Exploring the interplay of emotional intelligence, psychological resilience, perceived stress, and life satisfaction: A cross-sectional study in the Turkish context

BACKGROUND

Emotional intelligence and life satisfaction are essential components for good psychological well-being. Studies examining the elements contributing to emotional intelligence and its relationships with different psychological constructs are likely to positively contribute to mental health. Therefore, the present study examined the mediating roles of perceived stress and psychological resilience in the relationship between emotional intelligence and life satisfaction.

METHODS

The study sample comprised 780 university students (62.3% females) studying at universities in different regions of Türkiye. An online survey included the Emotional Intelligence Scale, Satisfaction with Life Scale, Psychological Resilience Scale, and Perceived Stress Scale. A multifactorial complex predictive correlational design was used.

RESULTS

The results showed that emotional intelligence was (i) positively correlated with life satisfaction and psychological resilience, and (ii) negatively correlated with perceived stress. In the final model, perceived stress and psychological resilience played a mediating role in the relationship between emotional intelligence and life satisfaction. The findings suggest that higher emotional intelligence may lower perceived stress and appears to have a positive effect in relation to life satisfaction and psychological resilience.

CONCLUSION

Individuals working in the field of mental health need to help individuals increase their level of EI, which may help reduce the level of perceived stress and increase psychological resilience and life satisfaction.

Self-satisfaction described by Zuckerman's alternative five factors of personality

BACKGROUND

This study investigates the relationships between an individual's self-satisfaction within different life areas, which correspond to Bracken's self-concept primary domains (competence, family, social, physical, emotional, and academic domains), and Zuckerman's Alternative Five-Factor Model of Personality (AFFM). It is supposed that the AFFM, as a psychobiological personality model which allows causal explanations, could provide a comprehensive insight into the nature of satisfaction with self.

PARTICIPANTS AND PROCEDURE

The study included 489 adults (64% women), between 18 and 60 years old, who completed the short Self-Satisfaction Scale (SC-6) and the Zuckerman-Kuhlman-Aluja Personality Questionnaire (ZKA-PQ). Relations between personality factors and facets from the ZKA-PQ and self-satisfaction measures were analyzed using correlational and multiple regression analysis. The relationship of self-satisfaction with gender and age was also analyzed.

RESULTS

Based on responses to scales, 11% to 43% of the variance in self-satisfaction responses was predicted by personality, age, and sex. Extraversion had positive predictive weights for each self-satisfaction dimension. Neuroticism had negative predictive weights which were significant except for satisfaction with family. Sensation seeking negatively predicted satisfaction with competencies, family, academic aspects, emotions, and overall satisfaction. Aggression had small negative predictor weights for satisfaction with social and academic aspects. Activity had significant positive predictor weights for competencies, academic aspects, emotions, and overall satisfaction.

CONCLUSIONS

The findings suggest that personality predicts satisfaction with aspects of the self, and that the AFFM provides an adequate theoretical framework, which includes a lower level of personality traits in the explanation of the nature of a person's satisfaction, in general or related to specific life contexts.

Trait emotional intelligence and emotional experiences during the COVID-19 pandemic outbreak in Poland: A daily diary study

The study examined trait emotional intelligence as a predictor for emotional reactions experienced during the first full week of the lockdown in Poland (from 16th to 22nd March). One hundred and thirty persons (101 women and 25 men; 4 did not report their gender)participated in the baseline measurement of trait emotional intelligence, positive and negative affect, and affect intensity and in a one-week daily diary. Trait emotional intelligence correlated positively with baseline positive affect and positive intensity, while negatively with baseline negative affect and negative intensity. Trait emotional intelligence marginally significantly predicted a lower frequency of anger, disgust, and sadness during the first week of the pandemic. Trait emotional intelligence predicted a lower intensity of fear, anxiety and sadness. The study showed a complex dynamics of emotional experiences during the first week of the COVID-19 pandemic. Positive states of relaxation and happiness were experienced more frequently and more intensely compared to the negatively-valenced emotions. The protective role of trait emotional intelligence during the COVID-19 pandemic outbreak was mainly associated with experiencing negative emotions (fear, anxiety, and sadness) less intensely, but not less frequently.

Positivity Ratio and Well-Being Among Teachers. The Mediating Role of Work Engagement

Previous studies indicated that the balance of positive to negative affect (i.e., positivity ratio) is associated with subjective well-being and flourishing in the general population. Moreover, a positivity ratio of 2.9 is considered a critical value discriminating between flourishing and non-flourishing individuals. To date, however, there is limited research on the positivity ratio on samples of teachers. The present study aimed to investigate whether the positivity ratio affects work engagement and well-being among teachers. Based on the broaden-and-build theory (Fredrickson, 2001) and work engagement model (Bakker and Demerouti, 2007), we predicted that positivity ratio (the ratio between positive and negative emotions) experienced by teachers would increase their work engagement, which in turn would positively affect their well-being. A sample of 1,335 teachers (762 women and 573 men) from Romania participated in the study. Results revealed that work engagement mediated the relationship between positivity ratio and well-being. Specifically, teachers with a higher ratio of positive to negative emotions reported more engagement (dedication, absorption, and vigor) and in consequence higher levels of subjective well-being (autonomy, environmental mastery, personal growth, self-acceptance, positive relations with others and purpose in life). Also, when investigating the positivity ratio according to participants’ well-being, we found a mean of positivity ratio of 2.84 for the group of teachers with high levels of well-being, validating the proposed critical positivity ratio of 2.9. These findings support the importance of addressing positive emotions and positivity ratio in prevention and intervention programs with teachers.