Role of emotional intelligence and grit in life satisfaction

The influence of grit on life satisfaction of Brazilian undergraduate students: academic adaptation as a mediator

Introduction

In recent years, research in educational contexts has pointed to the role of grit as a variable related to various positive outcomes, including life satisfaction. Academic adaptation seems vital for the success of academic life in college students. Considering university as an important life context for people pursuing higher education, what is the mediating effect of academic adaptation? This study proposed a mediation model to examine the mediating effect of academic adaptation in the relationship grit and life satisfaction.

Methods

A sample of 413 undergraduate Brazilian students, age ranging from 18 to 71 years (M = 27.30; SD = 10.20). A correlation analysis was performed between the variables and the following mediation model was tested: Grit (independent variable), academic adaptation (mediating variables) and life satisfaction (dependent variables).

Results

Mediation analysis indicated that academic adaptation mediated around 46.80% for the factor of consistency of interests and 40.90% of the relationship with perseverance of effort. Thus, the greater the grit of the university student, the greater the grit, which leads to better satisfaction with life.

Discussion

In recent years, research in educational contexts has pointed to the role of grit as a variable related to various positive outcomes. The findings elucidated that grit in academic context could benefit students' adaptation process, and the university's responsibility to improve its students' softskills, not only for the future stage after university, but also during the student's schooling.

Grit, general self-efficacy, and life satisfaction: The mediating role of hope

This study examines the mediating role of hope in the relationship between grit, general self-efficacy, and life satisfaction. The sample of the study consisted of 485 university students (68.7% female). The age of the participants ranged from 18 to 39 (Mean: 20.85, SD: 2.30). According to the findings of the study, positive significant relationships were found between grit, general self-efficacy, hope and life satisfaction. hope fully mediated the impact of grit on life satisfaction. Additionally, hope fully mediates the effect of general self-efficacy on life satisfaction. These findings suggest that grit and general self-efficacy associated with life satisfaction can be better understood with hope. Hope can be a factor that increases individuals' resilience and general self-efficacy and is an important aspect of positive-based interventions.

Evaluation of grit and its associated factors among undergraduate pharmacy students from 14 Asian and Middle Eastern countries amid the COVID-19 pandemic

Introduction

Grit is proposed as an essential trait for academic achievement. Thus, evaluating its current status and the associated factors could aid academic support planning.

Objective

The present study aimed to assess grit level and its related factors among undergraduate pharmacy students from 14 countries amid the COVID-19 pandemic.

Methods

A cross-sectional survey-based study was conducted among pharmacy students from 14 countries in Asia and the Middle East. A 31-item questionnaire was developed, validated, and pilot-tested, including the validated short scale for grit assessment. The data was collected between 1 February and 15 April 2022. Descriptive and inferential statistics were employed as appropriate.

Results

A total of 2665 responses were received, mainly from females (68.7 %), living in urban areas (69.2 %) and studying at private universities (59.1 %). The average grit score on a scale of 5 was 3.15 ± 0.54. The responses revealed higher favourable responses to items on the perseverance of efforts (34.9 % to 54 %) compared to items on the consistency of interests (26.5 % to 31.1 %). Students who did not exercise (AOR: 0.47, 95 %CI: 0.33-0.67) or exercised irregularly (AOR: 0.64, 95 %CI: 0.45-0.90) were less likely to have higher grit scores than those who exercised regularly. Additionally, students who did not receive COVID-19 vaccination (AOR: 0.50, 95 %CI: 0.36-0.71) or received only one dose (AOR: 0.67, 95 %CI: 0.46-0.99) were less likely to have higher grit scores than those who received their booster vaccination. Interestingly, students who chose the pharmacy program as their only available or reasonable choice (AOR: 0.33, 95 %CI: 0.17-0.62) and students from public universities (AOR: 0.82, 95 %CI: 0.68-0.98) were less likely to have higher grit scores. On the other hand, students who did not face educational challenges with online learning (AOR: 1.19, 95 %CI: 1.003-1.416) and students with excellent (AOR: 2.28, 95 %CI: 1.57-3.31) and very good (AOR: 2.16, 95 %CI: 1.53-3.04) academic performance were more likely to have higher grit scores.

Conclusion

The findings revealed moderate grit levels. Higher grit levels were thought to be associated with several personal, lifestyle and academic factors. Further interventions to support students' grit attributes are required, particularly concerning the consistency of interests.

The Mediating Role of Job Satisfaction in the Relationship between Emotional Intelligence and Life Satisfaction among Teachers during the COVID-19 Pandemic

This study examines the indirect effect of job satisfaction on the relationship between emotional intelligence and life satisfaction among teachers during the second wave of the COVID-19 pandemic in Poland. A sample of 322 teachers aged 23–71 (M = 45.37, SD = 8.99) participated in a cross-sectional online survey. The online survey (Google form) contained some demographic information and standardized psychological questionnaires: the Multivariate Emotional Intelligence Scale (MEIS) for measuring emotional intelligence, the Minnesota Satisfaction Questionnaire (MSQ)—a short form for job satisfaction assessment, and the Life Satisfaction Scale (SWLS). Emotional intelligence is a significant positive predictor of job satisfaction and life satisfaction, and job satisfaction is a strong positive predictor of life satisfaction. Job satisfaction partly mediates the relationship between emotional intelligence and life satisfaction. To maintain the well-being of teachers during a pandemic, schools should implement training to improve emotional intelligence and increase job satisfaction by supporting distance e-learning among teachers.

Emotional Intelligence Impacts on Work Performance: the Case in Telecommunication Malaysia Research Company

The study of the correlation between Emotional Intelligence (EI) and work performance is crucial for the organisation. Some of the organisations do not consider EI skills as the work performed. This study investigates the correlation between EI and the work performance of a telecommunication research company in Malaysia. There are 66 participants involved in this study: senior researchers and researchers. A set of questionnaires was distributed to assess their employees’ background, EI, and work performance. As a predictor of research employees’ work performance and EI, the results show that EI had a significant positive relationship with work performance. The findings also show that employees with high EI experience a greater level of task performance. Moreover, the authors also present the relationship of EI with work performance over employees’ background such as gender, marital status, age and work experience. It was found that married employees have a higher correlation than single employees. The study recommends that organisations introduce EI development programs for existing staff to improve their performance at work.

Linking Emotional Intelligence to Mental Health in Chinese High School Teachers: The Mediating Role of Perceived Organizational Justice

Compare with other professions, teachers are reported to have a higher risk of poor mental health. This study examined the relationships between emotional intelligence, perceived organizational justice, and mental health among Chinese high school teachers. Three hundred and eighty-one high school teachers, with their age range between 21 and 50 years, were administered the Emotional Intelligence Scale, Perceived Organizational Justice Scale, and Mental Health Scale. The result found that emotional intelligence and perceived organizational justice directly influence the mental health of high school teachers. In addition, perceived organizational justice mediated the association between emotional intelligence and mental health. Moreover, the present study analyzes the different role of subtypes of perceived organizational justice on the relationships between emotional intelligence and mental health, and the results showed that the mediating effects of perceived distributive justice and interactive justice on emotional intelligence and mental health are not significant, only the perceived procedural justice mediated the relationships between emotional intelligence and teachers' mental health. The results are discussed in a conceptual context.

Interpersonal Support, Emotional Intelligence and Family Function in Adolescence

BACKGROUND

During adolescence, although the peer group exerts a strong influence on how the individual thinks and feels and on personal social values, the family still exerts a sustaining and supporting role. This study analyzed the relationships established between family function, emotional intelligence and perceived interpersonal support in adolescence.

METHOD

The sample was made up of 1287 high school students aged 14 to 18 (M = 15.11; SD = 0.91) in the province of Almeria (Spain).

RESULTS

The results showed moderate correlations between the intrapersonal emotional intelligence dimension and perceived availability of support (advice or orientation), and between the mood dimension of emotional intelligence and the three interpersonal support dimensions (appraisal, belonging and tangible). In addition, significant positive correlations were found between family function and the intrapersonal and mood dimensions of emotional intelligence, with medium and large effect sizes, respectively. Apart from that, the data revealed that students who could count on a more functional family referred to high empathy and acceptance by others and greater support in material or financial matters, followed by those with moderate family function. In addition, students from homes with severely dysfunctional families perceived less available support. Finally, students who said they could count on strong family function also scored higher on the intrapersonal factor of emotional intelligence.

CONCLUSIONS

The implications of these findings for the development of emotional intelligence in early adolescence are discussed from the family context, considering the relationship between emotional intelligence and social support.