Lights and Shadows of Trait Emotional Intelligence: Its Mediating Role in the Relationship Between Negative Affect and State Anxiety in University Students

The interrelationships between Chinese learners' trait emotional intelligence and teachers' emotional support in learners' engagement

BACKGROUND

One noteworthy concern within the realm of education is the level of engagement demonstrated by students. Among the factor that can have a crucial role in this domain is teacher support, especially emotional support which has an impact on several aspects of learners' education. Furthermore, various studies have investigated the relationship between Emotional Intelligence (EI) and learners' engagement.

METHODS

Accordingly, this study investigated the possible role of trait EI and the emotional support of teachers and how these constructs may work to associate learners' engagement. For this objective, a total of 309 Chinese students across different colleges and universities in 5 provinces of Beijing, Shanghai, Jiangsu, Hubei, and Shaanxi were enrolled. They were 126 females and 183 males, with ages ranging from 18 to 30 years old (Mean = 24.6).

RESULTS

The results of this research through running Structural Equation Modeling (SEM) demonstrated that teachers' emotional support and trait EI both can associate students' learning engagement. The final measurement model shows that about 73% of changes in learners' engagement can be associated by their trait EI and teachers' emotional support.

CONCLUSIONS

This study underscores the importance of emotional support from teachers and the trait of EI in relation to students' engagement in learning. Both factors were shown to play a significant role in associating student engagement. Moreover, this study could potentially have wider impacts on members of academic teams.

Building a healthy lifestyle: the role of emotional intelligence among Italian university students

Given the numerous evidence demonstrating the influence of emotions in engaging risky behaviors, it seems inevitable to consider new approaches that promote healthy lifestyles. This study examines the relationship between emotional intelligence (EI) and unhealthy lifestyles among undergraduate university students in Southern Italy, since a correlation between EI and harmful health behaviors has been postulated. The present cross-sectional study was conducted among over 18-year-old university students using an online, anonymous, self-administered questionnaire. Socio-demographic characteristics, tobacco use, nicotine dependence, alcohol consumption, and skipping breakfast were investigated. Nearly a third of the sample were current smokers (30.9%). Problematic drinking was shown in 9.9% of the students. Almost one-fourth (23.1%) reported breakfast skipping ≥ 3 days a week. Emotional clarity and total EI scores were significantly lower in current smokers with moderate/high nicotine dependence. Problematic drinking revealed lower emotional clarity and total EI scores. Breakfast skippers showed lower emotional attention and total EI scores. The interconnectedness of unhealthy behaviors and the potential for one behavior to lead to or predict another were  also shown. The study findings provide useful insights to develop evidence-based strategies to empower the young adults to choose a health-promoting lifestyle. The figures suggest that emotional learning interventions could support this goal.

Mediating effect of social interaction anxiety between emotional intelligence and life satisfaction in physical education students: post-COVID-19 study

The aim of this research is to analyze the effect of social interaction anxiety on satisfaction with life mediated by emotional intelligence. The research design was descriptive, cross-sectional, and non-randomized. In total, 1,164 Mexican physical education students participated (Mage = 21.21; SD = 3.26; 30.0% female; 69.6% male; 0.4% other). The scales used were the Social Interaction Anxiety Scale, Trait Meta-Mood Scale and Satisfaction with Life and a structural equation analysis with latent variables was conducted. The results highlight that it can be asserted that emotional clarity and repair had a mediating effect between social interaction anxiety and satisfaction with life, as they did decrease the negative effects of social interaction anxiety on satisfaction with life. In addition, social interaction anxiety had a direct and positive effect on emotional attention and a negative effect on emotional clarity and repair.

Mediation of academic self-efficacy between emotional intelligence and academic engagement in physical education undergraduate students

The aim of this study was to analyze academic self-efficacy as a mediator between emotional intelligence and academic engagement. A non-experimental, cross-sectional, correlational-causal study was designed in which 1,164 Mexican students participated (M_age = 21.21; SD = 3.26) (30.0% female; 69.6% male; 0.4% other). The scales of emotional intelligence, academic self-efficacy and academic engagement were used, and a structural equation analysis with latent variables was conducted. The results obtained demonstrate that emotional clarity and repair have a positive and direct effect on academic self-efficacy. In addition, emotional repair predicts behavioral and emotional engagement. It was also found that academic self-efficacy is an excellent mediator between emotional clarity and repair, and the dimensions of academic engagement, as it substantially improves behavioral and emotional engagement while decreasing behavioral and emotional disaffection.

Positive attentional bias mediates the relationship between trait emotional intelligence and trait affect

Emotional intelligence and, in particular, the component emotion regulation may increase well-being and improve mood and coping with negative emotions. In the present eye-tracking study, we examined whether attention allocation to positive stimuli mediates the relationship between emotion regulation abilities and trait affect. Gaze behavior of 104 healthy adults was analyzed in a free-viewing task, in which happy, sad, angry, and neutral faces were shown simultaneously for ten seconds. Dwell time on facial expressions was used as indicator of attention allocation. Trait emotional intelligence was assessed using the Self-Rated Emotional Intelligence Scale. Self-report measures of state and trait positive and negative affect, trait anxiety, and depression were administered. In general, participants viewed longer at happy than at negative or neutral faces. The results of mediation analyses indicated that intrapersonal and interpersonal emotion regulation abilities were indirectly related to trait positive affect through attention to happy faces. Moreover, dwell time on happy faces had a mediating effect on the relationship between interpersonal emotion regulation ability and trait anxiety. Preference for positive social signals might form one attentional pathway through which emotion regulation abilities promote positive mood and buffer the development of anxiety reactions in everyday life.

The Key Role of Emotional Repair and Emotional Clarity on Depression among Breast Cancer Survivors

Breast cancer is the malignancy with the highest incidence in women worldwide. The empirical evidence is inconsistent with the prevalence of depression among breast cancer survivors (BCS), pointing to emotional competencies as protective factors against affective disorders. However, the mechanisms through which these competencies favor a more adaptive emotional state are unknown. Therefore, this study aims to explore the relationship between the experience of having survived the disease and depression levels in a group of BCS, and the mediating role of Perceived Emotional Intelligence (PEI) in this relation. This was a cross-sectional study with 237 women divided into two groups: 56 BCS and 181 healthy controls who completed the Trait Meta-Mood Scale 24 (TMMS-24) and the Hospital Anxiety and Depression Scale (HADS). Results showed that Survivorship and PEI explained and predicted 37.8% of the variance of depression, corresponding the 11.7% to the direct and/or the indirect effect of the PEI dimensions (Emotional Attention, Emotional Clarity, and Emotional Repair). In conclusion, interventions aimed at promoting an adequate PEI in this population-and in the Psycho-oncology field, in general-with a particular focus on the development of Emotional Clarity and Repair need to be implemented. Limitations and future research lines are discussed.