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Cheng L, Liu X, Liu Y, Wu Y. The Relationship between Trait Emotional Intelligence and Creative Self-Efficacy in Gifted Children: A Cross-Lagged and Cross-Temporal Mediation Analysis. J Intell 2024; 12:71. [PMID: 39195118 DOI: 10.3390/jintelligence12080071] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2024] [Revised: 07/08/2024] [Accepted: 07/10/2024] [Indexed: 08/29/2024] Open
Abstract
The present study aimed to investigate the causal relationship between trait emotional intelligence and creative self-efficacy in gifted children and to explore the cross-temporal mediating role of self-concept between these two variables. A total of 177 gifted children aged 10-13 years (M = 11.29, SD = 0.68) were selected from an experimental class of gifted children in a middle school. The results showed that (1) the trait emotional intelligence and creative self-efficacy of gifted children decreased with age and that (2) trait emotional intelligence at time 1 (T1) positively and significantly predicted creative self-efficacy at time 2 (T2). The Self-Description Questionnaire was added at the second follow-up, which revealed that (3) T2 non-academic self-concept fully mediated the relationship between T1 trait emotional intelligence and T2 creative self-efficacy. This study revealed a lasting positive effect of trait emotional intelligence on the development of creative self-efficacy in gifted children. Additionally, trait emotional intelligence was found to indirectly influence creative self-efficacy through non-academic self-concept.
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Affiliation(s)
- Li Cheng
- Faculty of Education, Beijing Normal University, Beijing 100875, China
- Developmental and Educational Research Center of Children's Creativity, Faculty of Education, Beijing Normal University, Beijing 100875, China
| | - Xinmei Liu
- Faculty of Education, Beijing Normal University, Beijing 100875, China
| | - Yujuan Liu
- Institute of Psychology and Special Education, China National Academy of Educational Sciences, Beijing 100088, China
| | - Yilin Wu
- Faculty of Education, Beijing Normal University, Beijing 100875, China
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Vaquero-Solís M, Tapia-Serrano MA, Hortigüela-Alcalá D, Sierra-Díaz MJ, Sánchez-Miguel PA. Physical Activity and Quality of Life in High School Students: Proposals for Improving the Self-Concept in Physical Education. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:7185. [PMID: 34281121 PMCID: PMC8297227 DOI: 10.3390/ijerph18137185] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/30/2021] [Revised: 06/29/2021] [Accepted: 06/30/2021] [Indexed: 12/13/2022]
Abstract
Adolescence is a critical period for the acquisition of health-related behaviors that will transcend later psychological well-being in adulthood. The present study presents a theoretical model whose objective is to analyze how physical activity predicts an adequate quality of life through self-concept and subjective happiness among adolescents. A total of 452 students aged 12 to 15 (M = 13.8; SD = 0.77) from four Compulsory Secondary Education institutes of the Autonomous Community of Extremadura participated, including boys (n = 258) and girls (n = 194). The students reported information on the following variables: physical activity, body mass index, self-concept, subjective happiness, and quality of life. The results show acceptable fit indices for the proposed theoretical model, which showed the importance of physical activity through self-concept and subjective happiness in quality of life: MRLχ2 = 67.533, p < 0.05, CFI = 0.93, TLI = 0.90, SRMR = 0.05, and RMSA = 0.07. Likewise, the model presented a better fit index for males than females. This study draws conclusions on the importance of physical activity as a predictor of quality of life mediated by the perception of self-concept and mood in adolescents.
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Affiliation(s)
- Mikel Vaquero-Solís
- Department of Didactics of Musical, Plastic and Body Expression, Faculty of Teaching Training, University of Extremadura, Avenida Universidad, S/N, 10071 Cáceres, Spain;
| | - Miguel Angel Tapia-Serrano
- Department of Didactics of Musical, Plastic and Body Expression, Faculty of Teaching Training, University of Extremadura, Avenida Universidad, S/N, 10071 Cáceres, Spain;
| | - David Hortigüela-Alcalá
- Department of Specific Didactics, Faculty of Education, University of Burgos, CalleVilladiego 1, 09001 Burgos, Spain;
| | - Manuel Jacob Sierra-Díaz
- Physical Education Department, Faculty of Education, University of Castilla-La Mancha, Campus Universitario, S/N, 16071 Cuenca, Spain;
| | - Pedro Antonio Sánchez-Miguel
- Department of Didactics of Musical, Plastic and Body Expression, Faculty of Teaching Training, University of Extremadura, Avenida Universidad, S/N, 10071 Cáceres, Spain;
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Barragán Martín AB, Pérez-Fuentes MDC, Molero Jurado MDM, Martos Martínez Á, Simón Márquez MDM, Sisto M, Gázquez Linares JJ. Emotional Intelligence and Academic Engagement in Adolescents: The Mediating Role of Self-Esteem. Psychol Res Behav Manag 2021; 14:307-316. [PMID: 33758558 PMCID: PMC7979349 DOI: 10.2147/prbm.s302697] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2021] [Accepted: 03/02/2021] [Indexed: 11/23/2022] Open
Abstract
Background Academic engagement is a variable of vital importance in adolescence due to its relationship with academic adjustment and its protective role against risk behaviors. Therefore, the objective of this study was to find out the variables involved in its development. Objective The specific objectives were to analyze the relationship between emotional intelligence, self-esteem and academic engagement, and determine the mediating role of self-esteem in the relationship between emotional intelligence and engagement in adolescence. Methods The sample of 1287 high school students used for this filled in the Utrecht Work Engagement Scale Student, Brief Emotional Intelligence Inventory and the Rosenberg Self Esteem Scale. Results The results showed the existence of positive relationships between vigor, dedication and absorption with the emotional intelligence factors and self-esteem. Furthermore, the mediation models showed the direct effect of emotional intelligence on engagement of youths. Self-esteem acted as a mediator in the relationship between intrapersonal factors, stress management and adaptability of emotional intelligence and engagement. Conclusion Design of emotional intelligence intervention programs are recommended as a measure for promoting self-esteem and engagement in adolescence.
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Affiliation(s)
| | | | | | - África Martos Martínez
- Department of Psychology, Faculty of Psychology, University of Almería, Almería, 04120, Spain
| | | | - Maria Sisto
- Department of Psychology, Faculty of Psychology, University of Almería, Almería, 04120, Spain
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Cañas E, Estévez JF, Estévez E, Aparisi D. The Role of Emotional Intelligence on Psychological Adjustment and Peer Victimization in a Sample of Spanish Adolescents. Front Psychol 2021; 11:600972. [PMID: 33391117 PMCID: PMC7775499 DOI: 10.3389/fpsyg.2020.600972] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2020] [Accepted: 11/30/2020] [Indexed: 01/07/2023] Open
Abstract
In the last decades, interest in the study of the negative consequences of bullying for the victims has increased. Victims are often known to show emotional adjustment issues, such as negative self-concept and low life satisfaction. Moreover, some studies have observed important associations between self-concept and life satisfaction, in which a positive self-concept is related to high levels of life satisfaction. Other studies have pointed out the importance of emotional intelligence (EI), as a regulatory and protective factor against the negative impact of victimization on adjustment in adolescents. The main objective of this work was to analyze the mediating effect of self-concept on life satisfaction and the moderated mediation effect of EI on self-concept and life satisfaction in the context of peer victimization. The participants in the study were 1,318 Spanish students of both sexes and aged between 11 and 18 (M = 13.8, SD = 1.32) years, from four compulsory secondary education centers. The results indicated that, on the one hand, self-concept mediated the relationship between victimization and life satisfaction. On the other hand, EI was not only positively associated with self-concept, but it also significantly moderated the negative influence of victimization on self-concept. EI may also indirectly moderate the relationship between victimization and life satisfaction through the self-concept. These data show the importance of EI as a possible protective and moderating factor of the negative effect of bullying on emotional adjustment, which is interesting for the design of future prevention and intervention programs in school contexts.
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Affiliation(s)
- Elizabeth Cañas
- Department of Health Psychology, Miguel Hernández University of Elche, Elche, Spain
| | - Jesús F Estévez
- Department of Health Psychology, Miguel Hernández University of Elche, Elche, Spain
| | - Estefanía Estévez
- Department of Health Psychology, Miguel Hernández University of Elche, Elche, Spain
| | - David Aparisi
- Department of Developmental Psychology and Didactics, University of Alicante, Alicante, Spain
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Lacomba-Trejo L, Valero-Moreno S, Montoya-Castilla I, Pérez-Marín M. Psychosocial Factors and Chronic Illness as Predictors for Anxiety and Depression in Adolescence. Front Psychol 2020; 11:568941. [PMID: 33071898 PMCID: PMC7530906 DOI: 10.3389/fpsyg.2020.568941] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2020] [Accepted: 09/02/2020] [Indexed: 12/16/2022] Open
Abstract
Adolescence is a challenging time when emotional difficulties often arise. Self-esteem, good relationships with peers, and emotional competences can buffer the effects of these difficulties. The difficulties can be even greater when coupled with the presence of a chronic physical illness (CD). Our goal is to analyze psychosocial factors and CD as predictors for anxiety and depression. It was compared the results of structural equation models (SEM) with models based on qualitative comparative analysis (QCA) to analyze the possible influence of these variables on levels of anxiety-depression in adolescents with and without CD. The sample consisted of 681 adolescents, between 12 and 16 years old (M = 13.94, SD = 1.32). 61.50% were girls and 13.40% (n = 222) presented a CD (mainly pneumo-allergic and endocrine). They were evaluated by the Hospital Anxiety and Depression Scale, the Self-esteem Questionnaire, the Emotional Competences Questionnaire and the Strengths and Difficulties Questionnaire. The results obtained by SEM show that low self-esteem, problems with peers and low emotional competencies predict anxiety in 41% of the variance and depression in 72%. The results obtained by QCA show that the different combinations of these variables explain between 24 and 61% of low levels of anxiety and depression and 47–55% of high levels. Our data show how the presence of a CD, low self-esteem, problems with peers and problems in emotional skills play a fundamental role in explaining levels of anxiety and depression. These aspects will help provide increased resources for emotional adjustment in the educational context, facilitating the transitions to be made by adolescents.
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Affiliation(s)
- Laura Lacomba-Trejo
- Department of Personality, Assessment and Psychological Treatments, Faculty of Psychology, University of Valencia, Valencia, Spain
| | - Selene Valero-Moreno
- Department of Personality, Assessment and Psychological Treatments, Faculty of Psychology, University of Valencia, Valencia, Spain
| | - Inmaculada Montoya-Castilla
- Department of Personality, Assessment and Psychological Treatments, Faculty of Psychology, University of Valencia, Valencia, Spain
| | - Marián Pérez-Marín
- Department of Personality, Assessment and Psychological Treatments, Faculty of Psychology, University of Valencia, Valencia, Spain
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Tejada-Gallardo C, Blasco-Belled A, Torrelles-Nadal C, Alsinet C. How does emotional intelligence predict happiness, optimism, and pessimism in adolescence? Investigating the relationship from the bifactor model. CURRENT PSYCHOLOGY 2020. [DOI: 10.1007/s12144-020-01061-z] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
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The Impact of Cybervictimization on Psychological Adjustment in Adolescence: Analyzing the Role of Emotional Intelligence. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17103693. [PMID: 32456261 PMCID: PMC7277426 DOI: 10.3390/ijerph17103693] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/05/2020] [Revised: 05/14/2020] [Accepted: 05/20/2020] [Indexed: 01/07/2023]
Abstract
Cybervictimization has been associated with serious emotional adjustment problems such as low self-concept and depressive symptomatology. In addition, these problems can negatively affect the well-being of the victims, manifesting in their levels of satisfaction with life. However, it should be noted that not all cybervictims develop these consequences with the same intensity. These differences seem to be related to the development of emotional intelligence (EI), as it can positively influence adolescents' emotional adjustment and well-being even when problems arise. The objective of this work was to analyze the role of EI on cybervictimization and adolescents' emotional adjustment, especially in self-concept, depression, and life satisfaction. The participants in the study were 1318 adolescents of both sexes and aged between 11 and 18 years (M = 13.8, SD = 1.32), from four secondary compulsory education centers in Spain. EI influences the relationship between self-concept and life satisfaction, and between depression and life satisfaction. In addition, the relationships of cybervictimization with self-concept and depression are influenced when introducing EI and its dimensions (emotional attention, clarity, regulation). These data support the idea that EI may affect the relationship between cybervictimization and adolescents' emotional adjustment.
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Suriá-Martínez R, Ortigosa Quiles JM, Riquelme Marin A. Emotional Intelligence Profiles of University Students with Motor Disabilities: Differential Analysis of Self-Concept Dimensions. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16214073. [PMID: 31652742 PMCID: PMC6862470 DOI: 10.3390/ijerph16214073] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/04/2019] [Revised: 10/12/2019] [Accepted: 10/21/2019] [Indexed: 11/16/2022]
Abstract
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.
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Affiliation(s)
- Raquel Suriá-Martínez
- Department of Communication and Social Psychology, University of Alicante, Alicante 03690, Spain.
| | - Juan Manuel Ortigosa Quiles
- Department of Personality, Evaluation and Psychological Treatment, University of Murcia, Murcia 30100, Spain.
| | - Antonio Riquelme Marin
- Department of Personality, Evaluation and Psychological Treatment, University of Murcia, Murcia 30100, Spain.
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