Emotional Intelligence Profiles in College Students and Their Fathers’ and Mothers’ Parenting Practices

Abstract

The present study has two objectives: first, to analyze whether the dimensions that make up emotional intelligence (attention, clarity, and repair) give rise to different profiles of university students, and secondly, to determine whether these different profiles are differentially associated with the parenting practices that students report with regard to their fathers and mothers. Results obtained indicate the existence of different profiles of college students. The profile that corresponds to adequate emotional skills presents a lower score in attention, but higher scores in clarity, and especially in mood repair. The other two profiles are inadequate, in the first case because a higher score in emotional attention is accompanied by low scores in mood repair, and in the second case because low scores are presented in all three dimensions. Likewise, we verified the existence of significant differences in the educational practices of parents, the adequate profile is characterized by greater use of parenting dimensions considered to be positive, and at the same time, lower scores on dimensions considered to be negative. One of the dysfunctional profiles is associated with higher scores in positive practices, and is also associated with higher scores in practices considered to produce a negative effect. The second dysfunctional profile is associated with higher scores on the dimensions considered to be negative and lower scores on positive dimensions.

Relationship between Emotional Intelligence, Generativity and Self-Efficacy in Secondary School Teachers

“…The cluster analysis allowed us to identify four EI profiles: a first profile with high scores in attention and low scores in repair (HALR), a second profile with high scores in all the EI dimensions (and, as a result, with the individuals presenting a high level of general EI (HGEI)), a third profile with low scores in all the EI dimensions (and, consequently, with the individuals presenting low levels of general EI (LGEI)) and a fourth profile with low scores in attention and high scores in emotional repair (LAHR). These profiles are in line with the results obtained by previous investigations [43][44][45].…”

Parental Socialization Styles: The Contribution of Paternal and Maternal Affect/Communication and Strictness to Family Socialization Style

“…In this sense, considering jointly the dimensions of both parents in the form of socialization family style could contribute to clarify these complex relationships. In regards to the developmental phase or age for example, mothers have been found to have more influence during childhood and early adolescence [80], while fathers seem to become more prominent figures in their children’s lives towards the end of this period [2] and during young adulthood [36]. Besides, traditionally it has been considered that with increasing age, parents adapt their parental behaviors to their children’s changing needs, which translates into a child’s perception of less control [82], support, and affection [44], especially in the case of older adolescents.…”

“…Analyzing how the father’s and the mother’s practices combine with each other provides a more realistic insight into two-parent households and families [34]. Nevertheless, previous studies have rarely taken both parents (mother and father) into account [35,36], tending to place more emphasis on the maternal style than the paternal one [22,37], possibly because women have traditionally spent more time with their children than men [38,39], assuming greater responsibility for their care and upbringing [21,40].…”

“…When both parents have been taken into account, in most cases it was to determine their relative weight in, or contribution to, their children’s adjustment outcomes, with the results indicating that both parents play a significant role [24,25,26,41,42]. However, no consensus has yet been reached regarding which parent’s influence is stronger, with evidence existing in support of both the paternal [17,25,36,40,43,44,45] and the maternal contribution [27,46]. It is possible that this lack of convergence may be due, among other issues, to the type of variable analyzed, with some authors for example, arguing that maternal affect fosters children’s socioemotional development, while (a lack of) paternal affect results in behavioral problems [17].…”

Fostering social and emotional intelligence: What are the best current strategies in parenting?

“…In other words, parenting behaviors (e.g., provision of love/affection) that promote emerging adults' comprehension of their emotions indirectly predict lower internalizing problems in emerging adults. In a related investigation, emerging adults with high levels of clarity and mood repair, that are indicative of emotional intelligence, had parents who used inductive discipline (explaining to children why they are being punished), expression of affect and communication, and autonomy support, with low levels of strict discipline and psychological control (García Linares, Carpio Fernández, Cerezo Rusillo, & Casanova Arias, ). Of course, when parents used a great deal of strict discipline and psychological control, their emerging adult offspring had more dysfunctional profiles in the components of emotional intelligence.…”