Developmental correlates of emotional intelligence: Temperament, family environment and childhood trauma

5-HT3 receptor within the amygdaloid complex modulates pain hypersensitivity induced by empathy model of cohabitation with a partner in chronic pain condition in mice

Cohabitation with a partner undergoing chronic pain induces pain hypersensitivity. Among a lot of other neurochemical pathways, the serotonin (5-HT) role, specifically the 5-HT₃ receptor (5-HT₃R), in the amygdala has never been evaluated in this model. Here we studied the effects of the amygdala's chemical inhibition, its neuronal activation pattern, and 5-HT, 5-HIAA, and 5-HT turnover within the amygdala. Furthermore, the systemic and intra-amygdala 5-HT₃R activation and blockade in mice that cohabited with a conspecific subjected to chronic constriction injury were investigated. Male Swiss mice were housed in partners for 28 days. The dyads were divided into two groups on the 14^th day: cagemate nerve constriction (CNC) and cagemate sham (CS). On the 24^th day, cagemates underwent a stereotaxic surgery (when necessary) and, on the 28^th day, they were evaluated on the writhing test. The amygdala inactivation promotes pain-hypersensitivity behaviors in groups and dyads; cohabitation with a partner with chronic pain did not change FosB-labeled cells in the amygdala's nucleus and increases 5-HT turnover in cagemates. Systemic and intra-amygdala 5-HT₃R activation attenuated and enhanced the number of writhes, respectively. In contrast, 5-HT₃R blockade reduced hypersensitivity pain response. Results suggest the involvement of amygdala serotonergic signaling via 5-HT₃R in empathy-like behavior.

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.

Temperament and Sense of Coherence: Emotional Intelligence as a Mediator

Sense of coherence (SOC) reflects an individual’s capacity and available resources to deal with stressful situations. For some time now studies have revealed that people differ in their experience of SOC; yet, very little is known about how and through which mechanisms a high level of SOC is formed. In order to increase our understanding about the paths to a high SOC in the stage of adulthood, we focused on exploring the role both of temperament, as it has been confirmed as a potential component in the development of more complex traits that emerge later in life, and of emotional intelligence (EI) as it has been found to increase SOC. The sample consisted of 173 participants between 18 and 49. We used the Temperament Evaluation of Memphis, Pisa and San Diego Autoquestionnaire (TEMPS-A), Orientation to Life Questionnaire (OLQ), and Emotional Intelligence Questionnaire (INTE). Results showed a negative correlation between the depressive, cyclothymic, irritable, and anxious dimensions of temperament and SOC, and EI. There was also a positive correlation between hyperthymic temperament and SOC, and EI. EI correlated positively with a general sense of coherence and its three dimensions. The PROCESS macro for SPSS showed that emotional intelligence mediates the relationship between depressive, cyclothymic, hyperthymic, irritable and anxious temperament, comprehensibility, manageability, meaningfulness, and global orientation to life. On the basis of the obtained outcomes, it can be stated that emotional intelligence mediates the relationship between dimensions of temperament and dimensions of SOC.

Developments in Trait Emotional Intelligence Research

Trait emotional intelligence (“trait EI”) concerns our perceptions of our emotional abilities, that is, how good we believe we are in terms of understanding, regulating, and expressing emotions in order to adapt to our environment and maintain well-being. In this article, we present succinct summaries of selected findings from research on (a) the location of trait EI in personality factor space, (b) the biological underpinnings of the construct, (c) indicative applications in the areas of clinical, health, social, educational, organizational, and developmental psychology, and (d) trait EI training. Findings to date suggest that individual differences in trait EI are a consistent predictor of human behavior across the life span.