítico en el aula como herramienta educativa para el aprendizaje, pero también para la reflexión de la futura práctica docente en pro de la justicia social.
The topic of gender differences, Emotional Intelligence (EQ), and organizational culture has for some time attracted substantial interest on the part of academics and practitioners alike. However, while the impact of gender differences on emotional intelligence on one hand, and the role of organizational culture, on the other hand, have been studied separately, there are not many studies that have explored the overall connection among the three concepts. This study examines the relationship between the three distinct variables; gender differences, Emotional Intelligence, and organizational culture which significantly impact the performance of an organization. It is sought herein to analyze the nature of the aforesaid relationship and present empirical evidence that will demonstrate that there is a complex relationship between these three variables. The research sample was comprised of 110 respondents (N=110) which included 55 males (n=55) and 55 females (n=55) from a leading commercial bank in Sri Lanka. Simple random sampling method was used to select the sample. The relevant demographic information was obtained by using a personal information sheet. The emotional Quotient Inventory (EQ-i) was used to ascertain the level of Emotional Intelligence among those who participated. Gender differences in the Emotional Quotient Inventory reveal that there is no significant Gender Difference in Emotional Intelligence. Further, it revealed that the culture of the organization significantly moderates the impact of gender differences on Emotional Intelligence.
In this digital age, with increase in stress factors for adolescents from various quarters including lifestyle, society, peers, parents, and academics, there has been constant discussion and research on the interplay of emotional intelligence & life-stress among adolescents. This is one such comparative study between these variables for adolescent students in Navi Mumbai area, using standardized questionnaires on EQ and life -stress to collect the primary data. This study also explores the impact of family status- Nuclear or joint, as well as gender of the students on these factors. The study population is from Navi-Mumbai urban school students only. Correlation and regression analysis through SPSS/Excel were conducted to analyze and interpret the result. One-way ANOVA revealed female adolescent students having significantly higher emotional intelligence and significantly higher life-stress. However, no significant relation was found between Emotional intelligence & life Stress (p = .49).
Website for Investigaciones Sobre Lectura (ISL, ISSN 2340-8685), a magazine scientific research, international, specializing in reading comprehension and reading competence and in areas related to them, such as the promotion of reading and children´s and young adults literature
IUna adecuada preparación para la vida personal, social y profesional de los estudiantes universitarios requiere dotarlos de competencias que no siempre se aprenden a través de los contenidos de las asignaturas que se imparten en la Universidad. La inteligencia emocional destaca como una de las 10 habilidades más demandadas en el año 2020. Teniendo en cuenta esta circunstancia, el propósito de este trabajo es conocer qué inteligencia emocional tienen nuestros universitarios y estudiar qué influencia puede ejercer un programa de educación emocional positiva en el desarrollo de esta competencia. Hemos empleado una metodología cuasi-experimental con grupo control no equivalente. La muestra estuvo formada por 163 estudiantes universitarios de la Comunidad de Madrid de diferentes titulaciones universitarias. Utilizamos el cuestionario TMMS como instrumento de medida de la inteligencia emocional antes y después de una intervención emocional positiva y creativa integrada en los contenidos de las materias. Los resultados muestran diferencias significativas entre grupos a favor del grupo experimental, así como mejoras en los componentes de la inteligencia emocional tras la intervención. Los resultados discuten la necesidad de cambio en las dinámicas de docencia universitaria hacia metodologías que trabajen la inteligencia emocional de manera transversal y desarrollen competencias que mejoren la empleabilidad de nuestros estudiantes.
Alcanzar los niveles recomendados de actividad física (AF) está relacionado con importantes beneficios en la salud y con la prevención de numerosas enfermedades no contagiosas. Los estudiantes universitarios se encuentran en una etapa con muchos cambios que provocan un descenso en los niveles de AF. Del mismo modo, la inteligencia emocional (IE) se ha convertido en una variable muy estudiada ya que también se relaciona con importantes beneficios de salud psicológica y física. No obstante, existen pocas evidencias en el análisis de las relaciones entre AF y las dimensiones de la IE: atención (AE), claridad (CE) y reparación emocional (RE). Por ello, el objetivo principal de la presente tesis doctoral fue analizar las relaciones entre AF, experiencia deportiva e IE en estudiantes universitarios de Madrid. Para alcanzar dicho objetivo se han desarrollado tres estudios. El primero, “Niveles de AF en estudiantes universitarios de Madrid”, tuvo por objetivo evaluar el cumplimiento de las recomendaciones de AF en dichos estudiantes, teniendo en cuenta variables sociodemográficas, académicas y de estilo de vida. El segundo, “Relaciones entre AF e IE en estudiantes universitarios de Madrid”, examinó las relaciones que existían entre los dominios de la AF [AF total, AF en el tiempo libre (AFTL), AF ocupacional (AFO) y AF en el transporte (AFT)] y las dimensiones de la IE (AE, CE y RE), considerando las diferencias en función del sexo. Por último, en el tercer estudio, “Asociaciones entre experiencia deportiva e IE en deportistas universitarios de Madrid”, se analizaron las relaciones entre la experiencia deportiva (número de deportes practicados, años de práctica, frecuencia de entrenamiento, tipo de deporte y nivel máximo de competición alcanzado) y las dimensiones de la IE (AE, CE y RE) en deportistas universitarios de Madrid. En los dos primeros estudios participaron 2960 (21,3 ± 4,3 años) estudiantes de grado de universidades públicas y privadas de Madrid, mientras que en el tercero tomaron parte 1748 (21,3 ± 4,3 años) estudiantes que declararon ser deportistas en el momento del estudio. Para la medición de la AF se utilizó la versión 2 del cuestionario llamado Global Physical Activity Questionnaire (QPAQ). Para evaluar la inteligencia emocional, se empleó la versión española del cuestionario Trait Meta-Mood Scale (TMMS-24) y para la experiencia deportiva se desarrolló una encuesta ad hoc, basada en la encuesta de hábitos deportivos de los españoles (Ministerio de Educación y Cultura, 2015) y validada por juicio de expertos. Para analizar los resultados relativos a los niveles de AF, se realizó un análisis descriptivo y se efectuaron regresiones logísticas. Se utilizó un análisis MANOVA para comparar los niveles de AF e IE según el sexo. Diferentes regresiones lineales se llevaron a cabo para calcular el poder predictivo de la AF y la edad en base a los niveles de IE. Para las comparaciones entre grupos de las variables relativas a la experiencia deportiva y la IE, se utilizaron pruebas de Mann-Whitney-U y H-Kruskal Wallis. Cuando fue necesario, se utilizó la prueba post-hoc de Dunn-Bonferroni. Las correlaciones entre las variables de experiencia deportiva y las dimensiones de la IE se analizaron usando la correlación de Spearman. Los resultados de nuestros estudios muestran que de los alumnos universitarios de Madrid participantes, el 22,4% teniendo en cuenta la AF total y el 55,6% teniendo en cuenta únicamente la AFTL, no cumplían con los niveles recomendados por la Organización Mundial de la Salud. Ser hombre, tener un IMC de normo peso o sobrepeso, pasar un menor tiempo sentado o reclinado, trabajar, y estudiar un grado universitario relacionado con ciencias de la salud, ciencias sociales, ingeniería o arquitectura, fueron predictores del cumplimiento de las recomendaciones de AF, al considerar la AF total realizada por los estudiantes (todos p < ,001; r2 = ,075). Si se tiene en cuenta únicamente la AFTL, los predictores fueron ser hombre, tener un IMC de normo peso o sobrepeso, trabajar, y estudiar en una universidad pública un grado relacionado con ciencias de la salud (r2 = ,048). Por otro lado, se encontraron diferencias en los niveles de AF según el sexo (p ≤ ,001; r¡2p = ,038), siendo los hombres quienes mostraron mayores puntuaciones en AFTL (p ≤ ,002) y AFO (p ≤ ,001). En el caso de las relaciones entre los niveles de AF y las dimensiones de la IE, nuestros resultados revelan que existen asociaciones significativas entre estas variables. El análisis de regresión lineal controlado por todas las variables mostró que el sexo y la AFTL estaban asociados con la AE (r2c = ,025). El sexo, la edad y la AFTL se asociaron a la RE (r2c = ,024). Sin embargo, el poder predictivo de la AFTL sobre la AE y la RE fue débil. Se encontraron diferencias significativas en IE según el sexo (p ≤ ,001; tfp = ,039). Las mujeres mostraron una mayor AE (p ≤ ,001) y los hombres una mayor CE (p ≤ ,001) y RE (p ≤ ,001). Por último, en relación con la experiencia deportiva, nuestros resultados señalan que los diferentes deportes practicados (/•s = ,076, p = ,001) y el número de años de práctica (rs = ,059, p = ,012) estaban positivamente asociados a la RE. Sin embargo, el número de años de práctica estaba negativamente asociado a la AE (rs = -,073, p = ,002). Los practicantes de deportes individuales mostraron valores de AE significativamente superiores a los deportistas de equipo (p ≤ ,001). Además, se encontraron diferencias significativas en los niveles de AE según el nivel de competición (p < ,001). En conclusión, los estudiantes universitarios con mayores niveles de AFTL mostraron mejores niveles de IE, específicamente en AE y RE. Los hombres revelaron tener mejores niveles de AFTL, AFO y mejores niveles de CE y RE que las mujeres. Sin embargo, las mujeres mostraron niveles más elevados de AE. Por último, nuestros resultados sugieren que una experiencia deportiva extensa y diversa se relaciona con una mejor IE. Los estudiantes universitarios de Madrid deben mejorar sus niveles de AF. Concretamente, se debe poner el foco en los niveles de AFTL donde más de la mitad de los estudiantes no cumplía con las recomendaciones de OMS.
To achieve recommended physical activity (PA) levels are related to important health benefits and the prevention of large non-communicable diseases. Undergraduate students are in a life stage full of changes that cause PA levels to decrease. Similarly, emotional intelligence (EI) has become a highly studied variable since it also related to important psychological and physical health benefits. However, there is little evidence in the analysis of the relationships between PA and EI dimensions: attention (EA), clarity (EC), and repair (ER). Therefore, the main objective of this doctoral thesis was to analyze the relationships between PA, sports experience, and EI in undergraduate students from Madrid. To achieve this aim, three studies have been developed. The first, “PA levels in undergraduate students from Madrid”, aimed to assess the achievement of PA recommendations in these students, taking into account sociodemographic, academic, and lifestyle variables. The second, “PA and EI relationships in undergraduate students from Madrid”, examined the current relationships between PA domains [overall PA, leisure-time PA (LTPA), occupational PA (OPA), and commuting PA (CPA)] and EI dimensions (EA, EC, and ER), considering the differences according to sex. Finally, the third study, “Associations between sports experience and EI in university athletes from Madrid”, analyzed the relationships between sports experience (number of practised sports, number of years practising sports, training frequency, type of sport, and competitive level) and EI dimensions (EA, EC, and ER) in university athletes from Madrid. In the first two studies, the sample was 2960 (21.3 ± 4.3 years) undergraduate students from public and private Madrid universities, while in the third study, 1748 (21.3 ± 4.3 years) took part students who declared themselves to be athletes at the time of the study. PA was assessed by the Global Physical Activity Questionnaire (GPAQ) versión 2. EI was assessed by the Spanish version of the Trait Meta-Mood Scale (TMMS-24), and an ad hoc survey was designed for the sports experience assessment, this tool was based on the Spanish sports habits survey (Ministerio de Educación y Cultura, 2015) and was validated by experts. To analyze PA levels results, descriptive analysis and logistic regressions were performed. A MANOVA analysis was used to compare PA and EI levels according to sex. Different linear regressions were carried out to calculate the predictive power of PA and age according to EI. For comparisons between groups of the variables related to sports experience and EI, Mann-Whitney-U and H-Kruskal Wallis tests were performed and, when necessary, the Dunn-Bonferroni posthoc test was used. The correlations between sports experience variables and EI dimensions were analyzed using Spearman's correlation. The results of our studies show that of the participating university students in Madrid, 22.4% according to overall PA and 55.6% according to LTPA, did not meet the recommended PA levels by the WHO. Being a man, having a BMI of normal weight or overweight, spending less time sitting or reclining, working, and studying a university degree related to health sciences, social sciences, engineering or architecture, were predictors of the achievement of PA recommendations, according to overall PA performed by the students (all p <001; r2 = .075). According to LTPA, the predictors were being a man, having a BMI of normal weight or overweight, working, and studying in a public university a degree related to health sciences (r2 = .048). On the other hand, differences were found in the levels of PA according to sex (p ≤ .001; rj2p = .038), with men showing the highest scores in LTPA (p ≤ .002) and OPA (p ≤ .001). In the case of relationships between PA levels and EI dimensions, our results show that there were significant associations between these variables. Fully adjusted linear regression showed that sex and LTPA were associated with EA (r2c = .025). Sex, age, and LTPA were associated with ER (r2c = .024). However, the predictive power of the LTPA over EA and ER was weak. Significant differences were found in EI according to sex (p ≤ .001; rj2p = .039). Women showed a higher AE (p ≤ .001) and men a higher EC (p ≤ .001) and ER (p ≤ .001). Finally, regarding sports experience, our results indicate that the different practiced sports (rs = .076,/? = .001) and the number of years practicing sports (rs = .059, p = .012) were positively associated to the RE. However, the number of years practising sports were negatively associated with EA (rs = -.073, p = .002). Individual sports athletes showed significantly higher EA values than team athletes (p ≤ .001). In addition, significant differences were found in the levels of EA according to the level of competition (p < 001). In conclusion, undergraduate students with higher levels of LTPA showed better levels of EI, specifically in EA and ER. Men showed better levels of LTPA, OPA, and better levels of EC and ER than women. However, women showed higher levels of EA. Finally, our results suggest that extensive and diverse sports experience was related to better EI. Undergraduate students in Madrid should improve their PA levels. Specifically, the focus should be placed on the levels of LTPA where more than half of the students did not achieve WHO recommendations.
Diversos estudios sugieren que la Inteligencia Emocional en deportistas se relaciona con el rendimiento deportivo y, a su vez, éste se ve perjudicado cuando los deportistas experimentan emociones negativas (e.g, ansiedad) que no son gestionadas adecuadamente. Sin embargo, se necesitan estudios que analicen si esta relación ocurre en todos los niveles deportivos. El objetivo del presente estudio es analizar si existen diferencias en la inteligencia emocional (IE) y los niveles de ansiedad rasgo y estado (A/R y A/E) de jugadores de fútbol sala en función de su nivel deportivo. Para ello, se contó con una muestra de 48 jugadores de fútbol sala de todas las categorías juveniles a los que se les administró los cuestionarios TMMS-24 y STAI. Los resultados obtenidos muestran diferencias significativas en Atención Emocional (AE), A/R y A/E entre los diferentes niveles deportivos. Además, los niveles de A/R se relacionaron con todas las dimensiones de IE, mientras que la A/E únicamente se relacionó con la dimensión de AE.
Palabras clave: Inteligencia Emocional; Ansiedad; TMMS-24; STAI; Fútbol Sala.
Abstract.
Different studies propose that emotional intelligence in athletes is related to sports performance. Thus, sports performance is affected when athletes experience negative emotions (i.e. anxiety) that does not manage adequately. However, more studies are needed to analyze these relationships along with every sports level. This study aimed to analyze the differences between emotional intelligence and state and trait anxiety of futsal players according to their sports level. The sample was 48 futsal players from every junior category that answered TMMS-24 and STAI questionnaires. The results showed significant differences between emotional attention, trait and state anxiety on the different sports level. Moreover, the levels of trait anxiety were related to every emotional intelligence dimensions. State anxiety had a relationship with emotional attention.
Emotional intelligence and its relationship with self-assertiveness among secondary Stage Jordanian and Saudi "Cross Cultural Study" ممخص : الذات بتوكيد وعالقتو االنفعالي الذكاء بين العالقة عمى التعرف إلى الحالية اسة الدر ىدفت السعوديات و الثانويةاالردنيات المرحمة طالبات لدى-من مكونة عينة عمى وذلك ثقافية، عبر اسة در (394) منين (209) و االردنية، العينة من (185) اسة الدر أىداف ولتحقيق السعودية؛ العينة من الباحثة استخدمت : الذات توكيد ومقياس االنفعالي، الذكاء مقياس. تباطية ار عالقة وجود النتائج أظيرت في السعوديات و االردنيات ومستوى الذات، وتوكيد االنفعالي الذكاء بين احصائية داللة ذات موجبة االنفعالي الذكاء ات ذو بين احصائية داللة ذات فروق ووجود تفع، مر كان الذات وتوكيد االنفعالي الذكاء بعض خالل من الذات بتوكيد التنبؤ إمكانية النتائج أشارت كما الذات؛ توكيد في المنخفض و تفع المر لمتغير تبعا بالذات الوعي بعد في احصائية دالة فروق وجود تبين كذلك االنفعالي، الذكاء أبعاد الجنسية (االردنية-سعودية) بعد االنفعالي الذكاء في احصائية دالة فروق ووجود االردنيات، لصالح األكاديمي المسار لمتغير ً تبعا التعاطف (عممي-أدبي) ذات فروق وجود كذلك األدبي، المسار لصالح االكاديمي المسار لمتغير تبعا الذات توكيد في احصائية داللة (عممي-أدبي) عدم النتائج أشارت كما ، التحصيل مستوى متغير لتأثير تعزي الذات توكيد أو الفرعية ومكوناتو االنفعالي الذكاء في فروق وجود اسي الدر. المفتاحية الكممات : الذات، توكيد االنفعالي، الذكاء ثقافية عبر اسة در. Abstract:The present study aimed to investigate the relationship between emotional intelligence and self-assertivenessamong secondary Stage(Jordanian-Saudi), on a sample of (394) of them (209) from the Jordanian sample, and (185) of Saudi Arabia sample; To achieve the objectives of the study the researcher used: the measure of emotional intelligence, and the measure of self-assertiveness. The results showed a positive correlation statistically significant between emotional intelligence and self-assertiveness, and the level of Jordanian and Saudi students in emotional intelligence and self-assertiveness was high, and the presence of significant differences between students with emotional intelligence high and low in self-assertiveness differences; The results showed predictability self-assertiveness through some emotional intelligence dimensions, as well as show a statistically significant differences in post-self-awareness depending on the variable nationality (Jordanian-Saudi) in favor of Jordanian, and the presence of statistically significant differences in empathy depending on the variable of academic path (scientific-literary) in favor of the literary path, and the presence of statistically significant differences in self-assertiveness differences depending on the variable academic path (my knowledge, literary), as results showed no differences in IQ emotional and sub-components or self-assertiveness to academic achievement variable effect.
Objetivo. La finalidad es analizar la inteligencia emocional percibida en estudiantes universitarios. Método. Se trata de un diseño metodológico correlacional correspondiente a un diseño ex post facto, de carácter retrospectivo y comparativo. La muestra está compuesta por un total de 175 sujetos de tercer y cuarto curso del Grado de Educación Social. Resultados. Se muestra la existencia de diferencias en la inteligencia emocional atendiendo al sexo en cuanto a la atención y la regulación emocional, en las que las mujeres poseen puntuaciones más altas. En el caso de la edad, también existen diferencias estadísticamente significativas en cuanto a la regulación emocional, en la que obtienen puntuaciones más altas el alumnado cuyas edades se sitúan hasta los 20 años.
El trabajo que presentamos estudia la creatividad en estudiantes universitarios y las posibles diferencias por género, edad y elección de estudios que pudieran surgir, derivadas de una intervención en el aula basada en emociones positivas. Utilizamos un diseño cuasi-experimental con pre-test y post-test. La muestra estuvo formada por 206 estudiantes universitarios de Grado y de Ciclos Formativos de Grado Superior, que fueron evaluados con el test CREA (Corbalán Berná et al., 2003). Los resultados muestran que los estudiantes aumentan su creatividad después del programa de intervención, existiendo, además, diferencias estadísticamente significativas para los test de CREA formas A y B. Estas diferencias significativas también se hallan en la creatividad por género, mostrándose las mujeres más creativas, tanto en el pre-test como en el post-test, en el CREA forma B. En cuanto a la edad, son los alumnos más jóvenes, menores de 20 años, los que se manifiestan significativamente más creativos tanto en el pre-test como en el post-test, en el CREA forma B. Por último, en cuanto al ámbito educativo, aquellos alumnos pertenecientes al sector de la educación, muestran mayor índice de creatividad que el alumnado que cursa titulaciones de carácter no educativo, tanto antes como después de la intervención, con resultados significativos en el CREA forma B. Los resultados se discuten por su interés para el cambio educativo en la universidad hacia la empleabilidad y la igualdad de oportunidades en el desarrollo de competencias 2020.
This paper intends to examine the relationship between Emotional Intelligence, and Innovative Work Behavior among telecommunication engineers in Jordan telecommunication Industry. Its purpose is to study the effect of Emotional Intelligence of the engineers on their Innovative Work Behavior. A total of 218 questionnaires were collected from telecommunication engineers working in telecommunication organizations
n Jordan. The data were analyzed using Partial Least Squares (PLS). Findings of this study found that Emotional Intelligence has a positive and significant relationship with Innovative Work Behavior. These findings provide an understanding about the Emotional Intelligence of the engineers and its effect on Innovative Work Behavior. To improve the Innovative Work Behavior among engineers, telecommunication organizations should focus on the Emotional Intelligence of the engineers to promote their Innovative Work Behavior.
In two samples of college students (Ns = 116 and 141), this research investigated the ways in which individuals differ in their experience of emotion. Four latent traits emerged from scales assessing such differences—Intensity, Attention, Expression, and Clarity. In both samples, these latent traits were found to be involved in reports of personality, well-being, coping, and explanatory style. Clarity was positively associated with measures of positive well-being and nega- tively associated with measures of negative well-being. Individuals who experi- ence intense emotions (Intensity), who attend to them often (Attention), or who notably express them (Expression), reported coping by focusing on and venting their emotions and by seeking social support. Individuals who are adept at iden- tifying their emotions (Clarity) reported engaging in active, planful coping and in positive reinterpretations of events. Individuals high on Clarity made self- affirming attributions for good events.
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.
W. Wilson's (1967) review of the area of subjective well-being (SWB) advanced several conclusions regarding those who report high levels of "happiness." A number of his conclusions have been overturned: youth and modest aspirations no longer are seen as prerequisites of SWB. E. Diener's (1984) review placed greater emphasis on theories that stressed psychological factors. In the current article, the authors review current evidence for Wilson's conclusions and discuss modern theories of SWB that stress dispositional influences, adaptation, goals, and coping strategies. The next steps in the evolution of the field are to comprehend the interaction of psychological factors with life circumstances in producing SWB, to understand the causal pathways leading to happiness, understand the processes underlying adaptation to events, and develop theories that explain why certain variables differentially influence the different components of SWB (life satisfaction, pleasant affect, and unpleasant affect). (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Diferencias culturales en la expresión verbal y no verbal de las emociones. La investigación que presentamos tiene como objeto analizar la relación entre las dimensiones culturales y la expresión verbal y no verbal de las emociones de alegría, cólera - enfado y tristeza. Los resultados confirman que las culturas asiáticas presentan un sistema de regulación emocional más fuerte o marcado que los otros grupos culturales estudiados. Además, estas sociedades asiáticas presentan menos diferencias de género. La dimensión cultural que mejor predice la baja expresividad verbal y la no expresión verbal emocional es la masculinidad cultural. La expresión emocional en las culturas con alta distancia de poder se caracteriza por el respeto y la deferencia. Asimismo, esta dimensión predice la baja expresión verbal de las emociones negativas. Por otra parte, la evitación de la incertidumbre no está asociada generalmente a la alta expresividad emocional. Finalmente, los datos corroborar que comunicar buenos sentimientos a otras personas es más típico de los países colectivistas y con alta distancia de poder.
Factores socioculturales que predicen la experiencia subjetiva emocional: un analisis colectivo.Se ha realizado una síntesis de seis estudios en los que se relaciona autoinformes emocionales (balanza de afectos o placer-displacer, e intensidad emocional) con las características socio - económicas, ecológicas y culturales de naciones (dimensiones de Hofstede: Individualismo - Colectivismo, Masculinidad - Feminidad, Evitación Incertidumbre y Distancia de Poder). El meta-análisis muestra que la distancia de poder y la evitación de la incertidumbre tienen un efecto significativo y homogéneo y un tamaño de efecto medio con la experiencia emocional displacentera. El Individualismo muestra una asociación positiva no homogénea con las emociones placenteras. Los análisis multivariados señalan que la distancia de poder se relaciona con la menor deseabilidad social e intensidad de las emociones positivas y negativas. Los resultados apoyan la asunción de que las culturas con alta distancia de poder desenfatizan la experiencia emocional por medios normativos. La evitación de la incertidumbre tiene una asociación positiva con la intensidad emocional. La asunción de Hume que plantea que los efectos del clima sobre la experiencia emocional desaparecen cuando se controlan los efectos de los factores sociales y culturales es apoyada por los resultados
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.
Mean gender differences on Eysenck's three personality traits of extraversion, neuroticism, and psychoticism were collated for 37 nations. Women obtained higher means than men on neuroticism in all countries, and men obtained higher means than women on psychoticism in 34 countries and on extraversion in 30 countries. The relation between the magnitude of the gender differences and per capita incomes was not significant for any of the three traits.
The authors examined the interplay of personality and cultural factors in the prediction of the affective (hedonic balance) and the cognitive (life satisfaction) components of subjective well-being (SWB). They predicted that the influence of personality on life satisfaction is mediated by hedonic balance and that the relation between hedonic balance and life satisfaction is moderated by culture. As a consequence, they predicted that the influence of personality on life satisfaction is also moderated by culture. Participants from 2 individualistic cultures (United States, Germany) and 3 collectivistic cultures (Japan, Mexico, Ghana) completed measures of Extraversion, Neuroticism, hedonic balance, and life satisfaction. As predicted, Extraversion and Neuroticism influenced hedonic balance to the same degree in all cultures, and hedonic balance was a stronger predictor of life satisfaction in individualistic than in collectivistic cultures. The influence of Extraversion and Neuroticism on life satisfaction was largely mediated by hedonic balance. The results suggest that the influence of personality on the emotional component of SWB is pancultural, whereas the influence of personality on the cognitive component of SWB is moderated by culture.
Subjective well-being (SWB), people's emotional and cognitive evaluations of their lives, includes what lay people call happiness, peace, fulfillment, and life satisfaction. Personality dispositions such as extraversion, neuroticism, and self-esteem can markedly influence levels of SWB. Although personality can explain a significant amount of the variability in SWB, life circumstances also influence long-term levels. Cultural variables explain differences in mean levels of SWB and appear to be due to objective factors such as wealth, to norms dictating appropriate feelings and how important SWB is considered to be, and to the relative approach versus avoidance tendencies of societies. Culture can also moderate which variables most influence SWB. Although it is challenging to assess SWB across societies, the measures have some degree of cross-cultural validity. Although nations can be evaluated by their levels of SWB, there are still many open questions in this area.
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.
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.
Do respondents in different cultures appraise emotion-antecedent events differently? Are similar appraisal profiles associated with the same emotions across cultures? These questions were studied for 7 emotions in 37 countries. Results show rather high convergence across geopolitical regions with respect to emotion specific profiles, suggesting universality of the appraisal mechanism. Empirical profiles corresponded in large measure to theoretical predictions. There were sizable differences between geopolitical regions with respect to general appraisal tendencies. Respondents in Africa tended to appraise events as more immoral, more unfair or unjust, and more externally caused. Respondents in Latin America tended to appraise emotion-antecedent events as less immoral than those in other regions. To find potential explanatory factors, a number of key country variables related to climate, cultural values, and socioeconomic-demographic factors were examined.
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.
An integrative explanation proposes that culture and gender interact to produce fundamentally different patterns of association between positive and negative emotions. People in independent-based cultures (e.g. the United States) experience emotions in oppositional (i.e. bipolar) ways, whereas people in interdependent-based cultures (e.g. China) experience emotions in dialectic ways. These patterns are stronger for women than men in both cultures. In support of the theory, Study 1 showed that positive and negative emotions are strongly correlated inversely for American women and weakly correlated inversely for American men, but strongly correlated positively for Chinese women and weakly correlated positively for Chinese men. In Study 2, findings for Koreans, although mixed, were closer to the results for Chinese.
This study employed the Trait Meta-Mood Scale (TMMS) to assess self-reported emotional intelligence cross-culturally as an input (attention to emotions), process (clarity of emotions), and output (repair of emotions) information-processing system. Iranian (N = 231) and American (N = 220) university students responded to the TMMS along with measures of alexithymia, public and private self-consciousness, depression, anxiety, self-esteem, and perceived stress. Negative correlations with alexithymia and expected linkages with all other variables documented the validity of the TMMS in both cultures. Most of the other measures correlated similarly in the two samples. However, private and public self-consciousness displayed a stronger positive association in Iran. These two scales were also more predictive of adjustment in Iran and of maladjustment in the United States. This difference perhaps reflected a poorer integration of the two dimensions of self-consciousness within a presumably more individualistic American society. Confirmatory factor analyses and measurement invariance procedures revealed cross-cultural similarities in the fit of an a priori higher-order factor structure to the obtained data, but subsequent structural equation modelling techniques uncovered cross-cultural dissimilarities in the actual processing of emotional information. Specifically, the higher-order factors of emotional intelligence were similar, but the interrelationships among those higher-order factors were not. As expected, Iranians displayed positive relationships among the input, processing, and output activities of the information-processing model. For the Americans, however, greater input was associated with diminished processing and output. This unanticipated relative contrast seemed congruent with speculation that the historical American emphasis on the self and individualism promotes positive, optimistic thinking. Overall, these data most importantly suggested that subtle cultural differences might exist in the processing of emotional information.
An intelligence must meet several standard criteria before it can be considered scientifically legitimate. First, it should be capable of being operationalized as a set of abilities. Second, it should meet certain correlational criteria: the abilities defined by the intelligence should form a related set (i.e., be intercorrelated), and be related to pre-existing intelligences, while also showing some unique variance. Third, the abilities of the intelligence should develop with age and experience. In two studies, adults (N=503) and adolescents (N=229) took a new, 12-subscale ability test of emotional intelligence: the Multifactor Emotional Intelligence Scale (MEIS). The present studies show that emotional intelligence, as measured by the MEIS, meets the above three classical criteria of a standard intelligence.
This study investigated 3 broad classes of individual-differences variables (job-search motives, competencies, and constraints) as predictors of job-search intensity among 292 unemployed job seekers. Also assessed was the relationship between job-search intensity and reemployment success in a longitudinal context. Results show significant relationships between the predictors employment commitment, financial hardship, job-search self-efficacy, and motivation control and the outcome job-search intensity. Support was not found for a relationship between perceived job-search constraints and job-search intensity. Motivation control was highlighted as the only lagged predictor of job-search intensity over time for those who were continuously unemployed. Job-search intensity predicted Time 2 reemployment status for the sample as a whole, but not reemployment quality for those who found jobs over the study's duration. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Addresses criticisms of the authors' previous linking of emotion and intelligence by explaining that many intellectual problems contain emotional information that must be processed. Using P. Salovey and J. D. Mayer's (1990) definition of emotional intelligence as a type of social intelligence that involves the ability to monitor one's own and others' emotions, to discriminate among them, and to use the information to guide one's thinking, it is argued that intelligence is an appropriate metaphor for the construct. The abilities and mechanisms that underlie emotional intelligence are described. These mechanisms are (1) emotionality itself, (2) facilitation and inhibition of emotional information flow, and (3) specialized neural mechanisms. Emotionality contributes to specific abilities, and emotional management influences information channels and problem solving. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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.
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.
Two theoretical perspectives currently dominate research on culture and personality, the cross-cultural trait psychology approach, in which the trait concept is central, and the cultural psychology approach, in which the trait concept is questioned. Here I review theory and research from both perspectives and propose that the tenets of cultural psychology, at least in their more moderate forms, can be synthesized with the trait psychology approach, resulting in an integrated cultural trait psychology perspective.
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.
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