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González Moreno A, Molero Jurado MDM. Prosocial behaviours and emotional intelligence as factors associated with healthy lifestyles and violence in adolescents. BMC Psychol 2024; 12:88. [PMID: 38388509 PMCID: PMC10885465 DOI: 10.1186/s40359-024-01559-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2023] [Accepted: 01/28/2024] [Indexed: 02/24/2024] Open
Abstract
Adolescence is a stage of life characterised by vulnerability, which shapes young people's trajectories and potentially influences their behaviour. In this crucial period, the promotion of prosocial behaviours and the development of emotional intelligence are understood as key factors influencing adolescents' psychological and personal well-being. The general objective of this study was to find out the relationship between these two variables - prosocial behaviours and emotional intelligence - and their correlation with the maintenance of a healthy lifestyle and another fundamental aspect such as violence among young people in the academic context. A total of 743 secondary school students participated in this research with a descriptive-cross-sectional design. This study used several instruments, including an ad hoc questionnaire to assess socio-demographic aspects and school violence, the Prosocial Behaviour Questionnaire (PBQ), the TMMS-24 for the assessment of Emotional Intelligence, the Healthy Lifestyles Questionnaire (HLQ-II) and the Satisfaction with Life Scale (SLS). The results highlighted a convincing link between the display of prosocial behaviours and emotional intelligence with various dimensions of healthy living such as healthy diet or respect for mealtimes. In particular, the research revealed a pronounced correlation between adolescents who showed greater emotional repair and respect and their lower involvement in school violence and substance use. In addition, the likelihood of having a healthy life was found to be linked to variables such as being male, respect, social relationships and emotional repair. In contrast, the likelihood of having an excessive consumption of certain harmful substances such as alcohol or tobacco was found to be linked to age, empathy and emotional clarity. These results highlight the crucial role that prosocial behaviours and emotional intelligence play in shaping adolescents' lives. In conclusion, the need to promote such variables as prosocial behaviours and emotional intelligence in adolescent students in order to promote healthy lifestyles and reduce school violence and substance use in this age group is discussed.
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Affiliation(s)
- Alba González Moreno
- Department of Psychology, Developmental and Educational Psychology Area, University of Almería, Ctra. La Cañada de San Urbano s/n, C.P. 04120, Almería, Spain.
| | - María Del Mar Molero Jurado
- Department of Psychology, Developmental and Educational Psychology Area, University of Almería, Ctra. La Cañada de San Urbano s/n, C.P. 04120, Almería, Spain
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Llamas-Díaz D, Cabello R, Gómez-Leal R, Gutiérrez-Cobo MJ, Megías-Robles A, Fernández-Berrocal P. Ability Emotional Intelligence and Subjective Happiness in Adolescents: The Role of Positive and Negative Affect. J Intell 2023; 11:166. [PMID: 37623549 PMCID: PMC10456052 DOI: 10.3390/jintelligence11080166] [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: 05/05/2023] [Revised: 07/20/2023] [Accepted: 08/09/2023] [Indexed: 08/26/2023] Open
Abstract
Adolescence is an increasingly vulnerable period for the onset of affective disorders and other mental health issues that can significantly impact an individual's subjective well-being. This study aims to examine the relationship between emotional intelligence (ability EI), measured with a performance-based instrument, and Subjective Happiness in adolescents. It also explores the mediating role of positive (PA) and negative affect (NA) in this association and the moderating role of gender. The sample consisted of 333 first-year secondary school students from five centers in Spain, with an average age of 12.11 years (SD = 0.64), ranging from 11-14 years. Path analysis revealed an indirect effect (through NA and PA jointly) of Total Ability EI on Subjective Happiness and a positive direct effect that was observed only in females. Furthermore, this association was explored through various branches of ability EI. The results of this study suggest that interventions aimed at improving emotional abilities in adolescents while modulating the intensity of their emotions could significantly impact their overall well-being.
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Affiliation(s)
- Desirée Llamas-Díaz
- Department of Basic Psychology, Faculty of Psychology, Campus de Teatinos, University of Málaga, 29071 Málaga, Spain; (D.L.-D.); (R.G.-L.); (A.M.-R.); (P.F.-B.)
| | - Rosario Cabello
- Department of Developmental and Educational Psychology, Faculty of Psychology, Campus de Teatinos, University of Málaga, 29071 Málaga, Spain;
| | - Raquel Gómez-Leal
- Department of Basic Psychology, Faculty of Psychology, Campus de Teatinos, University of Málaga, 29071 Málaga, Spain; (D.L.-D.); (R.G.-L.); (A.M.-R.); (P.F.-B.)
| | - María José Gutiérrez-Cobo
- Department of Developmental and Educational Psychology, Faculty of Psychology, Campus de Teatinos, University of Málaga, 29071 Málaga, Spain;
| | - Alberto Megías-Robles
- Department of Basic Psychology, Faculty of Psychology, Campus de Teatinos, University of Málaga, 29071 Málaga, Spain; (D.L.-D.); (R.G.-L.); (A.M.-R.); (P.F.-B.)
| | - Pablo Fernández-Berrocal
- Department of Basic Psychology, Faculty of Psychology, Campus de Teatinos, University of Málaga, 29071 Málaga, Spain; (D.L.-D.); (R.G.-L.); (A.M.-R.); (P.F.-B.)
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Evli M, Şimşek N. The effect of COVID-19 uncertainty on internet addiction, happiness and life satisfaction in adolescents. Arch Psychiatr Nurs 2022; 41:20-26. [PMID: 36428049 PMCID: PMC9262644 DOI: 10.1016/j.apnu.2022.07.008] [Citation(s) in RCA: 12] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/23/2021] [Revised: 04/29/2022] [Accepted: 07/03/2022] [Indexed: 12/14/2022]
Abstract
This study aimed to determine the effects of the events during the COVID-19 epidemic on adolescents' levels of intolerance of uncertainty, internet addiction, happiness, and life satisfaction. Structural Equation Modeling was used in the analysis of the data. Adolescents' internet use increased during the epidemic process. It was found that COVID-19 events increased intolerance of uncertainty, and negatively affected internet addiction and happiness (p < 0.001). In this process, internet addiction and happiness is a mediator (p < 0.001). It is recommended to monitor adolescents' internet use during the COVID-19 process and to provide information about COVID-19.
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Affiliation(s)
- Mahmut Evli
- Mental Health and Nursing, Faculty of Health Sciences/Erciyes University/Kayseri, Turkey.
| | - Nuray Şimşek
- Mental Health and Nursing, Faculty of Health Sciences/Erciyes University/Kayseri, Turkey.
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Eshaghzadeh S, Abbaspour S, Sarboozi-hoseinabadi T, Eshaghzadeh M, Tatari M, Ramezani Nezhad M, Saravani H, Hamidi R, Aghabeigi A, Rahimi S, Sarmadi M. Quality of Life and Cognitive Emotion Regulation Strategies in Multiple Sclerosis Patients. JOURNAL OF RATIONAL-EMOTIVE AND COGNITIVE-BEHAVIOR THERAPY 2022. [DOI: 10.1007/s10942-022-00474-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/16/2022]
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Llamas-Díaz D, Cabello R, Megías-Robles A, Fernández-Berrocal P. Systematic review and meta-analysis: The association between emotional intelligence and subjective well-being in adolescents. J Adolesc 2022; 94:925-938. [PMID: 35860897 DOI: 10.1002/jad.12075] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2022] [Revised: 06/29/2022] [Accepted: 06/29/2022] [Indexed: 11/12/2022]
Abstract
INTRODUCTION Emotional intelligence (EI) is a psychological protective factor that can improve subjective well-being (WB) in adolescents. This study aims to establish the overall relationship between different EI models (performance-based ability model, self-report ability model, and self-report mixed model) and subjective WB in adolescents, analyze the affective WB and cognitive WB components, and examine the moderating effect of EI models on both types of subjective WB. METHOD We searched PsycINFO and WOS databases. Eligible studies reported an association between EI and subjective WB in adolescents aged 10-19 years using instruments that directly measure subjective WB. In addition, two meta-analyses were conducted, one for the relationship between EI and affective WB and the other for EI and cognitive WB. RESULTS A total of 41 studies were included, of which 37 were pooled in the meta-analyses. We found a significant positive relationship between EI and affective WB (estimated effect size = 0.35) and between EI and cognitive WB (estimated effect size = 0.27). Regarding EI models, self-report ability showed an estimated effect size of 0.33 for affective WB and 0.27 for cognitive WB. For the self-report mixed model, we obtained an estimated effect size of 0.42 for affective WB and 0.37 for cognitive WB. CONCLUSIONS Establishing a quantitative relationship between EI and subjective WB makes it possible to implement clinical and educational prevention measures. Introducing EI training in educational and clinical settings can increase subjective WB, significantly impacting the prevention of emotional disorders in adolescents.
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Affiliation(s)
- Desirée Llamas-Díaz
- Department of Basic Psychology, Faculty of Psychology, Campus de Teatinos, University of Málaga, Málaga, Spain
| | - Rosario Cabello
- Department of Developmental and Educational Psychology, Faculty of Psychology, Campus de Teatinos, University of Málaga, Málaga, Spain
| | - Alberto Megías-Robles
- Department of Basic Psychology, Faculty of Psychology, Campus de Teatinos, University of Málaga, Málaga, Spain
| | - Pablo Fernández-Berrocal
- Department of Basic Psychology, Faculty of Psychology, Campus de Teatinos, University of Málaga, Málaga, Spain
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Wang X, Cai Y, Tu D. The application of item response theory in developing and validating a shortened version of the Rotterdam Emotional Intelligence Scale. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03329-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Zou R, Hong X, Wei G, Xu X, Yuan J. Differential Effects of Optimism and Pessimism on Adolescents' Subjective Well-Being: Mediating Roles of Reappraisal and Acceptance. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19127067. [PMID: 35742324 PMCID: PMC9222311 DOI: 10.3390/ijerph19127067] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/12/2022] [Revised: 06/02/2022] [Accepted: 06/07/2022] [Indexed: 02/01/2023]
Abstract
Prior research has found the differential strength of optimism and pessimism in predicting physical health. However, whether similar findings would be obtained in predicting subjective well-being and the possible underlying mechanisms are still unclear. This study examined the relative strength of optimism and pessimism in predicting adolescent life satisfaction and depression, and further explored the possible mediating mechanisms from the perspective of emotion regulation. A sample of 2672 adolescents (Mage = 13.54 years, SD = 1.04; 55.60% boys) completed a survey assessing optimism and pessimism, the habitual use of reappraisal and acceptance strategies, life satisfaction, and depression. The results from dominance analysis revealed that the presence of optimism was more powerful than the absence of pessimism in predicting adolescent life satisfaction, while the absence of pessimism was more powerful than the presence of optimism in predicting adolescent depression. Moreover, mediation models showed that reappraisal and acceptance mediated both the link between optimism and life satisfaction and the link between pessimism and depression. These findings suggest possible avenues for intervening in different aspects of adolescent subjective well-being.
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Affiliation(s)
- Rong Zou
- Hubei Key Laboratory of Sport Training and Monitoring, Department of Psychology, College of Health Science, Wuhan Sports University, Wuhan 430079, China; (R.Z.); (X.H.)
| | - Xiaobin Hong
- Hubei Key Laboratory of Sport Training and Monitoring, Department of Psychology, College of Health Science, Wuhan Sports University, Wuhan 430079, China; (R.Z.); (X.H.)
| | - Gaoxia Wei
- CAS Key Laboratory of Mental Health, Institute of Psychology, Beijing 100101, China;
- CAS Key Laboratory of Behavioral Science, Institute of Psychology, Beijing 100101, China
- Department of Psychology, University of Chinese Academy of Sciences, Beijing 100101, China
| | - Xia Xu
- Hubei Key Laboratory of Sport Training and Monitoring, Department of Psychology, College of Health Science, Wuhan Sports University, Wuhan 430079, China; (R.Z.); (X.H.)
- Correspondence: (X.X.); or (J.Y.)
| | - Jiajin Yuan
- Institute of Brain and Psychological Science, Sichuan Normal University, Chengdu 610066, China
- Correspondence: (X.X.); or (J.Y.)
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Relationship between Emotional Intelligence, Victimization, and Academic Achievement in High School Students. SOCIAL SCIENCES-BASEL 2022. [DOI: 10.3390/socsci11060247] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Abstract
The study of bullying implies analyzing the emotional competences of students, and it has been demonstrated that this phenomenon is due to the poor management of emotions. This study explores whether high scores in Emotional Intelligence (EI) are positively related to academic performance and negatively to bullying. The sample composition focused on students of Compulsory Secondary Education, formed by 3451 subjects aged between 11 and 18 years (50.88% women and 49.12% men). The selection of the high schools was made for non-random convenience, administering Peer Bullying Questionnaire (CAI), TMM-24 and school grades. To analyze the results, a model of structural equations was used by estimating the maximum likelihood together with the bootstrapping procedure. We concluded that EI stands as a protector against bullying and has a positive impact on academic performance. This infers that having greater clarity, repair and emotional attention correlates with a lower possibility of being bullied, at the same time, a school climate without aggressiveness generates positive links towards the school and towards optimal learning environments.
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Pei L. Exploring mental health stigma among chinese-english bilinguals: Dual-process model of emotional competence, flipped learning readiness, and academic performance in Mainland Chinese Universities. Front Psychiatry 2022; 13:1001796. [PMID: 36172508 PMCID: PMC9510639 DOI: 10.3389/fpsyt.2022.1001796] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/24/2022] [Accepted: 08/16/2022] [Indexed: 11/21/2022] Open
Abstract
Due to severe global competition and performance-related academic challenges, Chinese students are compelled to learn English and become bilinguals despite their non-English majors. Consequently, these students frequently experience psychological issues, including mental health stigma. Hence, the present study aims to explore the psychological factors associated with the academic performance of Chinese-English bilinguals as an outcome of their emotional competence, flipped learning readiness, and mental health stigma. Drawing on data from 448 Chinese-English bilingual students in universities in mainland China, the results based on structural equation modeling (SEM) indicated that their academic performance, flipped learning readiness, and emotional competence are negatively influenced by their mental health stigma. Moreover, the findings also validate that both flipped learning readiness and emotional competence significantly mediate the indirect effects of mental health stigma on the academic performance of bilinguals. The study's implications offer new and compelling evidence on the primary issue of mental health stigma among Gen Z bilingual students to raise deterrence against this psychological menace through collaboration across policymakers, academics, and mental healthcare providers.
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Affiliation(s)
- Lihua Pei
- Faulty of International Studies, Henan Normal University, Xinxiang, China
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Ruiz-Ortega AM, Álvarez NS, Martos MPB. Chilean validation of the frustration discomfort scale: relation between intolerance to frustration and discomfort and emotional intelligence. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-02135-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Chamizo-Nieto MT, Arrivillaga C, Rey L, Extremera N. The Role of Emotional Intelligence, the Teacher-Student Relationship, and Flourishing on Academic Performance in Adolescents: A Moderated Mediation Study. Front Psychol 2021; 12:695067. [PMID: 34335411 PMCID: PMC8317487 DOI: 10.3389/fpsyg.2021.695067] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2021] [Accepted: 06/23/2021] [Indexed: 11/13/2022] Open
Abstract
Educational context has an important influence on adolescents’ development and well-being, which also affects their academic performance. Previous empirical studies highlight the importance of levels of emotional intelligence for students’ academic performance. Despite several studies having analyzed the association and underlying mechanisms linking emotional intelligence and academic performance, further research, including both personal and contextual dimensions, is necessary to better understand this relation. Therefore, the purpose of this study was to deepen the understanding of the effect of emotional intelligence has on academic performance, examining the possible mediating role of flourishing and the moderating role of the teacher-student relationship. A convenience sample of 283 adolescents (49.8% female), aged 12–18 years (M = 14.42, SD = 1.12), participated in a cross-sectional study by completing self-report questionnaires measuring emotional intelligence (Wong and Law Emotional Intelligence Scale), flourishing (Flourishing Scale), and teacher-student relationship (Inventory of Teacher-Student Relationships) and reported their grades of the previous term on four mandatory subjects in the Spanish education curriculum. Results indicated that flourishing completely mediated the path from emotional intelligence to academic performance and that teacher-student relationship was a significant moderator in this model. Thus, in adolescents with worse teacher-student relationship, the association of emotional intelligence and flourishing was stronger than in adolescents with better teacher-student relationship. In turn, flourishing was positively associated with academic performance. These results suggest that it is crucial to foster better teacher-student relationship, especially in adolescents with low emotional intelligence, and to positively impact their well-being and their academic performance.
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Affiliation(s)
- María Teresa Chamizo-Nieto
- Department of Personality, Assessment and Psychological Treatment, Faculty of Psychology, University of Malaga, Málaga, Spain
| | - Christiane Arrivillaga
- Department of Social Psychology, Social Work, Social Anthropology and East Asian Studies, Faculty of Psychology, University of Malaga, Málaga, Spain
| | - Lourdes Rey
- Department of Personality, Assessment and Psychological Treatment, Faculty of Psychology, University of Malaga, Málaga, Spain
| | - Natalio Extremera
- Department of Social Psychology, Social Work, Social Anthropology and East Asian Studies, Faculty of Psychology, University of Malaga, Málaga, Spain
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Application of S-1 Bifactor Model to Evaluate the Structural Validity of TMMS-24. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18147427. [PMID: 34299879 PMCID: PMC8305991 DOI: 10.3390/ijerph18147427] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/16/2021] [Revised: 07/06/2021] [Accepted: 07/08/2021] [Indexed: 01/24/2023]
Abstract
(1) Background: Recent studies have shown that the internal structure of TMMS-24 can be conceptualized as a bifactor. However, these studies, based exclusively on the evaluation of the fit of the model, fail to show the existence of a general factor of strong emotional intelligence and have neglected the evaluation of the specific factors of attention, clarity and repair. The main goal of this work is to evaluate the degree of determination and reliability of the specific factors of TMMS-24 using a bifactor S-1 model. (2) Methods: We administered TMMS-24 to a sample of 384 students from middle and high schools (58.1% girls; mean age = 15.5; SD = 1.8). (3) Results: The specific TMMS-24 factors are better determined and present a higher internal consistency than the general factor. Furthermore, the bifactor S-1 model shows the existence of a hierarchical relationship between the attention factor and the clarity and repair factors. The S-1 bifactor model is the only one that was shown to be invariant as a function of the sex of the participants. (4) Conclusions: The S-1 bifactor model has proven to be a promising tool for capturing the structural complexity of TMMS-24. Its application indicates that it is not advisable to use the sum score of the items, since it would be contaminated by the attention factor. In addition, this score would not be invariant either, that is, comparisons by sex would be invalid.
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