Emotional Intelligence and Subjective Well-Being in Chinese University Students: The Role of Humor Styles

Wang, Mingzhu; Zou, Hong; Zhang, Wenjuan; Hou, Kai

doi:10.1007/s10902-018-9982-2

Cited by 15 publications

(13 citation statements)

References 63 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…RIDEP · Nº52 · Vol.3 · 99-114 · 2019 2005; Perera, 2016;Sumaya & Darling, 2018). Esta associação foi mais elevada entre as variáveis positivas e o desempenho académico subjetivo (bem-estar subjetivo, seguido de desempenho subjetivo), o que reforça a importância, já retratada na literatura, de competências cognitivoemocionais na perceção de bem-estar dos estudantes (Di Fabio & Kenny, 2016;Koydemir & Schütz, 2012;Sánchez-Álvarez et al, 2016;Steele & Fullagar, 2009;Wang et al, 2018). Mais ainda, enquanto todas as dimensões de IE, felicidade e flow (à exceção da dimensão da transformação do sentido de tempo) se correlacionaram com as perceções dos estudantes (quer de bem-estar quer de desempenho académico), apenas algumas demonstraram correlacionar-se com o desempenho objetivo (i.e., média das notas).…”

Section: Discussionunclassified

“…A literatura tem demonstrado também a associação da IE com o bem-estar subjetivo dos indivíduos (Di Fabio & Kenny, 2016;Koydemir & Schütz, 2012;Sánchez-Álvarez, Extremera, & Fernández-Berrocal, 2016;Wang, Zou, Zhang, & Hou, 2018). Em particular, a IE tende a influenciar o bem-estar subjetivo do indivíduo através da adoção, por este, de estratégias de coping adaptativas para lidar com situações sociais desafiantes, stresse social e conflitos interpessoais, bem como pelo desenvolvimento de redes de suporte social, promovendo a regulação emocional e a vivência de emoções positivas (Zeidner, Matthews, & Roberts, 2012).…”

Section: Inteligência Emocionalunclassified

See 1 more Smart Citation

Papel da Inteligência Emocional, Felicidade e Flow no Desempenho Académico e Bem-Estar Subjetivo em Contexto Universitário

Moutinho¹,

Monteiro²,

Costa³

et al. 2019

REV IBEROAM DIAGN EV

View full text Add to dashboard Cite

ResumoNo quadro da psicologia positiva, pretende-se explorar a relação entre Inteligência Emocional, Felicidade e Flow, e o desempenho académico e bem-estar subjetivo de estudantes universitários. A amostra inclui 215 participantes, com idades entre 18 e 58 anos (M=22.3; DP=4.91), maioritariamente de Ciências Sociais (55.9%), de diferentes cursos (1.º ao 6.º ano), e do género feminino (81,9%), sendo 18,1% trabalhadoresestudantes. Os instrumentos incluíram escalas de autorrelato (TEIQue, OHI, DFS-2 e JAWS), adaptadas ao contexto português e com bons indicadores psicométricos. Os resultados indicaram correlações positivas entre variáveis positivas e desempenho académico e bem-estar, ainda que menores com o desempenho académico objetivo. Análises de regressão linear demonstraram que o bem-estar subjetivo foi a variável melhor explicada pelas variáveis positivas e que o flow foi a variável com maior poder preditivo sobre o desempenho académico. Serão apresentadas implicações na promoção do desempenho académico e bemestar no contexto universitário. Palavras-chave: inteligência emocional, felicidade, flow, desempenho académico, bem-estar subjetivo AbstractWithin the Positive Psychology's framework, this study intends to explore the relationship between Emotional Intelligence, Happiness and Flow, and university students' academic performance and subjective well-being. The sample included 215 participants, aged between 18 and 58 years (M=22.3; SD=4.91), from different courses and years (1 st to 6 th ), of which 18.1% were student-workers. Most of the participants were females (81.9%), and studied Social Sciences (55.9%). The instruments included self-report scales (TEIQue, OHI, DFS-2, and JAWS), adapted to the Portuguese context and with good psychometric properties. Results indicated positive correlations between positive variables and academic performance and well-being, although lower correlations with objecticve academic performance. Linear regression analyses showed that subjective well-being was the variable best explained by positive variables and that flow presented the greatest predictive power over academic performance. Implications for the academic performance and wellbeing's promotion in the university context are presented.

show abstract

Section: Discussionunclassified

Section: Inteligência Emocionalunclassified

Papel da Inteligência Emocional, Felicidade e Flow no Desempenho Académico e Bem-Estar Subjetivo em Contexto Universitário

Moutinho¹,

Monteiro²,

Costa³

et al. 2019

REV IBEROAM DIAGN EV

View full text Add to dashboard Cite

show abstract

“…In addition to being positively related to many important work outcomes, EI has also been found to be positively related to physical and mental well-being (Martins et al , 2010; Schutte et al , 2007), happiness (Szczygieł and Mikolajczak, 2017) and job and life satisfaction (Ruvalcaba-Romero et al , 2017; Wang et al , 2018). Moreover, a recent meta-analysis (Mérida-López and Extremera, 2017) found a negative relationship between EI and burnout among teachers.…”

Section: Theoretical Foundations and Hypotheses Developmentmentioning

confidence: 99%

Employee silence and burnout in India: the mediating role of emotional intelligence

Srivastava

Jain

Sullivan

2019

View full text Add to dashboard Cite

Purpose Although considerable research has been completed on employee voice, relatively few studies have investigated employee silence. The purpose of this paper is to examine the relationship between employee silence and job burnout as well as the possible mediating role of emotional intelligence (EI) on the silence-burnout relationship. Design/methodology/approach This paper reports the findings of an empirical study based upon the survey of 286 managers working in four different states in India. Correlational and mediated regression analyses were performed to test four hypotheses. Findings Contrary to findings from studies conducted in Western countries in which employee silence was positively related to undesirable work outcomes, in this study, employee silence was negatively related to job burnout. Additionally, results indicated that the relationship between employee silence and job burnout was mediated by EI. These findings suggest the importance of considering country context and potential mediating variables when investigating employee silence. Practical implications This study demonstrates how Indian employees may strategically choose employee silence in order to enhance job outcomes. Originality/value This study is one of the few efforts to investigate employee silence in a non-western country. This is first study that has examined the role of EI as a mediating variable of the relationship between employee silence and job burnout in India.

show abstract

“…Subjective well-being (SWB) can be understood as an individual’s self-assessment of satisfaction of their own life, and the prevalence of the experience of positive affects on the negative ones (Layous & Zanon, 2014 ). Emotional regulation and many other factors can promote SWB (Santana & Gondim, 2016 ; Wang et al, 2019 ). Deficits in social skills are commonly correlated with depression, anxiety, learning disabilities, and others (Del Prette & Del Prette, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Assertive skills: a comparison of two group interventions with Brazilian university students

Sousa

Padovani

2021

Psicol. Refl. Crít.

View full text Add to dashboard Cite

The improvement or acquisition of socioemotional skills contributes to the academic and personal adaptation of university students. The way students think about themselves and others influence their social skills and well-being. Considering the importance of social competence for professional practice in the face of new social realities, the university must invest in programs that promote the socio-emotional development of students. This study compared the effects of interventions based on Rational Emotive Behavior Therapy and Psychoeducation on assertive skills and subjective well-being. This study involved 25 undergraduate students of a public university. The students were randomly allocated to three groups, including the Control group, and they were evaluated by means of questionnaires, inventories, scales, and written evaluation of the group process. The program consisted of 10 meetings and a 6-week follow-up. Irrational beliefs were reduced and their assertive skills’ scores increased in the post-intervention and follow-up evaluations, regardless of the group. Only verbal reports from participants indicated an increase in well-being. The students’ written reports after the end of the meetings indicate that the two forms of intervention were evaluated as promoting change by the students. One of the limitations of the study is the size of the groups. Despite the very small sample size, the study highlights that developing a set of flexible beliefs is fundamental to the exercise of assertiveness.

show abstract

Emotional Intelligence and Subjective Well-Being in Chinese University Students: The Role of Humor Styles

Cited by 15 publications

References 63 publications

Papel da Inteligência Emocional, Felicidade e Flow no Desempenho Académico e Bem-Estar Subjetivo em Contexto Universitário

Papel da Inteligência Emocional, Felicidade e Flow no Desempenho Académico e Bem-Estar Subjetivo em Contexto Universitário

Employee silence and burnout in India: the mediating role of emotional intelligence

Assertive skills: a comparison of two group interventions with Brazilian university students

Contact Info

Product

Resources

About