ResumenEl objetivo de este trabajo es tratar de justificar las diferencias de género encontradas en los principales factores que integran la Inteligencia Emocional, desde la perspectiva del Modelo de Habilidad de Mayer y Salovey (1997). Para ello, realizamos una revisión sobre las diferentes pautas de socialización emocional que utilizan los padres en función del género de sus hijos y de qué modo repercuten en el desarrollo diferencial de las competencias emocionales, haciendo una comparación entre éstas y los resultados de las investigaciones en el campo de la Inteligencia Emocional. Se discuten los resultados obtenidos a través de la citada revisión, sus implicaciones, así como las necesarias futuras líneas de investigación al respecto.Palabras Clave: competencias emocionales, género, socialización, inteligencia emocional. Recibido AbstractThis article attempts to justify gender differences found for the main factors that comprise emotional intelligence from the standpoint of the Mayer and Salovey Skill Model (1997). In order to do so, we carry out a review of the different emotional socialization patterns used by parents on the basis of their children's gender and look into their impact on the differential development of emotional competencies, comparing these with the findings of research conducted in the field of Emotional Intelligence. Results from this review and their implications are discussed, as well as necessary lines for future research.Keywords: emotional competencies, gender, socialization, emotional intelligence. Se ha afirmado que suelen ser emocionalmente más expresivas que los varones, que tienen una mayor comprensión de las emociones y que suelen mostrar mayor habilidad en ciertas competencias interpersonales: reconocen mejor las emociones en los demás y son más perceptivas y empáticas (Aquino, 2003;Argyle, 1990;Hargie, Saunders, y Dickson, 1995;Lafferty, 2004;Tapia y Marsh II, 2006;Trobst, Collins, y Embree, 1994). Además, existen evidencias de que determinadas áreas del cerebro, dedicadas al procesamiento emocional, pueden ser más grandes en las mujeres que en los hombres (Baron-Cohen, 2003Gur, Gunning-Dixon, Bilker y Gur, 2002) y que la actividad cerebral también muestra diferencias en función del sexo (Jaušovec y Jaušovec, 2005).Si buscamos el origen de estas diferencias deberíamos retrotraernos hasta la infancia, donde se forjan estas competencias. Diversos estudios muestran los distintos mundos emocionales en los que crecen las niñas y los niños, resaltando las diferencias sexuales en la socialización e instrucción emocional. tos a sus hijos pequeños, suelen utilizar palabras más cargadas emocionalmente con las niñas que con los niños. Los padres tienden a hablar más sobre emociones con sus hijas que con sus hijos. Las madres conversan sobre aspectos emocionales y usan más términos emocionales que los padres y cuando, por su parte, juegan con sus hijos e hijas, expresan un espectro más amplio de emociones en el caso de que lo hagan con las niñas, y son también más detallistas con ell...

Introduction: The relevant scientific literature has confirmed the relationship between emotional intelligence (EI) and mental health. In addition, previous studies have underlined the importance of perceived EI between family members in the construction of one’s own EI. Adolescence is considered to be a crucial stage in identity construction and a time when mental health is vulnerable. Objectives: To analyze the mediating role of self-reported EI on mental health of adolescents and young adults still living in the family home, we considered the relationship between perceived EI in parents and children. Method: The sample was comprised of 170 children and their respective fathers and mothers living in the same family home. Self-reported EI was evaluated using the Trait Meta-Mood Scale (TMMS-24), whereas perceived EI was evaluated via the Perceived Emotional Intelligence Scale-24 (PTMM-24) and mental health using the MH-5. Results: Parents’ perceived EI of their children also children’s perceived EI of their parents has a direct effect on children’s mental health and an indirect effect through the EI self-reported by children. We discuss the differences in the role of mothers and fathers in emotional education and its influence on the results. Conclusions: We highlight the importance of perceived EI among family members, over and above the self-reported EI of each member, for its predictive power on the mental health of children.

Focus on social and emotional intelligence competencies to improve effective leadership has become commonplace in the corporate arena and is now considered by many a prerequisite to successful job performance and outcomes

The authors evaluated the self-reported emotional intelligence (SEI) in mothers, fathers, and children of 73 families. The sample was composed of 73 fathers, 73 mothers, and 156 children (71 male and 85 female). In addition, the perceived emotional intelligence (PEI) among the family members was examined and the possible relationships were analyzed. The SEI and the PEI were evaluated with the Trait Meta Mood Scale–24. Three factors composed this measure: attention, clarity, and emotional repair. The results showed that the parents’ SEI correlated with the children’s SEI in two of the three EI factors (attention and clarity). However, the parents’ PEI of their children and the children’s PEI of their parents correlated significantly in the three factors, as well as the children’s SEI and their PEI of their parents and the parents’ SEI and their PEI of their children. That is, parents and children see each other in a similar way. The regression analyses confirmed that the children’s SEI was predicted first by the children’s PEI of their parents, over and above the children’s own SEI and the parents’ SEI. The parents’ PEI of their children also had predictive power for the attention their children believed they paid to their emotions. Neither the children’s gender nor age demonstrated sufficient predictive power on their SEI. The repercussions of these results in the field of education and family therapy are discussed.

In the field of intelligence, parental beliefs about their children's intelligence can influence their performance (Beyer, 1999). In a particular way, this phenomenon is known as the Pygmalion effect (Furnham & Bunclark, 2006). In the area of Emotional Intelligence (EI), the research is scarce. Therefore, our objective is to study if the perceptive emotional adjustment differs according to the sex of the parents, and also to examine if this is reflected in the predictive power of the EI of the children. The sample consisted of 1005 subjects, including 335 students from the University of Castilla la Mancha and their respective fathers and mothers. According to the results of this study, we can conclude that emotional abilities of children perceived by their parents are quite close to those provided by children themselves. However, the mothers, in particular, were able to report these EI abilities more closely, showing, in comparison to fathers, a more accurate emotional adjustment with relation to their children's EI. The prediction of the EI of children varies according to the EI factor we are referring to, as well as with the sex of the parents.