Emotional Intelligence and Psychological Well-Being in Adolescents

Psychological well-being and emotional intelligence in undergraduate nursing students as predictors of academic success

BACKGROUND

Academic performance is influenced by a complex interplay of multiple factors whose relationships often do not follow straightforward patterns. Despite extensive research, understanding of these dynamics remains inconclusive. In particular, several studies highlight that higher emotional intelligence is associated with better academic outcomes and that people with elevated levels of psychological well-being also tend to achieve higher grades.

OBJECTIVE

This study examines the associations between emotional intelligence, psychological well-being and academic performance among undergraduate nursing students. Specifically, it seeks to deepen our understanding of how emotional intelligence affects academic achievement, with psychological well-being potentially serving as a mediator.

DESIGN

A cross-sectional correlational design was employed.

SETTINGS

The study involved a convenience sample of undergraduate nursing students from various degree programmes affiliated with the primary author.

PARTICIPANTS

394 undergraduate nursing students participated in the study, 249 identified as female and 145 as male.

METHODS

Participants completed a quantitative survey during class hours, providing data on demographics, academic average scores and self-report measures of perceived emotional intelligence and psychological well-being. Data were evaluated using Pearson's correlations and serial multiple mediation analyses.

RESULTS

The findings revealed significant positive relationships between emotional intelligence, psychological well-being and academic performance. Serial mediation assessments indicated that dimensions of emotional intelligence influence academic performance both directly and indirectly through psychological well-being. Specifically, flourishing partially mediated the relationship between emotional intelligence and academic performance, directly influencing academic outcomes.

CONCLUSIONS

This study underscores the critical role of emotional management skills in academic performance, with psychological well-being acting as a partial mediator in this relationship. Consequently, undergraduate nursing students with enhanced emotional management abilities and higher levels of psychological well-being are likely to achieve better academic outcomes.

Emotional awareness amplifies affective sensitivity to social support for women with breast cancer

Emotional awareness (EA) is thought to facilitate psychological health by aiding emotion regulation in oneself and garnering social support from others. This study tested these potential relationships within a one-year longitudinal study of 460 women (age 23-91 years, mean 56.4 years) recently diagnosed with breast cancer (i.e., within four months). The women completed measures of emotional awareness, social support, social stress, affective symptoms, and well-being. Linear models tested EA as a moderator of social support and stress on affective symptoms and well-being. In those with higher EA, low social support was associated with greater depression and lower optimism. There was some evidence that higher EA predicted greater depression at baseline but lower depression at nine-month follow-up. These results support the idea that EA increases sensitivity to available social support and facilitates emotional adjustment over time, suggesting that assessment of EA could help guide clinicians in identifying those at greatest risk of adverse mental health outcomes in this population.

Relationship between Pharmacists' Emotional Intelligence and Job Performance: A Cross-Sectional Study in Saudi Arabia

Pharmacists' job performance is crucial for improving pharmacy services. The purpose of this study was to evaluate the association of emotional intelligence with the job performance of pharmacists in Saudi Arabia. Using social media platforms, we disseminated an online questionnaire to pharmacists licensed to practice in Saudi Arabia between June and July 2022. The questionnaire was filled out by 352 pharmacists. The majority of the participants were women (60.5%) and working as community pharmacists (55.7%). On self-reported emotional intelligence and job performance scales, the respondents scored an average of 5.5 ± 0.9 (out of 7) and 4.0 ± 0.6 (out of 5), respectively. Multiple linear regression analyses revealed that emotional intelligence had a significant relationship with job performance (β = 0.43, p < 0.001). In conclusion, the findings indicated that emotional intelligence may influence the job performance of pharmacists in Saudi Arabia. As the primary objective of every organization is to accomplish the best possible performance, prioritizing emotional intelligence is important. Further research is needed to identify the impact of emotional intelligence on work performance, which could potentially enhance clinical outcomes for patients.

Fostering emotional well-being in adolescents: the role of physical activity, emotional intelligence, and interpersonal forgiveness

Introduction

Adolescence is considered a stress-sensitive developmental period, and the escalating and sustained pressure during this phase poses a significant threat to the mental and physical well-being of adolescents. Therefore, enhancing positive emotions in adolescents is crucial. This study aims to investigate the impact of physical activity on the emotional intelligence, interpersonal forgiveness, and positive emotions of adolescents.

Methods

Using a cluster sampling method, data were collected from 500 adolescents in four schools across the Xiangxi Tujia and Miao Autonomous Prefecture of Hunan Province, China. A total of 428 valid questionnaires were collected and analyzed. The study employed AMOS v.23 to construct a structural equation model to validate the hypotheses.

Results

The results indicate that physical activity significantly influences the emotional intelligence, interpersonal forgiveness, and positive emotions of adolescents. Furthermore, emotional intelligence and interpersonal forgiveness mediate the relationship between physical activity and positive emotions.

Discussion

Based on these findings, collaborative efforts from government agencies, schools, and families are essential to provide robust support for adolescents' participation in physical activity, encouraging more adolescents to actively engage in sports.

Interaction among participants in a collective intelligence experiment: an emotional approach

Introduction

The construct of collective intelligence assumes that groups have a better capacity than individuals to deal with complex, poorly defined problems. The digital domain allows us to analyze this premise under circumstances different from those in the physical environment: we can gather an elevated number of participants and generate a large quantity of data.

Methods

This study adopted an emotional perspective to analyze the interactions among 794 adolescents dealing with a sexting case on an online interaction platform designed to generate group answers resulting from a certain degree of achieved consensus.

Results

Our results show that emotional responses evolve over time in several phases of interaction. From the onset, the emotional dimension predicts how individual responses will evolve, particularly in the final consensus phase.

Discussion

Responses gradually become more emotionally complex; participants tend to identify themselves with the victim in the test case while increasingly rejecting the aggressors.

Emotional intelligence and perceived social support as predictors of psychological well-being among nurses in hospitals in metro manila: Basis for psychological wellness program

An important factor related to psychological well-being is emotional intelligence and perceived social support. Nurses are exposed to different stressors that are triggered by failing to meet personal needs, taking care of patients, heavy workloads, being exposed to dying patients, fear of committing errors in practice, and experiences of discrimination. Literature suggests that emotional intelligence and perceived social support are associated with psychological well-being. This study aimed to test whether emotional intelligence and perceived social support significantly predict psychological well-being among nurses working in hospitals in Metro Manila through multiple regression analysis. The result shows a high level of emotional intelligence and perceived social support among the respondents. Furthermore, it was also found that nurses have an average level of psychological well-being. There is also a positive relationship between the domains of emotional intelligence, perceived social support, and psychological well-being. Lastly, the results show that the domains of emotional intelligence and perceived social support significantly predict psychological well-being among nurses.

Prosocial behaviours and emotional intelligence as factors associated with healthy lifestyles and violence in adolescents

Adolescence is a stage of life characterised by vulnerability, which shapes young people's trajectories and potentially influences their behaviour. In this crucial period, the promotion of prosocial behaviours and the development of emotional intelligence are understood as key factors influencing adolescents' psychological and personal well-being. The general objective of this study was to find out the relationship between these two variables - prosocial behaviours and emotional intelligence - and their correlation with the maintenance of a healthy lifestyle and another fundamental aspect such as violence among young people in the academic context. A total of 743 secondary school students participated in this research with a descriptive-cross-sectional design. This study used several instruments, including an ad hoc questionnaire to assess socio-demographic aspects and school violence, the Prosocial Behaviour Questionnaire (PBQ), the TMMS-24 for the assessment of Emotional Intelligence, the Healthy Lifestyles Questionnaire (HLQ-II) and the Satisfaction with Life Scale (SLS). The results highlighted a convincing link between the display of prosocial behaviours and emotional intelligence with various dimensions of healthy living such as healthy diet or respect for mealtimes. In particular, the research revealed a pronounced correlation between adolescents who showed greater emotional repair and respect and their lower involvement in school violence and substance use. In addition, the likelihood of having a healthy life was found to be linked to variables such as being male, respect, social relationships and emotional repair. In contrast, the likelihood of having an excessive consumption of certain harmful substances such as alcohol or tobacco was found to be linked to age, empathy and emotional clarity. These results highlight the crucial role that prosocial behaviours and emotional intelligence play in shaping adolescents' lives. In conclusion, the need to promote such variables as prosocial behaviours and emotional intelligence in adolescent students in order to promote healthy lifestyles and reduce school violence and substance use in this age group is discussed.

Emotional intelligence and happiness in clinical medical students: A cross-sectional multicenter study

Background and Aims

Emotional intelligence (EI) has improved job performance and has been associated with the success of individuals. The interfering role of happiness in this equation is unneglectable; however, this association has not been established in clinical medical students exposed to work pressures and stressful hospital atmospheric. The present perusal was conducted to evaluate the relationship between EI and happiness in clinical medical students.

Methods

A multicenter cross-sectional investigation was conducted in Iran from December 2021 to June 2022. Multi-stage cluster sampling followed by a systematic random selection was applied to choose participants. Data gathering was carried out online by Brief Emotional Intelligence Scale-10 and Oxford Happiness Questionnaire.

Results

Data from 405 participants were analyzed. The mean age was 24.2 years; men and women constituted 208 (51.4%) and 197 (48.6%) of all participants. Gamma regression analysis has determined age (Exp (B) = 1.016, p-value < 0.001), female gender (Exp (B) = 0.966, p-value = 0.04), extrovert personality (Exp (B) = 1.076, p-value < 0.001), perceived somatic health (Exp (B) = 1.002, p-value < 0.001), and stress level (Exp (B) = 0.990, p-value = 0.01) as predictors of happiness. EI comprises five domains, and except for appraisal of others' emotions, an increase in all other domains of emotional intelligence was associated with higher happiness. GBRT model of significant variables revealed regulation of own emotions is the most happiness-predictor variable (Exp (B) = 1.042, p-value < 0.001).

Conclusion

Diminishing the stresses helps medical students have a happier life. In happiness-boosting strategies, vulnerable individuals (women, introverts, and those of higher age) ought to be noted as the targeted population. In this investigation, emotional intelligence was the most effective predictor of happiness in clinical medical students. Planning to promote happiness in these medical staff by enhancing their EI leads to better decision-making and more prosperity in their job, resulting in better patient care services.

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.

Unpacking Chinese EFL Students' Academic Engagement and Psychological Well-Being: The Roles of Language Teachers' Affective Scaffolding

Over the past decade, there has appeared a surge of research interest in language learners' academic engagement and psychological well-being as important factors in improving the quality of education. However, research on the roles of English as a foreign language (EFL) teachers' affective scaffolding in enhancing the academic engagement and psychological well-being of their students is relatively scant. Inspired by this gap, the current study aimed to investigate the impact of Chinese EFL teachers' affective scaffolding on their learners' academic engagement and psychological well-being. To this end, a total number of 1968 Chinese EFL learners participated in this questionnaire survey. The results of the study showed that EFL teachers' affective scaffolding positively and significantly predicted students' academic engagement and psychological well-being. More specifically, it was found that teachers' affective scaffolding explained about 73% and 65% of variances in EFL students' academic engagement and psychological well-being. Moreover, it was found that psychological well-being and academic engagement were positively correlated and predicted 56% of each other's variances. In accordance with these findings, educators are recommended to build up a harmonious teacher-student relationship to foster students' psych-emotional development.

The Relationship Between Personality Traits, Emotional Stability and Mental Health in Art Vocational and Technical College Students During Epidemic Prevention and Control

Objective

To investigate the relationship between the personality traits, emotional stability and mental health state of students in vocational and technical colleges of art under epidemic prevention and control based on latent trait-state theory.

Methods

Using the stratified sampling method, we selected 1569 students in vocational and technical colleges of art as research subjects. From 1 April 2022 to 5 April 2022, we conducted an online survey using the Eysenck Personality Questionnaire (Adult Edition) (EPQA), Emotional Stability Self-Test Scale and University Personality Inventory (UPI) to analyse the relationship between the traits, emotional stability and mental health of students in vocational and technical colleges of art.

Results

For the EPQA personality traits, boys had lower extraversion and introversion scores than girls (47.71 ± 11.23 vs 49.06 ± 10.74, p = 0.021). In terms of mental health, boys had lower scores than girls (12.20 ± 12.73 vs 14.64 ± 11.85, p< 0.001). There were significant grade differences in psychoticism and total mental health scores in terms of EPQA personality traits (P < 0.01). There were significant associations between all dimensions of personality traits, emotional stability and mental health (r = 0.68, 0.62, p < 0.01). Emotional stability plays a partial mediating role in the effects of neuroticism on mental health.

Conclusion

There is a close relationship between personality traits, emotional stability and mental health. Under the condition of epidemic prevention and control, strengthening the management of the self-emotional stability of students in vocational and technical colleges of art is helpful in improving students' mental health.

The moderating effect of emotion regulation in the association between social support and religiosity and psychological distress in adults

BACKGROUND

Lebanese adults face daily obstacles due to their numerous responsibilities and non-ending external pressures to the extent that Lebanon has been ranked second among highest negative experiences countries worldwide. A sparse number of international studies showed that positive social support, religiosity and cognitive reappraisal would decrease psychological distress, but none in Lebanon. This study aimed to evaluate the association between social support, religiosity and psychological distress among Lebanese adults, taking into consideration the moderating role of emotion regulation.

METHODS

387 adult participants enrolled in this cross-sectional study between May and July 2022. Participants were chosen from five different governorates in Lebanon, using the snowball sampling technique, and were asked to complete a structured questionnaire, which included the following scales: the Mature Religiosity Scale, the Emotional Regulation Scale, the Depression Anxiety Stress Scale, and the Multidimensional Scale of Perceived Social Support.

RESULTS

The interaction social support by cognitive reappraisal was significantly associated with psychological distress; at high levels of cognitive reappraisal and low levels of expressive suppression, higher social support (Beta = - 0.07; p = .007) was significantly associated with lower psychological distress. The same was found at high levels of cognitive reappraisal and moderate levels of expressive suppression (Beta = - 0.08; p = .021). Social support alone was not significantly associated with psychological distress in the model (Beta = 0.15; t = 1.04; p = .300; 95% CI - 0.14; 0.44).

CONCLUSION

This cross-sectional study has provided evidence that the adequate use of emotional regulation skills such as high level of cognitive reappraisal and low level of expressive suppression with presence of social support would remarkably decrease psychological distress. This result casts a new light on clinical approaches to tackle this association between the emotional regulation of a patient in interpersonal psychotherapy.

Emotional Intelligence from Gender Perspective during Mid to Late Adolescence in an Indian Context

Background

Emotional Intelligence (EI) contributes to overall success in life. Our objectives are to explore EI among adolescents and its gender differences as per some parameters of social environments.

Material and Methods

Present cross-sectional study was conducted in secondary schools in one of municipal corporations in western Maharashtra EI of adolescents studying in tenth standard in randomly selected secondary schools, was assessed by Schutte's Self-Reported Emotional Intelligence Test with collection of relevant sociodemographic information maintaining confidentiality. Data were analyzed by SPSS 20 software.

Results

Total 1060 adolescents in 14-16 years of age participated in the study. Socio-economic status affected EI of adolescent girls more adversely than adolescent boys (P = 0.003, P = 0.036 respectively). Co-educational type of school favored lower EI than gender specific schools (P < 0.001). After gender wise stratification, EI did not differ significantly among boys (P = 0.154) with respect to type of schooling, but differed significantly (P = 0.001) among girls.

Conclusion

Apart from continued efforts directed to for improvement in SES, mental health component of school health services needs to take a step forward for assessment and improvement of towards mental health parameters including EI of adolescents. EI training programs commenced in school activities based on gender, socio-economic status and other issues relevant to the situation shall prove beneficial in long run.

Nutrition and Emotional Health Education: The Use of Emotional Intelligence and a Plant-Based Diet to Reduce Cardiometabolic Risk

Background

For individuals living with chronic conditions like diabetes mellitus and obesity, there is a need for sustainable behavioral strategies and physiologic tools. These tools support identifying and addressing barriers to healthy eating, reducing body mass index (BMI), and building increased physical resilience in real time.

Objective

To evaluate whether a 12-week learning management system designed to combine nutritional intervention with education and coaching on improving emotional intelligence (EI) could alter cardiometabolic outcomes.

Methods

This pre-post prospective study enrolled 37 adult volunteers with BMI greater than 25 to participate in a 12-week learning management system. Primary (BMI, systolic blood pressure, diastolic blood pressure, low-density lipoprotein [LDL], high-density lipoprotein, and fasting glucose levels) and secondary self-reported outcomes were assessed at baseline, 12 weeks, and 6 months after enrollment using Short Form-36, Emotional Quotient Inventory (EQi), and Whole Health Index (WHI). Linear mixed-effects regression models with random effect were used to estimate changes in primary and secondary outcomes. We adjusted for multiple testing using Holm step-down method.

Results

BMI and LDL were the only primary endpoints lower at program completion and 6-month follow-up compared to baseline levels (-1.63 and -17.77 mg/dL, respectively; P < .001). Secondary outcomes showing statistically significant improvement from baseline to 6-month follow-up included energy/fatigue (Short Form-36), self-regard (EQi), decision-making (EQi), impulse control (EQi), stress management (EQi), Whole Brain - Form A (WHI), Whole Food - Form C (WHI), and Whole Body - Form D (WHI).

Conclusion

This study provides preliminary evidence that lifestyle programs combining nutritional interventions and EI can have a significant impact on BMI and LDL. Our study highlights the potential importance of both nutrition and EI in programs targeting diet and lifestyle modification.

Perceived emotional intelligence and subjective well-being during adolescence: The moderating effect of age and sex

Studies focusing on subjective well-being during adolescence are relatively scarce yet necessary, due to the drop in well-being that occurs during this developmental stage. The aim of the present study is therefore: (1) to analyze the variability of perceived emotional intelligence (PEI) and subjective well-being in accordance with sex and age; and (2) to explore the moderating effect of sex and age on the association between PEI and subjective well-being. The sample comprised 1542 students aged between 11 and 18 years, divided into two age groups: younger (11–14 years) and older (15–18 years). All participants completed the Trait Meta Mood Scale and the Satisfaction with Life Scale. Several ANOVAs and MANOVAs were performed using the SPSSv.28 statistical package. The simple moderation models were analyzed using the PROCESSv.4 macro. Age was the socio-personal variable that most significantly affected emotion repair and life satisfaction, whereas sex had a greater effect on the other variables studied. Sex moderated the predictive effect of emotional clarity on negative affect among girls, the predicted the effect of emotional attention on positive affect among boys, as well as the predictive effect of emotional clarity on life satisfaction in both groups. The theoretical and practical implications of these results are discussed.

Self- but not other-mentalizing moderates the association between BPD symptoms and somatic complaints in community-dwelling adolescents

OBJECTIVES

The aim of this study was to evaluate the potential moderator role of poor mentalization in the association between borderline personality disorder (BPD) traits and somatization, specifically focusing on the polarities of self- and other-mentalizing.

DESIGN

This is a cross-sectional, general population study evaluating adolescents (n = 162, 61.3% female; ages 12-18, M = 14.63, SD = 1.02). The relationship between BPD traits and somatization was evaluated with self-mentalization (attention to emotions and clarity of emotions) and other-mentalizing as moderator variables.

METHODS

One hundred sixty-two adolescents without serious mental health disorders were evaluated using self-report measures for borderline personality disorder traits (screening questionnaire for the Structured Clinical Interview for DSM-IV Personality Disorders (SCID-II), somatic symptoms using the Somatic Symptoms Questionnaire (SSQ), self-mentalizing using the Trait Meta-Mood Scale-24 (TMMS) and other-mentalizing using the Adolescent Mentalizing Interview (AMI)). Linear regressions were conducted to test the moderation effects of self- and other-mentalizing in the relationship between BPD symptoms and somatic complaints, controlling for age and sex. Moderation analysis was conducted using PROCESS version 3.5.

RESULTS

The association between BPD symptoms and somatic complaints was moderated by a self-mentalizing dimension (emotional clarity) (b = -0.019, 95% CI = -0.0379 to -0.0002, p = .0476), but not other-mentalizing (b = 0.027, 95% CI = 0.000 to 0.053, p = .051). The effect of BPD symptoms on somatization disappears when emotional clarity is high, regardless the level of attention to emotions.

CONCLUSIONS

Self-mentalizing appears to be an adaptive skill as it attenuates the relationship between BPD traits and somatization. Specifically, emotional clarity rather than simple attention to emotions is the aspect of self-mentalizing attenuating this association. These results support that self-mentalization is an important function in the management of body-associated emotions even in non-clinical levels of BPD traits. Findings suggest that strengthening self-mentalizing skills across development might contribute to resilience and salutogenesis.

Emotional Intelligence, Physical Activity Practice and Mediterranean Diet Adherence-An Explanatory Model in Elementary Education School Students

Currently, there is a global concern with regard to the lifestyles of young people. This study aims to study the association between Mediterranean diet adherence, emotional intelligence and physical activity practice in teenagers in the last cycle of elementary education. In turn, this objective is divided into (a) developing an explanatory model of the practice of physical activity, Mediterranean diet adherence and emotional intelligence; and (b) developing a multi-group model according to the gender of the participants. A descriptive, cross-sectional, comparative study was conducted in a sample of 293 elementary school students (M = 11.45; S.D = 0.31). The instruments used were an ad hoc socio-demographic questionnaire, the Trait Meta Mood Scale-24, the KIDMED questionnaire and the Physical Activity Questionnaire for Older Children. The results show that males show a positive relationship between adherence to the Mediterranean diet and emotional intelligence and between emotional intelligence and physical activity. In contrast, in the case of females, a negative relationship was observed between emotional intelligence and physical activity. In conclusion, it can be seen that gender plays a fundamental role in adolescence, being a key factor influencing an active and healthy lifestyle.

An assessment and correlation of emotional Intelligence and mental health of medical students

Introduction: Emotions like joy, anger, grief, jealousy, love, fear make our life worthwhile. Whatever we do, incites some emotion in us. If we are able to enjoy our emotions, without them having excessive control over us, then we can make ours as well as others’ lives better. Aim of the study was to assess and correlate emotional Intelligence with mental health. Methods: Type of study: Descriptive type of cross sectional study. Sampling: Simple random sampling. Study population: Under graduate students in a private medical college in western Uttar Pradesh. Study duration: 1/07/2019 to 1/09/2019. Sample size: 246. Results: The average emotional intelligence score was 26.82 with standard deviation of ±5.80. Average emotional intelligence among males was 27.04(±6.72) and was 26.63(±5.07) among females. Spearman Rank correlation coefficient “r” =0.789, showed highly positive correlation between ranks from both the score. (p=0.0000). Conclusions: The medical students showing higher scores of emotional intelligence are less likely to be mentally stressed.

Systematic review and meta-analysis: The association between emotional intelligence and subjective well-being in adolescents

INTRODUCTION

Emotional intelligence (EI) is a psychological protective factor that can improve subjective well-being (WB) in adolescents. This study aims to establish the overall relationship between different EI models (performance-based ability model, self-report ability model, and self-report mixed model) and subjective WB in adolescents, analyze the affective WB and cognitive WB components, and examine the moderating effect of EI models on both types of subjective WB.

METHOD

We searched PsycINFO and WOS databases. Eligible studies reported an association between EI and subjective WB in adolescents aged 10-19 years using instruments that directly measure subjective WB. In addition, two meta-analyses were conducted, one for the relationship between EI and affective WB and the other for EI and cognitive WB.

RESULTS

A total of 41 studies were included, of which 37 were pooled in the meta-analyses. We found a significant positive relationship between EI and affective WB (estimated effect size = 0.35) and between EI and cognitive WB (estimated effect size = 0.27). Regarding EI models, self-report ability showed an estimated effect size of 0.33 for affective WB and 0.27 for cognitive WB. For the self-report mixed model, we obtained an estimated effect size of 0.42 for affective WB and 0.37 for cognitive WB.

CONCLUSIONS

Establishing a quantitative relationship between EI and subjective WB makes it possible to implement clinical and educational prevention measures. Introducing EI training in educational and clinical settings can increase subjective WB, significantly impacting the prevention of emotional disorders in adolescents.

Measuring Happiness in Adolescent Samples: A Systematic Review

Background: Happiness is a phenomenon that relates to better mental and physical health and even longevity. There has been an increase in surveys assessing subjective well-being as well as happiness, one of the well-being components that reflect one’s feelings or moods. Happiness is mostly measured in adult samples. There is a lack of an overview of the tools used to evaluate adolescent happiness, so this paper aimed to review them. Methods: A literature search was performed in the PubMed and PsycArticles databases (2010–2019). In total, 133 papers met the eligibility criteria for this systematic review. Results: The results are grouped according to the type of measure, single or multiple items, that was used in a study. Almost half of the studies (64 of 133) evaluated subjective happiness using single-item measures. The most commonly used scales were the 4-item Subjective Happiness Scale and the Oxford Happiness Questionnaire. Among the 133 articles analyzed, 18 reported some validation procedures related to happiness. However, in the majority of cases (14 studies), happiness was not the central phenomenon of validation, which suggests a lack of happiness validation studies. Conclusions: Finally, recommendations for future research and for the choice of happiness assessment tools are presented.

Factors associated with general well-being among Lebanese adults: The role of emotional intelligence, fear of COVID, healthy lifestyle, coping strategies (avoidance and approach)

General well-being is best described as the state of mind that gives people happiness and satisfaction in life. This concept is influenced by behaviors and attitudes that individuals do on a daily basis. The purpose of this study was to understand how general well-being is correlated with other factors such as emotional intelligence, Covid-19-induced fear, healthy lifestyle, and coping strategies. This cross-sectional study was carried out between December 2020 and January 2021 during the COVID-19 pandemic when lockdown restrictions were implemented at different instances. A total of 470 individuals participated. The results of a linear regression, taking the general well-being schedule score as the dependent variable, showed that more avoidance coping (B = 1.05, t(459) =8.44, p < 0.001), higher healthy lifestyle scores (B = 0.45, t(459) = 5.45, p < 0.001), and more approach coping (B = 0.42, t(459) = 4.03, p < 0.001) were significantly associated with higher GWB schedule scores. Moreover, having more fear of COVID-19 (B = -0.62, t(459) = -5.09, p < 0.001) and female gender (B = -6.80, t(459) = -4.34, p < 0.001) were significantly associated with lower GWB schedule scores. To our knowledge, this is the first study in Lebanon to evaluate GWB and factors that predict it among the general population. Nevertheless, more comprehensive future studies with longitudinal designs, more diverse socio-demographic backgrounds of sampled population recruited via probability sampling, and more reliable and valid instruments utilized are warranted to confirm our findings and draw a more certain conclusion.

Serious game to promote socioemotional learning and mental health (emoTIC): a study protocol for randomised controlled trial

INTRODUCTION

The development of emotional competences may be a protective factor for mental health problems, promoting well-being at such a complex age as adolescence. Technologies may be used to carry out this empowerment because adolescents are attracted to them. The purpose of the study is to design a serious game based on the Mayer et al's emotional intelligence ability model and analyse the effectiveness of the emoTIC programme to develop emotional competences, well-being, mental health, and personal strengths immediately after completion and at 12 months.

METHODS AND ANALYSIS

The new version of emoTIC will be designed following the suggestions of the adolescents who participated in the pilot study and the results obtained from the statistical analysis. The participants will be 385 adolescents aged 11-16 years who will be randomly assigned to the control group and the experimental group. The experimental group will complete the emoTIC programme. The primary outcomes include emotional competences and subjective well-being. The secondary outcomes are self-esteem; general self-efficacy; personality; social and personal responsibility; school social climate; somatic complaints; depression, anxiety and stress symptoms; emotional and behavioural difficulties; suicidal behaviour; and subjective happiness. Data will be collected at three moments: baseline (T1), immediately post-intervention (T2) and 12-month follow-up (T3). The effectiveness of the programme will be analysed using different statistical packages.

ETHICS AND DISSEMINATION

The study has been approved by the Ethics Commission of the University of Valencia (H152865096049), and the standards of the Declaration of Helsinki to collect the data will be followed. Results will be disseminated across the scientific community.

TRIAL REGISTRATION NUMBER

ClinicalTrials.gov Registry (NCT04414449).

TRIAL SPONSOR

University of Valencia. Principal investigator: Inmaculada Montoya-Castilla.

The Role of Emotional and Meta-Emotional Intelligence in Pre-adolescents' Well-Being and Sociometric Status

The study examined the relationships among emotional and meta-emotional intelligence, well-being, and sociometric status in 105 pre-adolescents. Emotional and meta-emotional intelligence were measured using the Intelligenza Emotiva: Abilità, Credenze e Concetto di Sé Meta-Emotivo (IE-ACCME) test (D’Amico, 2013), allowing to measure ability emotional intelligence (EI), emotional self-concept, meta-emotional knowledge, meta-emotional ability in self-evaluation, and meta-emotional beliefs. Meta-emotional dimensions refer to the awareness of individuals about their emotional abilities and to their beliefs about the functioning of emotions in everyday life. Eudemonic well-being and sociometric status were, respectively, measured using the well-known Psychological Well-Being (PWB) scale by Ryff’s (1989) and registering the levels of acceptance/rejection from peers (Moreno, 1960). Results demonstrated that: pre-adolescents’ meta-emotional beliefs are positively associated to eudemonic well-being: pre-adolescents with higher levels of ability EI, meta-emotional knowledge and meta-emotional self-evaluation are more accepted by others while those that overestimate their emotional abilities are more refused by peers. These results evidence that meta-emotional variables may play a crucial role in well-being and sociometric status, encouraging future studies on this issue.

A trial of an emotional intelligence intervention in an Iranian residential institution for adolescents

AIMS

As a vulnerable group in society, orphaned and abandoned adolescents are faced with various social issues as well as lack of healthy social skills that can lead to high-risk behaviors. The objective of this study was to examine the effect of emotional intelligence skills training on the social skills of orphaned and abandoned adolescents.

METHODS

The present study was an interventional research with a pretest-posttest design. The sample included 30 orphaned and abandoned male teen-agers, residing in a care center, who were randomly selected and divided into intervention and control groups. The intervention group had four emotional intelligence-based training sessions. In this study, the Matson Evaluation of Social Skills with Youngsters (MESSY) was used to evaluate the variables. The results were analyzed, using SPSS Statistics 22.

RESULTS

The results showed significant difference between the mean MESSY scores in the intervention group before and after the intervention (p < .05). There was also a significant difference between the mean scores of the intervention and control group, following the intervention.

CONCLUSION

An emotional intelligence-based training program can be effective in improving the social skill levels amongst orphaned and abandoned adolescents as a vulnerable social group.

The relationship between pharmacist emotional intelligence, occupational stress, job performance, and psychological affective well-being

BACKGROUND

Emotional intelligence (EI) is known to improve teamwork, communication, and organizational commitment. The role of EI has also influenced pharmacists' ability to empathize, control emotions, and actively listen. Although EI's impact on work-related components, including occupational stress, job performance, and psychological affective well-being, has been studied, there are no data specific to the practice of pharmacy.

OBJECTIVE

The primary objective of this study was to determine whether a significant correlation exists between pharmacist EI and work-related components.

METHODS

A voluntary Qualtrics survey (Qualtrics, Provo, UT) was distributed electronically to all active pharmacists licensed by the Florida Board of Pharmacy, which included questions from valid and reliable assessment tools. Spearman correlations were used to examine the association between EI facets and dependent variables of occupational stress, job performance, and psychological affective well-being. A subanalysis was conducted to evaluate demographic data. Statistical significance was set at P < 0.05 for all tests. Incomplete survey responses were included in the analysis.

RESULTS

A total of 942 responses were received and analyzed. Most of the respondents were aged 44 years or younger (42.5%), female (46.9%), identified as Caucasian (52.8%), and worked 31-40 hours weekly (20.6%). Most of the respondents reported a primary employment setting within community (29.3%) or hospital (18.6%) pharmacy. Higher EI correlated with lower levels of occupational stress, higher job performance, and higher psychological affective well-being. Secondary outcomes reported increased stress for both females and those practicing in the community setting; hospital-based pharmacists reported higher job performance and psychological affective well-being. Stress decreased with both age and years of experience.

CONCLUSION

Higher EI may support overall wellness for pharmacists on the basis of the results of this study. Additional evaluation of demographic data, including practice settings, and a more robust cohort of participants would provide more insight in this area.

The COVID-19 pandemic and healthcare workers psychological well-being: a cross-sectional survey in Indonesia

Aim

This study was conducted to investigate the relationships amongst psychological well‐being (PWB), emotional intelligence and coping strategies.

Design

This study employed a cross‐sectional survey design.

Method

A total of 146 healthcare workers (HCWs) were enrolled in this study. They were asked to finish several questionnaires, including the Wong and Law Emotional Intelligence Scale, the Brief‐Coping Orientation to Problems Experienced Scale and the PWB Scale. The obtained data were analysed using partial least squares structural equation modelling, employee SmartPLS, to estimate the contributions of influencing factors and evaluate the moderating effect of coping strategy (CS) on the relationship between emotional intelligence and PWB.

Results

Results revealed that emotional intelligence influenced PWB, and CS moderated both emotional intelligence and PWB. Furthermore, CS plays an essential role in improving PWB related to emotional intelligence amongst HCWs during the COVID‐19 outbreak.

Emotional intelligence: predictor of employees' wellbeing, quality of patient care, and psychological empowerment

BACKGROUND

The study explored the role of emotional intelligence (EI) on employees' perceived wellbeing and empowerment, as well as their performance, by measuring their quality of care.

METHODS

The baseline data for the present project was collected from 78 staff of a Victorian aged care organization in Australia. Self-administered surveys were used to assess participants' emotional intelligence, general well-being, psychological empowerment, quality of care, and demographic characteristics. The model fit was assessed using structural equation modelling by AMOS (v 24) software.

RESULTS

The evaluated model confirmed that emotional intelligence predicts the employees' psychological empowerment, wellbeing, and quality of care in a statistically significant way.

CONCLUSIONS

The current research indicates that employees with higher EI will more likely deliver a better quality of patient care. Present research extends the current knowledge of the psychological empowerment and wellbeing of employees with a particular focus on emotional intelligence as an antecedent in an under-investigated setting like aged care setting in Australia.

EmoTIC: Impact of a game-based social-emotional programme on adolescents

INTRODUCTION

Technologies provide a brilliant opportunity to promote social-emotional competences, well-being and adjustment in adolescence. Game-based programmes and serious games are digital tools that pursue an educational goal in an attractive environment for adolescents. The purpose of this study was therefore to determine the effectiveness of emoTIC, a game-based social-emotional programme designed according to Mayer, Caruso, and Salovey's model of emotional intelligence.

MATERIALS AND METHODS

The participants were 119 adolescents between 11 and 15 years, randomly assigned to the experimental group and the control group. The adolescents completed questionnaires to assess their emotional intelligence, self-esteem, affect balance, difficulties, prosocial behaviour, depression, anxiety and stress.

RESULTS

The MANCOVA results showed that adolescents who completed the game-based programme had improved self-esteem, affect balance, emotional symptoms, behavioural problems, and hyperactivity (Wilks' λ = .77; F = 2.10; p = .035). Hierarchical multiple regression indicated that adolescents in the experimental group had a greater change in self-esteem and affect balance (positive β), while their emotional problems and hyperactivity decreased (negative β). Anxiety moderated the influence of the intervention on self-esteem (b = .04; t = -2.55; p ≤ .05; LLCI = -0.43, ULCI = -0.05). Adolescents with low or medium anxiety improved their self-esteem with the intervention, while those with high anxiety did not develop it.

CONCLUSIONS

The use of technology in social-emotional programmes could be the first step in increasing adolescents' interest in emotions and emoTIC could be considered a useful programme which influences their personal, emotional and social factors.

TRIAL REGISTRATION

Clinical Trial identifier: NCT04414449.

The Effect of Exogenous Beta-Hydroxybutyrate Salt Supplementation on Metrics of Safety and Health in Adolescents

The ketogenic diet is a high-fat, very low-carbohydrate, moderate-protein diet that will induce a state of ketosis, but because of its restrictive nature, it may be difficult to adhere to, especially in adolescents. Supplementing with exogenous beta-hydroxybutyrate salts may induce a state of temporary ketosis without any undesirable side effects, thereby promoting the benefits of ketosis and minimizing adherence requirements to a ketogenic diet. To date, beta-hydroxybutyrate supplementation in healthy adolescents has not been explored. Therefore, the purpose of this study was to examine the safety of exogenous beta-hydroxybutyrate salt supplementation in a healthy adolescent population. In the present study, 22 healthy male and female adolescents consumed 3.75 g of beta-hydroxybutyrate salts or maltodextrin placebo twice daily for 90 days. Comprehensive blood safety analysis, bone densitometry, happiness and emotional intelligence surveys, and blood pressure were assessed at Pre, Day 45, and Day 90. There were no significant differences detected in subjects supplementing with beta-hydroxybutyrate salts, indicating that exogenous beta-hydroxybutyrate salts had no detrimental impact on fasting blood safety metrics, bone density, happiness, emotional intelligence, or blood pressure. We conclude that supplementing with exogenous beta-hydroxybutyrate salts is safe and well-tolerated by healthy adolescents.

Effect of Coronavirus-19 on Mental Condition of International Students in China

Despite its importance, no study investigates the effects of COVID-19 on the mental condition of international students in China. By using data from international students in China, this study finds the positive and affirmative connection between fear of COVID-19 and generalized anxiety disorder among foreign students. Furthermore, this study reveals a negative association between fear of COVID-19 and the psychological well-being of foreign students in China. We also find that emotional intelligence has a positive and optimistic moderating influence on the relationship between fear of COVID-19 and generalized anxiety disorder but it has not moderating effect on the relationship between fear of COVID-19 and psychological well-being. Our study contributes to the body and knowledge and offers new insights concerning the effects of COVID-19 on the mental condition of international students.

Emotional Intelligence and Its Relationship with Emotional Well-Being and Academic Performance: The Vision of High School Students

Emotional intelligence skills in students may be related with physical and mental health, within and outside the academic field. Strengthening these skills can lead to greater overall well-being, lower use of substances, and improved academic performance, as well as reduced aggressive behaviours. The objective of this study was to analyse the levels of emotional intelligence (differentiating between the dimensions: emotional Attention, Clarity, and Repair) among high school students and examine its relationship with academic performance and emotional well-being, considering if there are differences between boys and girls and between different grades. A cross-sectional descriptive study was developed on a sample of 333 High School students using the Trait Meta-Mood Scale (TMMS) and KIDSCREEN-10 Index tools. Differences in emotional intelligence were observed between boys and girls for the three dimensions, and a relationship between emotional intelligence and student well-being was appreciated. No relationships were found between emotional intelligence and academic performance, nor have any differences been observed between the different courses analysed. It cannot be concluded that academic performance is related to emotional intelligence, but a relationship between well-being and emotional intelligence is found.

The Relationship between Emotional Intelligence and Entrepreneurial Self-Efficacy of Chinese Vocational College Students

The purpose of this study is to explore the relationship between emotional intelligence and entrepreneurial self-efficacy. The sample consisted of 529 students. The tools used to measure the relationship between emotional intelligence and entrepreneurial self-efficacy were the Emotional Intelligence Scale developed by Wong and Law and the Entrepreneurial Self-Efficacy Scale developed by Zhan. The results showed that there was a significant difference between male and female college students in entrepreneurial self-efficacy, but no significant difference between male and female college students in emotional intelligence. In entrepreneurial self-efficacy as well as emotional intelligence, there were significant differences between the third grade and the first and second grade, respectively. In addition, the results showed a significant positive correlation between entrepreneurial self-efficacy and emotional intelligence. With the improvement of the emotional intelligence level of vocational college students, the entrepreneurial self-efficacy will increase. The lower the emotional intelligence, the faster the improvement in entrepreneurial self-efficacy. The higher the emotional intelligence, the more stable the entrepreneurial self-efficacy. The university stage is considered an ideal entrepreneurial period, especially for vocational colleges' students, who pay more attention to entrepreneurship and innovation education. Encouraging the cultivation of the emotional intelligence of vocational college students in life will help to improve personal entrepreneurial self-efficacy. This research emphasizes that improving the emotional intelligence of vocational college students can enhance their sense of self-efficacy in entrepreneurship and help students with entrepreneurship and career development.

Benefits of Physical Activity and Its Associations with Resilience, Emotional Intelligence, and Psychological Distress in University Students from Southern Spain

This is a descriptive and cross-sectional study in a sample of 1095 university students from southern Spain. The aim was to identify the frequency of health-fulfilling physical activity engagement reported by participants. Sufficient physical activity was categorized according to whether participants 'achieved minimum recommendations' (≥150 min of moderate physical activity) or 'did not achieve minimum recommendations' (≤150 min of moderate physical activity). Participants were further categorized as: inactive (does not engage in physical activity or sport), engaging in physical activity that is not beneficial to health (≤300 min of moderate physical activity per week) and engaging in physical activity that is beneficial to health (≥300 min of moderate physical activity per week). Possible relationships with psychosocial factors and perceived psychological distress were explored. An ad hoc questionnaire was used to record the time in minutes of physical activity engagement per week. The Connor-Davidson Resilience Scale, the Trait Meta-mood Scale, and Kessler Psychological Distress Scale were also administered. Statically significant differences are shown between the three examined groups: physical inactivity and non-beneficial physical activity; physical inactivity and beneficial physical activity, and; non-beneficial physical activity and beneficial physical activity. Positive and direct correlations were seen with respect to resilience and understanding, and emotional regulation, in addition to negative associations with respect to psychological distress. In conclusion, the more individuals engage in beneficial physical activity, the greater their resilience and emotional management, and the lower their rates of psychological distress.

I'm Not Good for Anything and That's Why I'm Stressed: Analysis of the Effect of Self-Efficacy and Emotional Intelligence on Student Stress Using SEM and QCA

Stress negatively affects the well-being and the quality of life of the society. Specifically in the academic context, it is relevant to analyze its levels due to its impact on performance and learning. There are factors that affect the said stress including, among others, self-efficacy, and emotional intelligence. The purpose of this study is to analyze how emotional intelligence and perceived self-efficacy affect student stress. In order to show this influence, two complementary methodologies are implemented: the structural equation models (SEMs) and the comparative qualitative analysis (QCA). A total of 477 students (85% of women) from a private University of Valencia participated in the study, with ages ranging from 18 to 53 years old (M = 21.57, SD = 3.68). The assessment instruments used were as follows: Emotional Intelligence Scale (TMMS-24) to measure emotional intelligence; General Self-Efficacy Scale (GSS) to measure self-efficacy; and Perceived Stress Scale (PSS) to measure stress. The results in the SEM endorse the hypotheses that emotional clarity and self-efficacy are negatively related to stress and positively related to emotional attention (EA), explaining 25% of the variance. The QCA results show that none of the variables is a necessary condition for inducing stress. Nevertheless, different combinations of these variables are sufficient conditions to explain 35% of the high stress levels. The most important combination over high stress levels seems to be the interaction between high levels of EA and low levels of self-efficacy. Regarding the low levels of perceived stress, there are sufficient conditions to explain 50% of them. Mainly, the most important interaction is between low levels of self-efficacy and low levels of EA. The comparison of both methodologies enables the broadening of new horizons at the methodological level applicable to different contexts.