The influence of emotional intelligence (EI) on coping and mental health in adolescence: divergent roles for trait and ability EI

Gender differences in the relationship between medical students' emotional intelligence and stress coping: a cross-sectional study

BACKGROUND

Given the increasing stress levels among medical students due to the impact of COVID-19, it is crucial to effectively reduce their stress levels for their future development. To better understand medical students' stress coping, this study investigated how their emotional intelligence is related to stress coping and whether this relationship is moderated by gender differences.

METHODS

A cross-sectional study was conducted. A random sample of 744 medical students from Hebei Province, China, was investigated via an emotional intelligence scale and stress coping questionnaire from March-May 2023. The response rate was 93%. SPSS and Mplus statistical software were used for the data analysis.

RESULTS

The self-emotional appraisal of medical students had a significant negative effect on avoidant coping (β = -0.173, CI 95% = [-0.243, -0.099], p < .001). However, the other dimensions of emotional intelligence (others' emotional appraisal, use of emotion, and regulation of emotion) had a significant positive impact on the active coping of female medical students (β = 0.146, CI 95% = [0.082,0.214], p < .001; β = 0.235, CI 95% = [0.167,0.304], p < .001; β = 0.165, CI 95% = [0.084,0.247], p < .001). In contrast to those of female medical students, other dimensions of emotional intelligence had a significant positive impact on the avoidant coping of male medical students (β = -0.161, CI 95% = [-0.284, -0.062]; p < 0.01; β = 0.126, CI 95% = [0.043,0.246], p < 0.001; β = 0.159, CI 95% = [0.054,0.277], p < 0.05; β = -0.221, CI 95% = [-0.363, -0.129], p < 0.001). Moreover, the use of emotion had a significant positive impact on the active coping of male medical students (β = 0.272, CI 95% = [0.182,0.382], p < .001). Furthermore, gender differences had a moderating effect on the relationship between emotional intelligence dimensions and stress coping (β = 0.178; CI 95% = [0.068,0.292]; p < 0.05). Others' emotional appraisal has a greater impact on female students' active coping. In addition, with increasing regulation of emotion ability, female medical students reduce avoidant coping (β = 0.169, CI 95% = [0.002,0.326]; p < 0.05).

CONCLUSIONS

The current study revealed that gender is a significant moderator of the relationship between medical students' emotional intelligence and stress coping. These findings may help medical colleges focus on gender differences when improving medical students' ability to cope with stress.

Dissociable neural correlates of trait and ability emotional intelligence: a resting-state fMRI study

Emotional intelligence (EI) is one's ability to monitor one's own and other's emotions and the use of emotional information to enhance thought and action. Previous behavioral studies have shown that EI is separable into trait EI and ability EI, which are known to have distinct characteristics at the behavioral level. A relevant and unanswered question is whether both forms of EI have a dissociable neural basis. Previous studies have individually explored the neural underpinnings of trait EI and ability EI, but there has been no direct comparison of the neural mechanisms underlying these two types of emotional intelligence. The present study addresses this question by using resting-state fMRI to examine the correlational pattern between the regional amplitude of low-frequency fluctuations (ALFF) of the brain and individuals' trait EI and ability EI scores. We found that trait EI scores were positively correlated with the ALFF in the bilateral superior temporal gyrus, and negatively correlated with the ALFF in the ventral medial prefrontal cortex. In contrast, ability EI scores were positively correlated with the ALFF in the insula. Taken together, these results provide preliminary evidence of dissociable neural substrates between trait EI and ability EI.

The relationship between role ambiguity and anxiety in intensive care unit nurses: The mediating role of emotional intelligence

BACKGROUND

Role ambiguity is recognized as a significant psychological risk stressor in nursing practice, which undermines the psychological well-being of nurses. Since the well-being of nurses plays a crucial role in ensuring positive patient outcomes, it becomes imperative to identify strategies for improving nurses' psychological well-being.

OBJECTIVES

This study aimed to explore the effects of role ambiguity on anxiety in intensive care unit nurses and the mechanisms mediating emotional intelligence.

METHODS

In April-June 2023, a convenience sampling method was used to collect data from 360 intensive care unit nurses in a total of 7 hospitals in Shaanxi Province, Hunan Province, Beijing, and Jiangsu Province, China. A linear regression model was used to verify the mediating effect.

RESULTS

Role ambiguity was significantly and positively associated with anxiety in ICU nurses (p < 0.01). A mediating mechanism between role ambiguity and anxiety was established for emotional intelligence (p < 0.01).

CONCLUSIONS

Role ambiguity has a significant impact on the mental health of intensive care nurses, and emotional intelligence plays a mediating role in reducing role ambiguity and anxiety in nurses.

IMPLICATIONS FOR CLINICAL PRACTICE

This study highlights that role ambiguity in the intensive care unit setting increases nurses' anxiety, while emotional intelligence alleviates the anxiety associated with role ambiguity. Creating support systems and improving the environment is a top priority for nursing administrators. This includes, but is not limited to, clarifying the roles of nurses, conducting social-emotional training, and developing emotional intelligence to prevent and regulate nurses' anxiety and maintain mental health.

The influence of meaningful work on the mental health of SME employees in the COVID-19 era: can coping strategies mediate the relationship?

BACKGROUND

Stress, depression, and anxiety are prevalent issues among SME employees during the COVID-19 pandemic. Even while having meaningful work that expressively contributes to individual growth has been related to improving mental health, employees' work may also need to adopt coping strategies to increase outcomes. The purpose of this study was to examine the relationship between meaningful work (positive meaning, meaning-making, and greater good motivations) and mental health, as well as coping strategies (problem-focused and emotion-focused) as a mediator of this relationship.

METHODS

Meaningful work, coping strategies, and mental health were evaluated in empirical research based on a sample of 462 SME employees working in Malaysia. Structured questionnaires were used to collect the data and analyze it through Structural Equation Modelling (SEM) using AMOS 21.0.

RESULTS

The findings of the study show the importance of meaningful work in influencing the mental health of SME employees, particularly during a crisis like the COVID-19 pandemic. This suggests that the more they value and see their work as meaningful, the more capable they are of dealing with limitations and mental health problems associated with crises. The study also discovered a partial mediating role for coping strategies between employees' mental health and meaningful work.

CONCLUSION

This study encourages employees to constantly feel connected and discover continued possibilities to work and learn even during crisis situations. In order to improve human resource efficiency in emerging markets, managers and owners of SMEs must implement the model developed by the researchers.

Smartphone Addiction Among University Students' During the Post-COVID-19 Era: The Role of Emotional Intelligence and Future Anxiety

OBJECTIVE

Coronavirus disease-2019 (COVID-19) pandemic-related psychological symptoms can lead to smartphone addiction (SPA) risk and other behavioral disorders, thus impacting individuals' mental health and well-being. The present study aims to propose a mediation model to investigate the association between emotional intelligence (EI) and SPA, and the mediating role of future anxiety (FA) during the post-COVID-19 era.

METHODS

An online questionnaire including the Emotional Intelligence Scale, the Dark Future Scale, and the Smartphone Addiction Scale among university students from China, was conducted between September 14 and November 22, 2022. Finally, 1,154 valid questionnaires were collected. The reliability and confirmatory factor analysis results showed that all three scales had good reliability and validity.

RESULTS

Structural Equation Model demonstrated that EI significantly and negatively influenced SPA (β=0.211, p<0.001), university students' FA significantly and positively effected SPA (β=0.315, p<0.001), EI significantly predicted SPA in university students, and FA partially mediated the association between EI and SPA. The mediation effect of FA was 0.110, which accounted for 34.27% of the total effect. Bootstrap results furthermore tested the rigor of the mediating effect.

CONCLUSION

These findings broaden our understanding regarding the relationship between EI and SPA and the mediating role of FA, providing new sights for educators on how to reduce the risk of SPA when confronting the ongoing and possible future pandemics.

The Role of Emotional Skills (Competence) and Coping Strategies in Adolescent Depression

Depression is a state of low mood that can lead to several negative outcomes on thoughts, emotions, behaviors, and even physical state. With that in mind, it is important to detect individuals at risk of developing depressive symptoms early and identify protective factors. During the COVID-19 pandemic, adolescents emerged as one of the most vulnerable groups, with deteriorated anxiety and depression due to imposed social isolation, reduced social activities, and concerns over household status, health, and peer support. Distance learning through public service broadcasts and online tools lasted for several months, posing the need for adjustment. This study aimed to assess emotional competence and coping styles as predictors of depression in a sample of adolescents. The study was conducted in-person on a sample of 142 high school students. A high percentage of participants reported above-average levels of depression (21.1% severely depressed). On average, girls reported higher levels of depression than boys (t = 3.86, p < 0.01). Gender differences were also found in emotion-focused coping and avoidance, with girls scoring higher on both (p < 0.05). However, there were no gender differences in problem-focused coping or emotional competence. Hierarchical regression analysis concluded that perceiving and understanding emotions, expressing and naming emotions, regulating emotions, and avoidance were significant predictors of depression. This regression model explained 53% of depression variance, with the regulation of emotions being the most powerful predictor (p < 0.01). No mediating effect of coping styles on the relationship between emotional competence and depression was found in this study.

Impaired emotional intelligence is related to symptoms severity and suicidal attempts in depression

OBJECTIVE

Few studies demonstrated the impairment of perceived emotional intelligence 'EI' among depressed patients. This study aimed to assess the perceived EI in a group of depressed patients, and its association with different clinical characteristics.

METHODS

Forty-five patients diagnosed with depression were assessed by the Hamilton Depression Rating Scale and compared to 45 controls that were assessed by the Arabic version of General Health Questionnaire to exclude Psychiatric disorders. The Arabic version of Trait Meta-Mood Scale (TMMS) is used to evaluate EI in both groups.

RESULTS

Patients with depression showed significantly lower EI scores in the three parts of TMMS (repair, clarity and attention) compared to the controls (p < .001). Patients showed significant difference in clarity subscale (p = .005) and attention regarding severity of depression (p < .001). Clarity of feelings was significantly higher in patients who suffered more than two episodes (p = .012). Depressive patients with suicidal attempts showed significantly lower scores of repair (p = .044) and attention (p = .016) subscales. There were no significant differences of TMMS subscales between patients with and without suicidal ideation, sleep disturbance and somatic symptoms.

CONCLUSIONS

The current study demonstrates impaired perceived EI among patients with depression that is correlated with symptom severity and suicidal attempts.

The role of HEXACO in the development of authentic leadership and its consequences on task performance

Purpose

The objectives of the current study were to identify the antecedents and outcomes of authentic leadership. For antecedents, the research considered the HEXACO (Honesty-Humility, Emotionality, eXtraversion, Agreeableness, Conscientiousness, Openness to Experience) personality model and thereby identified the impact of authentic leadership on employee performance with the mediating role of psychological safety and employee engagement by using the trait theory.

Design/methodology/approach

The current study adopted a positivism research philosophy followed by a deductive approach. Overall, 347 samples were collected from the public sector organizations using quantitative research techniques, and data were gathered through a self-administrated questionnaire. Exploratory and confirmatory factor analyses were used through structural equation modeling (SEM)-Mplus to generate the results and test the formulated hypotheses.

Findings

The results revealed that honesty-humility significantly impacts authentic leadership (β = 0.094 and p < 0.05). Similarly, other dimensions of HEXACO also play a significant role in forming authentic leadership. After analyzing the HEXACO as the antecedent of authentic leadership, sequential mediation of psychological safety and employee engagement was checked and identified that authentic leadership in the presence of mediators was insignificant. Hence the full mediation has been recorded.

Originality/value

Since its inception, a plethora of research has been available on the authentic leadership theory. However, the empirical evidence revealed that most research is related to outcomes of authentic leadership. As far as antecedents of authentic leadership are concerned, the literature is still silent, specifically on the development of authentic leaders. The current study is significantly contributing to the theory of authentic leadership, and in this context, the study is unique since it is taking the HEXACO personality model as an antecedent of authentic leadership to investigate its role in the development of authentic leaders. Moreover, the study is also identified as the impact of authentic leadership on task performance, not in isolation, but by taking psychological safety and employee engagement as a mediating mechanism.

Exploring the Impact of Emotional and Cognitive Factors on Anxiety Symptoms of Chinese Adolescents: a Serial Mediation Study

The onset age of anxiety is decreasing worldwide, yet the majority of the study conducted on anxiety were focused on adult populations. This study aimed to investigate the mediating effect of psychological capital and coping style tendency on the relationship between emotional intelligence and anxiety in Chinese adolescents and provide empirical evidence for research and prevention. A cross-sectional study recruited 5747 participants from 5 randomly selected middle schools in the northeast China. Study results showed that high emotional intelligence (P < 0.05), high level of psychological capital (P < 0.05), and positive coping style tendency (P < 0.05) were correlated to lower level of anxiety symptoms in adolescents. Psychological capital and coping style tendency performed partial and serial mediating effect on the relationship between emotional intelligence and anxiety. Teaching adolescents how to regulate emotions can strengthens their positive mentalities, promotes the use of positive coping strategies, and then attenuates the severity of anxiety symptoms in a nonadditive manner.

The Dynamic Interplay of Affective, Cognitive and Contextual Resources on Children's Creative Potential: The Modulatory Role of Trait Emotional Intelligence

In the present work we explored in two separate studies the modulatory role of trait emotional intelligence (EI) over the effect exerted on children's creative potential by two other key elements defining creativity, namely cognitive resources (here explored through basic executive functions, Study 1) and contextual-environmental factors (that is, teachers' implicit conceptions of the factors influencing children's creativity, Study 2). Confirming previous research, executive functions (particularly interference control and working memory) emerged as main predictors of children's creative performance; however, their positive effect arose especially when associated with a high trait EI level. In the same vein, teachers' implicit conception about children's creative potential and about their efficacy in teaching creativity emerged to exert a facilitatory effect on children' creative potential. This effect occurred particularly when associated with low trait EI levels, affecting differently girls and boys. Trait EI emerged from these studies as an important individual resource to consider in order to understand the potential benefit of other (cognitive and contextual-environmental) resources on children's creative potential. The implications on the role of trait EI as a constitutional element of children's creativity, capable of promoting the expression of their creative potential, are discussed.

Lower Avoidant Coping Mediates the Relationship of Emotional Intelligence With Well-Being and Ill-Being

Emotional intelligence (EI) abilities relate to desirable outcomes such as better well-being, academic performance, and job performance. Previous research shows that coping strategies mediate the effects of ability EI on such outcomes. Across two cross-sectional studies, we show that coping strategies mediate the relationships of ability EI with both well-being (life satisfaction, psychological well-being) and ill-being (depression, anxiety, stress). Study 1 (N = 105 first-year university students, 78% female) assessed EI with the Situational Test of Emotion Understanding (STEU) and Situation Test of Emotion Management (STEM). Avoidant coping significantly mediated the relationship of both the STEU and STEM with depression, anxiety, stress, and psychological well-being. EI was associated with lower avoidant coping, higher well-being and lower ill-being. Study 2 (N = 115 first-year university students, 67% female) assessed EI with the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT). Avoidant coping mediated the relationship between EI and ill-being, but not the relationship between EI and well-being. These effects were significant for three of the four EI branches—emotion perception, understanding, and management. We discuss possible reasons why avoidant coping may be an active ingredient by which lower EI relates to lower well-being. We also discuss a possible application of our findings—that EI training programs might benefit from including content aimed at reducing avoidant coping.

The Relationship between Mindfulness and Job Burnout of Chinese Preschool Teachers: The Mediating Effects of Emotional Intelligence and Coping Style

Preschool teachers’ job burnout has many adverse effects on their career development; although some studies have examined the influencing factors of teachers’ burnout, less were explored from the perspective of individual factors. This study aimed to examine the relationship between mindfulness and job burnout of preschool teachers, and the mediating effects of emotional intelligence and coping style. A total of 394 preschool teachers in China filled in questionnaires measuring mindfulness, emotional intelligence, coping style, and job burnout. The findings suggested that: (1) mindfulness was negatively related to job burnout; (2) emotional intelligence and negative coping style played independent mediating effects between mindfulness and job burnout; and (3) emotional intelligence and positive coping style played a chain mediating effect between mindfulness and job burnout. The results revealed the mechanism of mindfulness on preschool teachers’ job burnout, which is of great significance for the psychological intervention of preschool teachers in the future.

Social media stress and mental health: A brief report on the protective role of emotional intelligence

Evidence on whether social media use is associated with poor mental health and stress remains mixed and controversial. It is suggested that this effect may vary according to individual differences. Emotional intelligence (EI) is considered a protective resource that can buffer the effects of stressors in certain contexts. We examine whether this protective effect extends to the experience of social media stress. 201 young adults (mean age 26.12; 83.6% female) completed measures of EI (trait; ability), social media stress (SMS), anxiety, depression and wellbeing. SMS related to poorer mental health (symptoms and wellbeing) whilst higher EI was linked to reduced levels of SMS and better mental health. Data show the relationship between SMS and depression is moderated by trait (not ability) EI, such that those with lower levels of trait EI, who experience high levels of SMS, report higher levels of depression symptoms compared to those with higher TEI. Implications and directions for research are explored.

Relationship Between Emotional Intelligence, Self-Acceptance, and Positive Coping Styles Among Chinese Psychiatric Nurses in Shandong

Background

Nurses are facing increasing pressure due to the progressing of society, broadening of nursing service connotation, and increasing of the masses’ demand for medical treatment. Psychiatric nurses face suicides, violence, and lost along with other accidents involving patients with mental disorders under higher psychological pressure. A coping style, which is affected by individual emotions and cognition, is an essential psychological resource that allows individuals to regulate stress. The purpose of this study was to investigate the correlation between self-acceptance and the positive coping style of psychiatric nurses, and investigate the mediating role of emotional intelligence.

Methods

A total of 813 psychiatric nurses from six natural regions in Shandong Province were investigated using the Self-Acceptance Questionnaire (SAQ), Emotional Intelligence Scale (EIS), Simplified Coping Style Questionnaire (SCSQ), and self-compiled general information questionnaire.

Results

The total EIS score of psychiatric nurses was 3.848 ± 0.459. The highest score was for others’ emotional management (4.071 ± 0.548) and the lowest was for emotion perception (3.684 ± 0.483). EIS and positive coping style were statistically significant based on age, work experience, professional title, education level, and gender (p < 0.05, p < 0.01). Self-acceptance was statistically significant only for professional titles (F = 3.258, p = 0.021). Self-acceptance and emotional intelligence were positively correlated with positive coping style (r = 0.361, p < 0.01; r = 0.492, p < 0.01, respectively). The factors were also positively correlated with each other (r = 0.316, p < 0.01). Self-emotion management, others’ emotional management, emotion perception, self-acceptance, and education level jointly predicted positive coping styles (R² = 0.305, F = 60.476, p = 0.000). Emotional intelligence partially mediated the relationship between self-acceptance and positive coping styles, with a mediating effect of 16.3%.

Conclusion

Emotional intelligence and self-acceptance can promote positive coping styles and improve psychiatric nurses’ mental health.

Disorder-Specific Profiles of Self-Perceived Emotional Abilities in Schizophrenia and Major Depressive Disorder

Deficits in social cognition are a core feature of neuropsychiatric disorders. The purpose of this study was to compare profiles of self-perceived abilities across the core domains of emotional functioning between patients with schizophrenia (n = 22), major depressive disorder (n = 31) and healthy participants (n = 43) with the Self-report Emotional Ability Scale (SEAS). Profile analyses were used to explore group differences in the overall level of self-perceived effectiveness of emotional functioning and in the patterns in which the four functions of emotion perception and regulation in the intra- and inter-personal domains are arranged to each other. Both patient groups showed significantly lower overall levels of self-perceived emotional functioning compared to healthy controls. Most importantly, we found significant differences between patient groups in their profile patterns. Patients with schizophrenia indicated experiencing difficulties in all investigated domains, but the profile pattern largely matched that of healthy individuals. Instead, the profile of patients with depression was much more accentuated, showing lower perceived effectiveness of emotion perception and regulation in the intra-personal domain compared to inter-personal functions. Our results of disorder-specific emotional deficits may have profound implications for early screening and identification of at-risk populations as well as recovery-oriented interventions.

Psychological well-being in childhood: The role of trait emotional intelligence, regulatory emotional self-efficacy, coping and general intelligence

Given the increase of mental health problems in youth, focusing on the promotion of psychological well-being is essential. Among the variables recognized as linked to children's psychological well-being, trait emotional intelligence, emotional self-efficacy and coping seem to be crucial, whereas the role played by intelligence is still controversial. In the present study, we explored the combined effects of these variables, aimed at disentangling their unique contribution to psychological well-being of 74 children (41 males, mean age: 9.03 years). We administered verbal and reasoning tests as intelligence measures and self-report questionnaires to assess trait emotional intelligence, regulatory emotional self-efficacy, coping styles, psychological well-being. Correlations revealed two independent clusters of variables: a first cluster including intelligence indexes and a second cluster including psychological well-being, trait emotional intelligence, regulatory emotional self-efficacy and adaptive coping styles. Hierarchical regression analyses showed that only trait emotional intelligence and positive restructuring coping style significantly contributed to psychological well-being. This study highlights that, unlike general intelligence, trait emotional intelligence was associated to psychological well-being, whereas coping styles play a negligible role in explaining this relationship. These findings are valuable in identifying the most relevant factors for children's adjustment and in enhancing emotion-related aspects in interventions for psychological well-being promotion.

Trait emotional intelligence and job performance evaluations: evidence from self, manager, team and peer ratings

Purpose

The study aims to look at whether trait emotional intelligence (EI) was related to the job performance level of a manager, their immediate team and their peers.

Design/methodology/approach

This study looked at the relationship between trait EI and performance appraisals, as evaluated by the person themselves, their peers, manager and team. Trait EI facets of 903 employees were compared to evaluated performance appraisals of the different groups four months later.

Findings

All 15 of the correlations (20 < r < 0.42) between the emotional intelligence facets and self-ratings were significantly positive whilst for managers 10, peers 6 and team only 4 were significant, though all were positive. In line with affective primacy theory, structural equation modelling revealed performance was rated higher by non-manager colleagues when employees exhibited traits associated with positive interpersonal interactions.

Originality/value

There are very few studies using multi-source ratings to explore the consequences of EI on a manager’s team and peers.

A Closer Look at the Emotional Intelligence Construct: How Do Emotional Intelligence Facets Relate to Life Satisfaction in Students Involved in Bullying and Cyberbullying?

Adolescents’ perception of their own emotional abilities has been related to psychological adjustment and well-being. However, there are still few studies focusing on specific emotional dimensions in relation to bullying and well-being in adolescence. This study analysed the relationship between emotional intelligence (EI) facets, satisfaction with life, bullying and cyberbullying in adolescents. The sample consisted of 3520 high school students (51.5% females) aged between 12 and 18 years (M = 14.37; SD = 1.67). The correlation analyses showed that the majority of EI facets were positively related to satisfaction with life and negatively with both types of violence. As was expected, bullying and cyberbullying victims and bully–victims scored lower in satisfaction with life and the majority of EI facets. Controlling for sex, age, and grade, self-emotion appraisal, use of emotions and regulation of emotion were the best predictors of life satisfaction in bully–victims of bullying and cyberbullying. Finally, we discuss the relevance of these findings for clinical and educational practice on EI seeking to promote subjective well-being among adolescents involved in bullying and cyberbullying.

Emotional intelligence and well-being: Associations and sex- and age-effects during adolescence

BACKGROUND

Several studies have suggested that trait and ability-based measures of emotional intelligence (EI) contribute to the promotion of well-being in adults. However, this relationship has not been sufficiently explored among adolescents.

OBJECTIVE

The present study aims to: i) investigate the associations between EI dimensions and well-being indicators (self-esteem, life satisfaction and social anxiety) in adolescents; and ii) analyze the effect of sex and age on dimensions of EI.

METHODS

The sample consisted of 1066 adolescents (57.9%girls and 42.1%boys), aged between 11 and 18 years (M = 14.36; SD = 1.58). Participants completed sociodemographic and validated psychosocial measures.

RESULTS

Correlation analysis indicated that EI dimensions (self-emotion appraisal, use of emotions and regulation of emotions) were positively and moderately correlated with self-esteem and life satisfaction, whereas associations between EI and social anxiety dimensions were small and negative. Boys reported higher levels of self-emotion appraisal, use of emotions and regulation of emotions, whereas girls showed higher levels of other-emotions appraisal. Age was negatively associated with the use of the emotions dimension and positively correlated with the emotional appraisal of others, although both correlation coefficients were small.

CONCLUSIONS

Our study findings suggest the need and importance of implementing emotional education practices during adolescence.

The Importance of Positive Youth Development Attributes to Life Satisfaction and Hopelessness in Mainland Chinese Adolescents

In contrast to mainstream theories focusing on adolescent developmental deficits, the positive youth development (PYD) approach highlights adolescent developmental plasticity and potentials. There are rich empirical research and review studies showing that PYD attributes promote adolescent well-being. However, the existing literature shows several limitations. First, while there are many Western studies, Chinese studies are sparse, particularly studies in mainland China. Second, most PYD studies are cross-sectional studies with data collected at one single time point. Third, researchers in different Chinese contexts seldom employed validated Chinese scales assessing different domains of PYD attributes. Fourth, few studies have examined the relationships between PYD attributes (measures of eudaimonic well-being) and life satisfaction (measure of hedonic well-being) and hopelessness (measure of negative well-being) in a single study. Finally, the role of life satisfaction or hopelessness as a mediator of the relationship between PYD attributes and psychological well-being is unclear. To explore the importance of PYD attributes to Chinese adolescent psychological well-being, we conducted a longitudinal study with two waves of data collected from junior high school students in mainland China (N = 2,648). At both times, validated measures of PYD attributes, life satisfaction, and hopelessness were employed. Results showed that PYD attributes concurrently and longitudinally predicted life satisfaction and hopelessness with small effect sizes. Cross-lagged panel analyses showed that while Wave 2 life satisfaction did not serve as a mediator of the relationship between Wave 1 PYD attributes and Wave 2 hopelessness, Wave 2 hopelessness served as a mediator of the link from Wave 1 PYD attributes to Wave 2 life satisfaction. In view of the paucity of research findings in this area, the present findings clarify the association between PYD attributes and hedonic well-being (indexed by life satisfaction) and negative psychological well-being (indexed by hopelessness) in Chinese adolescents.

Untangling the Emotional Intelligence-Suicidal Ideation Connection: The Role of Cognitive Emotion Regulation Strategies in Adolescents

Though contemporary scientific literature addressing the links between emotional intelligence (EI) and suicidal ideation in adolescents is scarce, one of the potential proposed pathways through which EI may reduce the risk of suicidal ideation involves its relationship with the use of adaptive coping strategies. The aim of this research is to provide support for an empirical pathway that proposes that the effects of EI on suicide risk may follow an indirect pathway, involving maladaptive and adaptive cognitive emotion regulation strategies, using both cross-sectional and prospective design in two independent studies with Spanish adolescents. The sample of Study 1 consisted of 1824 students (52.4% female; mean age 14.55 years). In Study 2, 796 adolescents (54.4% female; mean age 13.76 years) filled out the measures twice, four months later. The results confirmed a positive association between EI and adaptive cognitive emotion regulation strategies and a negative link with suicidal ideation. As expected, the results showed that both cross-sectionally (Study 1) and prospectively (Study 2) EI predicted lower suicidal ideation. Bootstrap mediation analysis indicated that only adaptive cognitive emotion regulation strategies partially mediated the link between EI and suicidal ideation both cross-sectionally and prospectively. Together, those adolescents who showed higher EI were more likely to report more adaptive cognitive emotion regulation, which in turn predicted lower levels of suicidal ideation. Our findings suggest possible avenues for prevention and intervention efforts aimed at boosting emotional abilities and developing adaptive coping strategies among adolescents who are at elevated suicide risk.

Determinants of Perceived Stress in Adolescence: The Role of Personality Traits, Emotional Abilities, Trait Emotional Intelligence, Self-Efficacy, and Self-Esteem

The aim of the current study was to examine the explanatory power of personality traits, emotional abilities, trait emotional intelligence, self-efficacy, and self-esteem in predicting perceived stress in adolescents. The data were collected from 406 high school students, aged 18-22 years (Mage = 18.47, SD = 0.64). Perceived stress was assessed with the 10-item Perceived Stress Scale (PSS-10). Personality traits were measured with the Eysenck Personality Short Scale (EPQ-R-S), emotional abilities were assessed with two performance tests, the Emotional Intelligence Scale - Faces (SIE-T), and the Emotion Understanding Test (TRE), and trait emotional intelligence was measured with a selfreport questionnaire (the Schutte Emotional Intelligence Scale, SEIS). The Generalized Self-Efficacy Scale (GSES) and the Rosenberg Self-Esteem Scale (RSES) were also used. Results indicate that the strongest determinant of perceived stress in adolescents was high neuroticism. Perceived stress was also determined by low self-efficacy and self-esteem, as well as high extraversion and psychoticism. Women reported higher perceived stress than men. There also were differences in the determinants of perceived stress between graduate and nongraduate students. The obtained results suggest that the development of high self-esteem and high self-efficacy may contribute to perceptions of lower stress in adolescents and may be especially valuable for neurotic individuals and for women, who are more exposed to stress.

Rasch Measurement of the Brief Situational Test of Emotional Management in a Large Portuguese Sample

Emotional management (EM) is a crucial skill for achieving relevant biopsychosocial goals, and there has been an increased demand for the effective measurement of EM ability. The current study aimed to explore the psychometric properties of the Portuguese version of the brief Situational Test of Emotional Management (STEM-B) using the item response theory in a sample of 899 participants. The global fit indicated the model had a good adjustment, with most items aligning vertically across the logit scale and presenting an adequate range of item difficulty and fit. Differential item functioning analysis showed no differences in difficulty between genders, but some items differed according to the education level and age-groups. Overall, findings suggest the STEM-B is a psychometrically sound measure for specific testing of EM skills that has the potential to be used across cultures and fields.

The Impact of Cybervictimization on Psychological Adjustment in Adolescence: Analyzing the Role of Emotional Intelligence

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.

Emotional intelligence and cognitive skills protecting mental health from stress and violence among Ghanaian youth

This study investigates the protective mental health function of high emotional intelligence (EI), and cognitive skills (CS) among Ghanaian adolescents when exposed to stressful life-events and violence. It examines, first, how exposure to stressful life-events and violent experiences is associated with mental health, indicated by depressive and psychological distress symptoms, and, second, whether EI and CS could serve as possible moderators between stress, violence and mental health problems. Participants were 415 Ghanaian secondary education students. They reported about their depressive symptoms (Bireleson), psychological distress (Strength and Difficult Questionnaire, SDQ), and emotional intelligence (Trait Emotional Intelligence Question-naire, TEIQue), cognitive skills (The Amsterdam Executive Function Inventory). They also reported their stressful life-events and violent experiences. Statistical analyses were conducted using structural equation modeling (SEM). As hypothesized, high level of stressful life events were associated with high levels of depressive symptoms and psychological distress. Yet violent experiences did not associate with mental health problems. Against hypothesis, high levels of EI and CS could not protect adolescents mental health from negative effects of stressful life events or violent experiences. A direct effects were found between low level of EI and CS and high level of mental health problems. The results are discussed in relations to psychological and cultural factors present in EI and CS in adolescence.

Trait Emotional Intelligence and School Burnout: The Mediating Role of Resilience and Academic Anxiety in High School

The main aim of the current study was to investigate the role of trait emotional intelligence (TEI) in preventing students’ school burnout directly and indirectly via anxiety and academic resilience. The data were derived from a sample of 1235 high school students (962 females and 273 males), ranging in age between 13 and 17 years (mean = 15.46; stand deviation = 1.22). Structural equation modelling revealed a strong indirect effect of TEI on school burnout, mediated via anxiety and resilience. Overall, students with high TEI were less likely to experience school anxiety and more likely to exhibit resilience which, in turn, reduced school burnout risk. Findings are discussed with reference to the wider role of TEI in educational contexts and highlight the need and potential for scientifically driven interventions to enhance emotional adjustment at school and in life, more generally.

Do cognitive and non-cognitive abilities mediate the relationship between air pollution exposure and mental health?

Considered as a key component of human capital, mental health has drawn substantial scholarly attention for its effect on people’s health status and economic outcome. When facing the challenge of stress, people’s heterogeneity in cognitive ability and non-cognitive ability causes difference in patterns of coping, resulting in different manifestations in mental health. Previous researches have shown that cognitive and non-cognitive abilities have positively direct or indirect effects on mental health, but few studies research their role of coping with air pollution. We used the China Family Panel Survey (CFPS) and matched individual data with county or district level PM_2.5 information from NASA. The study found that air pollution has negative effect on mental health with every increase of 1μg/m³ in PM_2.5 deteriorating mental health by 0.038 standard deviation, which is the total effect of air pollution. However, the direct effect of air pollution on mental health will decrease to 0.028 in absolute value when considering mediating effects. By employing different approaches, we found positive mediating effects via cognitive ability and non-cognitive ability. Individuals with high cognitive and non-cognitive abilities are able to accurately diagnose problems and select the optimal coping strategies, thus restoring positive mental health.

The relative contribution of parenting practices in predicting trait emotional intelligence in an Italian adolescent sample

This study examines the relationship between trait emotional intelligence (trait EI), support, and parental psychological control practices. Three hundred adolescents, between 11 and 13 years old, took part in the study (163 were males and 137 were females). Participants completed the Perceptions of Parents Scales for the parental support, the Dependency (DPC)- and Achievement (APC)-oriented Psychological Control Scales for the parental psychological control, and the Trait Emotional Intelligence Questionnaire-Child Form for the child's trait EI. Trait EI was related to parenting variables, and also, parental practices (both support and psychological control) predicted global trait EI in adolescents. Some gender-specific differences were found: both APC and DPC were negative predictors of trait EI in males, whereas only APC significantly predicted trait EI in females. Future longitudinal studies are needed to examine these results and to shed light on the processes involved in the development of trait EI. STATEMENT OF CONTRIBUTION: What is already known on the subject? There exists strong evidence of the interaction between parenting practices and emotional development in children and adolescents. Therefore, parental psychological control is negatively correlated with peer support and self-esteem, and positively related to anxiety and aggressive behaviour in children. However, there is paucity on research examining the relationship between parenting and trait EI in children. What does this study adds? This study extends earlier work in this field and investigates whether there is a relationship between trait EI and parenting practices (parental support and psychological control) and whether it depends on child and parent gender. This study, therefore, aims to investigate, for the first time, parental factors that may, in addition to those constitutional, be related to trait EI in children. Specifically, the objective of the present study was to investigate whether parenting practices would predict adolescents' trait EI and whether these relations depend on the gender.

The Relationship Between Trait Emotional Intelligence, Cognition, and Emotional Awareness: An Interpretative Model

Emotional awareness (EA) has been defined as the cognitive skill devoted to the identification and description of one’s own and others’ emotional experiences, an ability that has usually been conceptualized along with the development of cognitive intelligence. Despite this, EA has also been deemed a central constituent of Emotional Intelligence (EI), a construct that captures individual differences in how we perceive, communicate, regulate, and understand our own emotions, as well as the emotions of others. The overlap between the cognitive and the emotional domain in the definition of the EA construct has created several difficulties in both its understanding and its usage, so much so that several questions regarding its nature and structure remain unanswered. The aim of the present work was to test in a unique model the explanatory role of both trait EI and fluid nonverbal intelligence on EA variability in children, controlling for the effect of age, a variable strictly related to cognitive development, as well as gender, which is highly associated with trait EI during childhood. Four hundred and eighty-eight pupils (258 females and 230 males) ranging from 8 to 12 years old completed the Levels of Emotional Awareness Scale for Children, the Trait Emotional Intelligence Questionnaire – Child Form, and a measure of pure non-verbal reasoning ability, the Raven’s Progressive Matrices. The results of a structural equation model showed a positive explanatory power of both Raven and TEIQue scores on EA, revealing that both cognitive intelligence and trait EI significantly explained EA. The same model also showed an indirect effect of age, via intelligence scores, on EA, suggesting that the increase of EA with age could be partially imputed to the development of intelligence. Finally, a relation between gender and TEIQue scores confirmed higher trait EI scores in girls than in boys. The implications emerging from this model are discussed.

Social Support and Emotional Intelligence as Protective Resources for Well-Being in Moroccan Adolescents

This study aimed to test a structural model to examine the protective role of psychosocial variables, such as social support, emotional intelligence and their interaction, on the cognitive dimension of subjective positive well-being (life satisfaction) and negative well-being (depression) in Moroccan adolescents. The participants consisted of 1277 students (571 men, 694 women and 12 missing values) with a mean age of 16.15 years (SD = 2.22; range = 9 to 23) who attended 26 public schools in different territories of Morocco. These students were in secondary education (n = 893) and high school (n = 378) (6 missing values). The scales for measuring the variables of interest had to be adapted and validated as a previous step for the further proposal of a model of relations. Statistical analyses were conducted using structural equation modeling (SEM) to test the proposed model. The model that optimally adjusted the data confirmed the protective role of social support in the well-being of Moroccan adolescents. Consistent with previous studies, social support was directly related to well-being. However, it also modulated levels of satisfaction with life. Likewise, the inclusion of emotional intelligence as an additional protective factor contributed to the explanation of the well-being mechanisms in adolescents. In addition to direct associations with the levels of social support, satisfaction with life and depression (negative in the latter case), emotional intelligence participated in a complex chain affecting life satisfaction and life satisfaction affecting depression. Moreover, the interaction of emotional intelligence with social support was confirmed to determine levels of life satisfaction in adolescents. Specifically, social support multiplied the effects of the relationship between satisfaction with life and emotional intelligence in cases of moderate and high levels in Moroccan adolescents. This study fills a gap in the literature by adapting and further analyzing several scales with Moroccan samples of adolescents and by proposing and verifying a relational model that can help researchers and teachers to more precisely clarify these relations according to their context. The enhancement of protective factors, such as social support and emotional intelligence, will promote healthy youth development, thus creating healthier societies in the future.

Does Emotional Intelligence Buffer the Effects of Acute Stress? A Systematic Review

People with higher levels of emotional intelligence (EI: adaptive emotional traits, skills, and abilities) typically achieve more positive life outcomes, such as psychological wellbeing, educational attainment, and job-related success. Although the underpinning mechanisms linking EI with those outcomes are largely unknown, it has been suggested that EI may work as a "stress buffer." Theoretically, when faced with a stressful situation, emotionally intelligent individuals should show a more adaptive response than those with low EI, such as reduced reactivity (less mood deterioration, less physiological arousal), and faster recovery once the threat has passed. A growing number of studies have begun to investigate that hypothesis in respect to EI measured as both an ability (AEI) and trait (TEI), but results are unclear. To test the "stress-buffering" function of EI, we systematically reviewed experimental studies that explored the relationship between both types of EI and acute stress reactivity or recovery. By searching four databases, we identified 45 eligible studies. Results indicated that EI was only adaptive in certain contexts, and that findings differed according to stressor type, and how EI was measured. In terms of stress reactivity, TEI related to less mood deterioration during sports-based stressors (e.g., competitions), physical discomfort (e.g., dental procedure), and cognitive stressors (e.g., memory tasks), but did not appear as helpful in other contexts (e.g., public speaking). Furthermore, effects of TEI on physiological stress responses, such as heart rate, were inconsistent. Effects of AEI on subjective and objective stress reactivity were often non-significant, with high levels detrimental in some cases. However, data suggest that both higher AEI and TEI relate to faster recovery from acute stress. In conclusion, results provide mixed support for the stress-buffering effect of EI. Limitations and quality of studies are also discussed. Findings could have implications for EI training programmes.

Trait Emotional Intelligence as a Predictor of Adaptive Responses to Positive and Negative Affect During Adolescence

Introduction and aim : The examination of trait emotional intelligence as an important component of adolescent psychological adjustment and coping has received a great deal of attention. Trait emotional intelligence is expected to reduce the vulnerability to emotional problems by reducing mood deterioration in adverse situations. Most research to date has addressed the regulation of negative affective states, with less attention paid to the responses to positive affect. Thus, the aim of this research was to examine the cross-sectional and prospective associations between trait emotional intelligence dimensions (i.e., trait emotional attention, trait emotional clarity, and trait emotional repair), response styles to negative affect (i.e., depressive rumination and distraction) and response to positive affect (i.e., emotion-focused and self-focused positive rumination and dampening) in adolescence.

Methods: A 1-year follow-up study was conducted with a sample of 880 adolescents (52.4% girls) aged 14–17 years old (M = 14.74, SD = 0.68) who were enrolled in 18 high schools in Andalusia (Spain). Participants completed self-report measures of trait emotional intelligence, response to negative affect and response styles to positive affect. To analyse the data, hierarchical regression analyses and path analysis were performed.

Results: Our results showed that high trait emotional attention was cross-sectionally and longitudinally associated with more dampening of positive affect and more depressive rumination. Furthermore, high trait emotional repair was cross-sectionally and longitudinally related to more distraction to negative affect and more self-focused positive rumination. Some gender differences were also found; girls reported higher trait emotional attention, higher dampening, and higher depressive rumination. Furthermore, boys reported higher trait emotional repair, higher self-focused positive rumination and higher distraction to negative affect.

Conclusions and discussion: Our findings provide longitudinal evidence of the relationships between trait emotional intelligence and responses to both positive and negative affect during adolescence. Consequently, interventions designed to promote resilience during adolescence could target the development of more adaptive responses to both negative and positive affect within the framework of school-based emotional education programmes.

Putting 'Emotional Intelligences' in Their Place: Introducing the Integrated Model of Affect-Related Individual Differences

Numerous individual differences, models, and measures have been associated with the ‘emotional intelligence’ (EI) label. This paper discusses one of the most pervasive problems regarding EI-related individual differences, namely, the lack of a meaningful theoretical framework. First, drawing upon existing theoretical frameworks, we argue that EI-related characteristics can be considered constituents of existing models of cognitive ability (ability EI), personality (trait EI), and emotion regulation (EI competencies). Second, having differentiated between these perspectives (ability, personality, and emotion regulation), we draw upon existing theory and research to build the Integrated Model of Affect-related Individual Differences (IMAID), which provides an initial mechanistic representation that explains how the different EI-related constructs are likely to interrelate and coalesce to influence affective outcomes. In essence, the IMAID is an integrated mediation model in which emotion regulation mediates the effects of ability EI and affect-related personality traits upon outcomes. Viewing EI-related constructs as interrelated extensions of well-established individual difference frameworks clarifies some pervasive misconceptions regarding EI-related characteristics and provides scholars and practitioners with a clear and useful theoretical framework ripe for exploration. We conclude by using the IMAID to suggest a theoretically driven agenda for future research.

„Emotionale Intelligenz“ mit einem Fragebogen messen?

Zusammenfassung. Die faktorielle Validität des Trait Emotional Intelligence Questionnaire – Adolescent Short Form (TEIQue-ASF) und der Beitrag der damit erfassten „Emotionalen Intelligenz“ (EI) zur Aufklärung von Schulerfolg wurden an N = 711 deutschen Schülerinnen und Schüler der 6., 7. und 8. Jahrgangsstufe überprüft. Explorative und konfirmatorische Faktorenanalysen ergaben, dass weder das zugrundeliegende theoretische Vier-Faktoren-Modell noch der für die Kurzform vorgesehene globale EI-Wert mit den Daten vereinbar waren. Stattdessen resultierte eine dreifaktorielle Lösung mit 9 Items, welche auch im Vergleich zu Alternativmodellen am besten auf die Daten passte. Jenseits von verbaler Intelligenz und klassischen Persönlichkeitsvariablen lieferte der TEIQue-ASF keinen bedeutsamen Beitrag zur Varianzaufklärung der Schulleistung (Notendurchschnitt). Die Nützlichkeit des TEIQue-ASF wird diskutiert, weitere Validitätsüberprüfungen werden dringend empfohlen.

Posttraumatic stress symptomatology following exposure to perceived traumatic perinatal events within the midwifery profession: The impact of trait emotional intelligence

AIMS

To explore factors associated with, and predictors of, posttraumatic stress symptoms in midwives. To explore factors associated with, and potential moderating effects of, trait emotional intelligence. Secondary analysis explored predictors of resilience.

BACKGROUND

Midwives may experience vicarious trauma responses due to exposure to certain perinatal events in their professional lives. This may have adverse psychological outcomes for midwives, and women and children in their care.

DESIGN

A cross-sectional, online and paper survey of midwives in the United Kingdom was conducted.

METHODS

Between February and October 2016, 113 midwives who met inclusion criteria provided demographic information, and completed scales measuring posttraumatic stress symptoms, trait emotional intelligence, empathy, resilience, social support, and attitudes towards emotional expression.

RESULTS

Higher resilience and trait emotional intelligence scores were associated with reduced posttraumatic stress symptoms. Higher empathy, perceived social support, and resilience were associated with higher trait emotional intelligence. Lower resilience significantly predicted posttraumatic stress symptoms. Trait emotional intelligence did not moderate relationships between resilience and posttraumatic stress symptoms, but may protect against posttraumatic stress symptoms in midwives with higher empathy. Higher trait emotional intelligence, and lower empathy and need for support, significantly predicted resilience. Notably, when trait emotional intelligence was higher, the negative relationship between empathy and resilience was reduced.

CONCLUSION

Approximately one-fifth of midwives were experiencing posttraumatic stress symptoms at clinically significant levels. Trait emotional intelligence may protect against posttraumatic stress symptoms by supporting resilience, while enabling midwives to remain empathic. The negative correlation between resilience and empathy needs careful consideration by policy makers.

Cyberbullying Victimization, Self-Esteem and Suicidal Ideation in Adolescence: Does Emotional Intelligence Play a Buffering Role?

Cyberbullying has been linked to social, physical and psychological problems for adolescent victims but there has been no analysis of the specific role of emotional intelligence in protecting against the negative symptoms associated with cyberbullying victimization. This study examined the interaction between cyberbullying victimization and emotional intelligence (EI) as predictors of psychological maladjustment (operationalized as high suicidal ideation and low self-esteem) in 1,660 Spanish adolescents. We also investigated whether levels of EI moderated the relationship between cyberbullying victimization and mental health problems. The cyberbullying victimization x EI interaction contributed to variance in suicidal ideation and self-esteem in our sample of adolescent victims. Adolescent victims of cyberbullying with high EI scores reported lower suicidal ideation and higher self-esteem than their less emotionally intelligent counterparts. Thus, our data provide empirical support for theoretical and conceptual work connecting victimization, EI abilities and mental health associated with cyberbullying. This suggests that alone, but also in combination, EI may be particularly relevant in leading to increased levels of mental health issues in cyberbullying victims. Finally, the theoretical implications of our findings on the relationship between these variables and the mental health issues of adolescent victims of cyberbullying are discussed.

Is the Relationship between Depression and C Reactive Protein Level Moderated by Social Support in Elderly?-Korean Social Life, Health, and Aging Project (KSHAP)

OBJECTIVE

To investigate the buffering effects of social support as an effects modifier in the association between depression and inflammation in the elderly.

METHODS

We analyzed the Korean Social Life, Health, and Aging Project (KSHAP) for questionnaire, clinical, and laboratory data of 530 older adults living in a rural community. Multivariate regression models were used to investigate the association between depressive symptoms and C-reactive protein level (CRP), a marker of inflammation, at varying levels of social support.

RESULTS

Social support affected the association between depressive symptoms and CRP level in both sexes. However, the direction of effects modification was different for men and women. In men, a higher CRP level was significantly associated with depressive symptoms only among those with lower support from a spouse or family members. By contrast, in women, the association was significant only among subgroups with higher spousal or family support. Social support from neighbors or friends did not affect the depression-inflammation relationship in men but modestly affected the relationship in women.

CONCLUSION

Our findings suggest that social support may have a buffering effect in the relationship between depression and inflammation in elderly Koreans. But the influence of social support may run in different directions for men and women.

Dimensions of Emotional Intelligence and Online Gaming Addiction in Adolescence: The Indirect Effects of Two Facets of Perceived Stress

This study tested a parallel two-mediator model in which the relationship between dimensions of emotional intelligence and online gaming addiction are mediated by perceived helplessness and perceived self-efficacy, respectively. The sample included 931 male adolescents (mean age = 16.18 years, SD = 0.95) from southern China. Data on emotional intelligence (four dimensions, including self-management of emotion, social skills, empathy and utilization of emotions), perceived stress (two facets, including perceived self-efficacy and perceived helplessness) and online gaming addiction were collected, and bootstrap methods were used to test this parallel two-mediator model. Our findings revealed that perceived self-efficacy mediated the relationship between three dimensions of emotional intelligence (i.e., self-management, social skills, and empathy) and online gaming addiction, and perceived helplessness mediated the relationship between two dimensions of emotional intelligence (i.e., self-management and emotion utilization) and online gaming addiction. These findings underscore the importance of separating the four dimensions of emotional intelligence and two facets of perceived stress to understand the complex relationship between these factors and online gaming addiction.

Coping, emotion regulation, and psychopathology in childhood and adolescence: A meta-analysis and narrative review

In this meta-analytic and narrative review, we examine several overarching issues related to the study of coping, emotion regulation, and internalizing and externalizing symptoms of psychopathology in childhood and adolescence, including the conceptualization and measurement of these constructs. We report a quantitative meta-analysis of 212 studies (N = 80,850 participants) that measured the associations between coping and emotion regulation with symptoms of internalizing and externalizing psychopathology. Within the meta-analysis we address the association of broad domains of coping and emotion regulation (e.g., total coping, emotion regulation), intermediate factors of coping and emotion regulation (e.g., primary control coping, secondary control coping), and specific coping and emotion regulation strategies (e.g., emotional expression, cognitive reappraisal) with internalizing and externalizing symptoms. For cross-sectional studies, which made up the majority of studies included, we examine 3 potential moderators: age, measure quality, and single versus multiple informants. Finally, we separately consider findings from longitudinal studies as these provide stronger tests of the effects. After accounting for publication bias, findings indicate that the broad domain of emotion regulation and adaptive coping and the factors of primary control coping and secondary control coping are related to lower levels of symptoms of psychopathology. Further, the domain of maladaptive coping, the factor of disengagement coping, and the strategies of emotional suppression, avoidance, and denial are related to higher levels of symptoms of psychopathology. Finally, we offer a critique of the current state of the field and outline an agenda for future research. (PsycINFO Database Record

Emotional Intelligence: Influencing Smoking Behavior in Young Adults

The present study examines the influence of emotional intelligence on smoking behavior (SB) patterns among 219 young adults belonging to the age group of 19–27 years pursuing management studies in India. The study is conducted with an aim to understand the relevance and importance of emotions in human behavior. The primary data collected are analyzed by binomial and multinomial logistic regression analyses. The study suggests that emotional intelligence has a significant impact on SB considering sex and age as moderators. It has been observed among the sample that males have higher tendency to smoke than females, and that age has no impact on the SB pattern. For the study, the reference category taken is non-smokers.