Be water: Direct and indirect relations between perceived emotional intelligence and subjective well‐being

Abstract

Trait emotional intelligence (TEI) has been shown to have predictive capacity for certain dimensions of adaptation, such as life satisfaction and affectivity. The Trait Meta Mood Scale (TMMS), based on the EI ability model, has been shown to have predictive capacity for subjective well-being through its three factors (attention, clarity, and emotional repair), but little is known about the mediating role played by these dimensions, both among themselves and in relation to other variables. The aim of the present study was to analyse the direct and indirect relationships between the TMMS factors and subjective well-being dimensions, using structural equation modelling, also including self-efficacy in the model as a mediator of these relationships. Attention was found to have a negative effect on subjective well-being, which was inhibited when clarity and repair were included as mediators. Self-efficacy played a major role since it increased the positive effect of clarity and repair on subjective well-being. This study provides evidence of the advantage of using the TMMS factors separately and of studying their mediational role in order to better understand the processes underlying the manner in which TEI influences subjective well-being.

Subjective well‐being and gender‐typed attributes in adolescents: The relevance of emotional intelligence

“…Thus, the mediating effects of Attention were in the opposite direction to those hypothesised. Others studies have found similar results (Vergara, Alonso‐Alberca, San‐Juan, Aldás, & Vozmediano, ). The negative effect of Attention could be explained by a form of emotional rumination: a repetitive self‐focus on negative aspects of the emotions.…”

“…Although a certain level of Attention is required for understanding and controlling emotions and so improving SWB (Lischetzke & Eid, ), it may be inferred that constant attention to one's emotions could be maladaptive. In fact, there is a great deal of research that has shown that rumination maintains NA (Vergara et al, ). Also, Attention may also play a role in depression such that depressed individuals may allocate too much attention to their emotions (Salovey, Mayer, Goldman, Turvey, & Palfai, ).…”

Revisión sistemática sobre los programas de Entrenamiento Socioemocional para niños y adolescentes de 6 a 18 años publicados entre 2011 y 2015/Systematic Review of Social-Emotional Training Programs For Children and Adolescents

“…La IE ha sido relacionada con numerosas variables criterio. Presenta implicaciones sobre indicadores de ajuste, bienestar, salud, felicidad, personalidad (Mikolajczak et al, 2015;Rey, Extremera, & Pena, 2016;Vergara, Alonso-Alberca, San-Juan, Aldás, & Vozmediano, 2015) y se observa específicamente que mayores niveles en esta habilidad se relaciona con una mejor salud tanto física como mental, con un mayor bienestar, un mejor funcionamiento social y rendimiento escolar, menor agresividad, entre otros (Gutiérrez-Cobo, Cabello-González, & Fernández-Berrocal, 2017).…”

Perceived Emotional Intelligence, Subjective Well-Being, Perceived Stress, Engagement and Academic Achievement of Adolescents // Inteligencia emocional percibida, bienestar subjetivo, estrés percibido, engagement y rendimiento académico en adolescentes

“…These studies have shown a positive association between both variables in college students (Extremera, Salguero, & Fernández-Berrocal, 2011), adults (Vergara, Alonso-Alberca, San-Juan, Aldás, & Vozmediano, 2015), adolescents and primary school pupils (Ferragut & Fierro, 2012). Furthermore, there are studies that have found a relationship between PEI and life satisfaction in both young and adult people (Vergara et al, 2015), as in undergraduated students (Extre me ra, Durán, & Rey, 2009) and adolescent population (Rey, Extre me ra, & PERCEIVED EMOTIONAL INTELLIGENCE, SUBJECTIVE WELL-BEING, PERCEIVED STRESS, ENGAGEMENT AND ACADEMIC ACHIEVEMENT OF ADOLESCENTS 359 Revista de Psicodidáctica, 2016, 21(2), 357-374 Pena, 2011). Moreover, the results are consistent to show that the specific skills of emotional clarity and repair play a significant role in the subjective well-being Ferragut & Fierro, 2012;Rey et al, 2011;Vergara et al, 2015).…”

“…Furthermore, there are studies that have found a relationship between PEI and life satisfaction in both young and adult people (Vergara et al, 2015), as in undergraduated students (Extre me ra, Durán, & Rey, 2009) and adolescent population (Rey, Extre me ra, & PERCEIVED EMOTIONAL INTELLIGENCE, SUBJECTIVE WELL-BEING, PERCEIVED STRESS, ENGAGEMENT AND ACADEMIC ACHIEVEMENT OF ADOLESCENTS 359 Revista de Psicodidáctica, 2016, 21(2), 357-374 Pena, 2011). Moreover, the results are consistent to show that the specific skills of emotional clarity and repair play a significant role in the subjective well-being Ferragut & Fierro, 2012;Rey et al, 2011;Vergara et al, 2015). Studies addressing the relationship between perceived stress and PEI have also supported the existence of a negative relationship between these variables in adults and in undergraduated students (Augusto-Landa, López-Zafra, BerriosMartos, & Aguilar-Luzón, 2008) and college students (Extremera, Durán, & Rey, 2007).…”