Emotional Intelligence Profiles of University Students with Motor Disabilities: Differential Analysis of Self-Concept Dimensions

Martínez, Raquel Suriá; Quiles, Juan Manuel Ortigosa; Marín, Antonio Riquelme

doi:10.3390/ijerph16214073

Cited by 8 publications

(15 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Clarity predicts self-esteem [116,117] and repair predicts self-esteem [116] and satisfaction with personal relationships [117]. They are also in line with the results of other studies carried out in other educational and collective stages (e.g., university students with and without motor disabilities [113]).…”

Section: Discussionsupporting

confidence: 87%

“…A better self-concept is associated with a high EI profile [113]. However, each of the EI dimensions carry a different weight [114].…”

Section: Self-esteem and Gifted Studentsmentioning

confidence: 99%

“…Landa, et al [115] found positive correlations in nursing students between all the self-concept scales and the clarity and repair emotional factors. In a study of university students with reduced mobility, Suriá-Martínez Ortigosa and Riquelme [113], identified three EI profiles in a cluster analysis: a group of young people with high overall EI scores, another with high clarity and repair scores, and a last group with low scores in all three dimensions. Students with motor disabilities obtained lower scores in self-concept than their peers.…”

Section: Self-esteem and Gifted Studentsmentioning

confidence: 99%

See 2 more Smart Citations

Emotional Intelligence Profiles and Self-Esteem/Self-Concept: An Analysis of Relationships in Gifted Students

Casino-García

Llopis-Bueno

Llinares-Insa

2021

IJERPH

View full text Add to dashboard Cite

The psychological well-being of students affects their academic achievement, social relationships and school coexistence and is something that families worry about. This aspect becomes vital when students have atypical development and/or specific needs. Studies on the impact of giftedness on students’ self-concept and self-esteem offer mixed results. Emotional Intelligence (EI) is a key factor for their well-being that must be developed by educational institutions. This study analyzes the relationships between emotional intelligence profiles and both self-concept and self-esteem of identified gifted students between 8 and 18 years of age who study in regular Spanish schools and non-identified peers. A total of 118 identified gifted and 122 non-identified subjects participated in the study. The Self-Concept Scale Form 5 (AF5), the Rosenberg Self-Esteem Scale (RSES), and the Trait Meta-Mood Scale-24 (TMMS-24) were administered. Clusters of students were identified on the basis of their scores in the three dimensions of EI. Subsequently, the differences in self-esteem and self-concept according to the student’s emotional intelligence profile were analyzed. The results showed a taxonomy of three-cluster profiles in both groups and the existence of differences between profiles of EI in the self-esteem and self-concept dimensions in gifted students, not so in the non-identified group. The results have important implications for education and health professionals, both for the evaluation and for the introduction of adjusted intervention programs in case of vulnerability.

show abstract

Section: Discussionsupporting

confidence: 87%

“…A better self-concept is associated with a high EI profile [113]. However, each of the EI dimensions carry a different weight [114].…”

Section: Self-esteem and Gifted Studentsmentioning

confidence: 99%

Section: Self-esteem and Gifted Studentsmentioning

confidence: 99%

See 1 more Smart Citation

Emotional Intelligence Profiles and Self-Esteem/Self-Concept: An Analysis of Relationships in Gifted Students

Casino-García

Llopis-Bueno

Llinares-Insa

2021

IJERPH

View full text Add to dashboard Cite

show abstract

“…In this sense, studies such as Martínez-Marín, Martínez and Paterna [44] evinced that self-concept predicted emotional intelligence, both genders being associated with clarity and emotional repair. In line with this, an appropriate emotional state is associated with a better self-perception, self-esteem and self-rate in youth [45].…”

Section: Discussionsupporting

confidence: 64%

Analysis of Self-Concept in Adolescents before and during COVID-19 Lockdown: Differences by Gender and Sports Activity

et al. 2020

View full text Add to dashboard Cite

An appeal has been issued to the scientific community to investigate physical, mental and emotional states, and pro-social behaviours during the COVID-19 pandemic. Hence, this study aims to investigate adolescents’ self-concept before and during a lockdown period in relation to gender and type/amount of physical activity or sports. The pre-lockdown sample of 366 adolescents were aged 13–17 years (M = 15.51 ± 0.65), of whom 192 (52.5%) were females and 174 (47.5%) were males. During the lockdown, the age range of the sample was 13–17 years (M = 14.57 ± 1.47), of whom 82 (60.3%) were females, and 54 (39.7%) were males. The Form-5 Self-concept Questionnaire (AF-5) was used to measure adolescents’ self-concept. There was a reduction in adolescents’ overall self-concept during the COVID-19 pandemic, which was positively associated with emotional well-being, with family and peers being essential factors in the development of an appropriate self-concept. Furthermore, girls’ self-concept, especially academic self-concept, was higher than that of boys during the lockdown. However, both physical and emotional self-concept were higher for boys than girls before the COVID-19 lockdown, although no differences were found during the lockdown. The findings reveal that physical activity was positively correlated to self-concept before and during the COVID-19 lockdown.

show abstract

“…Consequently, at high levels, EI may act as a potent construct for the promotion of emotional adjustment and well-being (De la Barrera et al, 2019). In this vein, some studies point out that adolescents with high levels of EI tend to maintain a positive self-concept (Martínez-Monteagudo et al, 2019;Suriá-Martínez et al, 2019) and to have high life satisfaction (Sun et al, 2014;Lázaro-Visa et al, 2019;Ramos-Díaz et al, 2019). Although it is clear that EI has a significant influence on self-concept and life-satisfaction, there has thus far been limited research examining the moderating mechanism of EI in these variables in samples of adolescents.…”

Section: The Mediating Effect Of Self-concept On Victimization and LImentioning

confidence: 99%

The Role of Emotional Intelligence on Psychological Adjustment and Peer Victimization in a Sample of Spanish Adolescents

Cañas

Estévez

et al. 2020

Front. Psychol.

View full text Add to dashboard Cite

In the last decades, interest in the study of the negative consequences of bullying for the victims has increased. Victims are often known to show emotional adjustment issues, such as negative self-concept and low life satisfaction. Moreover, some studies have observed important associations between self-concept and life satisfaction, in which a positive self-concept is related to high levels of life satisfaction. Other studies have pointed out the importance of emotional intelligence (EI), as a regulatory and protective factor against the negative impact of victimization on adjustment in adolescents. The main objective of this work was to analyze the mediating effect of self-concept on life satisfaction and the moderated mediation effect of EI on self-concept and life satisfaction in the context of peer victimization. The participants in the study were 1,318 Spanish students of both sexes and aged between 11 and 18 (M = 13.8, SD = 1.32) years, from four compulsory secondary education centers. The results indicated that, on the one hand, self-concept mediated the relationship between victimization and life satisfaction. On the other hand, EI was not only positively associated with self-concept, but it also significantly moderated the negative influence of victimization on self-concept. EI may also indirectly moderate the relationship between victimization and life satisfaction through the self-concept. These data show the importance of EI as a possible protective and moderating factor of the negative effect of bullying on emotional adjustment, which is interesting for the design of future prevention and intervention programs in school contexts.

show abstract

Emotional Intelligence Profiles of University Students with Motor Disabilities: Differential Analysis of Self-Concept Dimensions

Cited by 8 publications

References 35 publications

Emotional Intelligence Profiles and Self-Esteem/Self-Concept: An Analysis of Relationships in Gifted Students

Emotional Intelligence Profiles and Self-Esteem/Self-Concept: An Analysis of Relationships in Gifted Students

Analysis of Self-Concept in Adolescents before and during COVID-19 Lockdown: Differences by Gender and Sports Activity

The Role of Emotional Intelligence on Psychological Adjustment and Peer Victimization in a Sample of Spanish Adolescents

Contact Info

Product

Resources

About