Emotional intelligence and life satisfaction in Chinese university students: The mediating role of self-esteem and social support

Satisfacción académica en la universidad: relaciones entre inteligencia emocional y engagement académico

“…ISSN: 1696-2095 - 557 -http://dx.doi.org/10.14204/ejrep.43.16064 En el ámbito de la enseñanza superior, la inteligencia emocional ha estado ligada a aspectos tan fundamentales como son el éxito académico (Saklofske, Austin, Mastoras, Beaton y Osborne, 2012), las relaciones sociales (Lopes, Salovey y Straus, 2003;MartinRaugh, Kell y Motowidlo, 2016), la fatiga en el estudio (Brown y Shutte, 2006) o el bienestar subjetivo entre otros (Kong, Zhao y You, 2012). A pesar de que la relación entre la inteligencia emocional y los mencionados aspectos relativos tanto al bienestar como al éxito académico de los estudiantes universitarios ha sido correctamente establecida, existe la necesidad de ahondar en los sentimientos internos de satisfacción académica para un mejor afrontamiento de los retos académico-profesionales (Boyd, 2002).…”

The role of trait emotional intelligence in academic performance during the university transition: An integrative model of mediation via social support, coping, and adjustment

“…The greater use of EC, initiated by TEI in response to stress may lead to better AA and, conceivably, in turn, achievement (Leong, Bonz, & Zachar, 1997). 6 PSS constitutes a second proximal mediating pathway through which TEI may foster adjustment and, in turn, achievement (Kong, Zhao, & You, 2012). TEI has been consistently linked to greater PSS across university samples (Kong et al, 2012).…”

“…6 PSS constitutes a second proximal mediating pathway through which TEI may foster adjustment and, in turn, achievement (Kong, Zhao, & You, 2012). TEI has been consistently linked to greater PSS across university samples (Kong et al, 2012). These findings may be attributed to dispositional emotion expressivity and perception among those high on TEI, which sustains the flow of emotion-based communication between social partners in ways that enhance the individual's ability to identify, develop and maintain supportive social relationships (Perera & DiGiacomo, 2013).…”

Validation of the Meaning in Life Questionnaire (MLQ) in Chinese University Students and Invariance across Gender

“…The scores can range from 10 (low level of self-esteem) to 40 (high level of self-esteem). The RSES has good levels of reliability and validity Kong, Zhao, & You, 2012b. In this study, the Cronbach alpha coefficient for the RSES was .83.…”