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This study sought to investigate the role of emotional intelligence in both extrinsic and intrinsic career success in early and later career stages. Specifically, we examined the predictive and incremental validity of emotional intelligence in career success after controlling for personality factors in a sample of 271 graduates. When analyzing extrinsic career success, regression analyses revealed that demographic variables, such as gender, age, area of study and career stage, and the variable of proactive personality, were related to salary. When the dependent variable was job satisfaction, emotional intelligence acted as a strong predictor, even when personality traits and proactive personality were controlled. These findings provide preliminary evidence that emotional intelligence is a relevant addition to guide the achievement of career success. Finally, limitations of the results and implications of these findings are discussed.

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IntroductionOver the last decade, emotion regulation has drawn much attention in the organisational literature, specifically in career outcomes. Although the relationship between emotion regulation and career outcomes has been well established, potential mechanisms that might account for this relationship are still unclear.MethodThis study attempts to narrow this gap by examining the mediating effect of proactivity and job search self-efficacy on the relationship between emotion regulation and career outcomes in a sample consisting of 399 graduates (277 women, 122 men) with ages ranging from 22 to 60 years (M=30.5, SD=8.26).ResultsStructural equation modelling showed partial mediation effects of job search self-efficacy between emotion regulation and career outcomes. However, no mediating effect was found for proactivity.DiscussionThese results suggest that the promotion of emotion regulation and self-efficacy may be fundamental in the development of programmes for career outcomes. Finally, implications and limitations of the present findings are discussed.

Introducción. El presente estudio examinó el efecto mediador del engagement académico en la relación entre inteligencia emocional y satisfacción académica controlando variables sociodemográficas y otros constructos clásicos como el rasgo de personalidad de conciencia.Método. La muestra estuvo compuesta por 203 estudiantes (140 mujeres, 63 hombres) de la Universidad de Deusto con edades comprendidas entre 18 y 27 años. Para el análisis de datos se realizó el análisis bootstrapping para corroborar la existencia de los efectos múltiples de mediación.Resultados. Los resultados obtenidos indicaron que la inteligencia emocional se asocia significativamente a la satisfacción académica de los estudiantes universitarios. Además, el modelo final mostró una mediación completa del engagement académico en la relación entre inteligencia emocional y satisfacción académica, incluso una vez controladas tanto las variables sociodemográficas como de personalidad.Discusión y conclusiones. El presente estudio supone uno de los primeros trabajos desarrollados en una muestra de estudiantes universitarios en los que se analiza el efecto mediador del engagement académico en la relación entre inteligencia emocional y satisfacción académica controlando variables sociodemográficas y de rasgos de la personalidad. Así, los hallazgos del presente estudio sugirieron un proceso subyacente en la relación entre inteligencia emocional y la satisfacción académica. Finalmente, se discuten las limitaciones e implicaciones de los resultados obtenidos.