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

Moutinho, Helena Alves; Monteiro, André; Costa, Ana; Faria, Luísa

doi:10.21865/ridep52.3.08

Cited by 17 publications

(21 citation statements)

References 37 publications

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“…Trait EI was positively related to happiness and life satisfaction, confirming its criterion validity. These findings are in line with trait emotional intelligence theory (e.g., Petrides, 2001Petrides, , 2010Petrides et al, 2016) as well as with multiple previous studies from different contexts and cultures (e.g., Freudenthaler, Neubauer, Gabler, Scherl, & Rindermann, 2008 in Germany;Moutinho, Monteiro, Costa, & Faria, 2019 in Portugal; Stamatopoulou et al, 2016 in Greece;and Ye, Yeung, Liu, & Rochelle, 2019 in Hong Kong).…”

Section: Correlations and Hierarchical Regressionssupporting

confidence: 91%

Trait Emotional Intelligence Questionnaire-Short Form: Brazilian Validation and Measurement Invariance between the United Kingdom and Latin-American Datasets

Perazzo

Abreu

Pérez-Díaz

et al. 2020

Journal of Personality Assessment

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The present study aimed to evaluate the psychometric properties of the Brazilian adaptation of the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF). In a sample of 512 participants, we tested model fit by bifactor Exploratory Structural Equation Modeling (ESEM), followed by measurement invariance testing against UK and Chilean datasets of the measure. The Big Five Mini-Markers, Satisfaction with Life Scale and Subjective Happiness Scale were also administered as external validation measures. We obtained the following results: a) final adequate bifactor ESEM model fit; b) a significantly higher global trait EI mean for men (d = .27); c) high internal consistency for global trait EI (α = .88), in spite of lower Cronbach's α values at the factor level (.60−.85); d) high correlation (r = .89) in the test-retest; e) significant correlation between global trait EI and most of the Big Five dimensions (r = -.66−.46), life satisfaction (.59) and happiness (.68); f) evidence of incremental validity of trait EI for life satisfaction and happiness over and above the Big Five; g) equivalent measurement across the Brazilian, UK and Chilean versions of the TEIQue-SF.We conclude that the Brazilian TEIQue-SF is psychometrically sound and can be recommended for research and practical use.

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Section: Correlations and Hierarchical Regressionssupporting

confidence: 91%

Trait Emotional Intelligence Questionnaire-Short Form: Brazilian Validation and Measurement Invariance between the United Kingdom and Latin-American Datasets

Perazzo

Abreu

Pérez-Díaz

et al. 2020

Journal of Personality Assessment

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“…These skills can be acquired, learned and applied in the daily lives of young people, whether in the school context or in other contexts equally enriching in experiences and opportunities for the development of personal and interpersonal skills (Coelho and Sousa, 2018;Zelyurt and İnce, 2018). Authors such as Moutinho et al (2019) emphasize that these skills can be acquired with the support of the main agents involved in the educational environment such as families or the school. In other scientific studies, it is indicated that inclusive educational contexts originate that students develop higher academic performance (Diaz-Garolera et al, 2022), better relationships (Palardy, 2019), constructive conflict resolution (Hakvoort et al, 2022), cope with social problems more effectively and engage in inappropriate behaviors less frequently (Brossard Børhaug and Weyringer, 2019).…”

Section: Background and Theoretical Frameworkmentioning

confidence: 99%

Adaptation and validation of the social skills scale for intercultural primary school pupils

Aranda-Vega,

Ortiz-Marcos,

Tomé-Fernández

2023

Front. Educ.

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In recent decades, large migratory movements have been taking place, which has turned Spain into a culturally diverse country. For this reason, the present research focuses on social skills, which are considered of utmost importance in different educational contexts. To this end, the aim was to adapt and validate a scale to diagnose social skills in young people aged 6 to 12 years (M = 9.65 years; SD = 1.395). Of these, 460 (60.4%) were boys and 301 (39.60%) girls. For this purpose, a methodology is followed that involves the judgement of experts in the field, followed by an exploratory factor analysis (EFA) and then a confirmatory factor analysis (CFA). The sample chosen for the study is made up of 1564 young people, Primary School students from different Andalusian localities that constitute border cities in the south of Spain, and which have a great cultural, ethnic and religious diversity that is reflected in their classrooms. The items of the scale were obtained from relevant questionnaires on the subject under study, initially containing 33 items and 6 underlying constructs. After validation of the AFE (n = 761), the structure is verified and the model is corroborated by CFA (n = 803) with structural equations (RMSEA = 0.04; CFI = 0.77; TLI = 0.73). Finally, the reliability and internal consistency of the instrument is examined, obtaining values above 0.6 for all dimensions. As a result, a new scale composed of 33 items and 5 dimensions is obtained, with psychometric properties that give it validity and reliability. In conclusion, we present a useful resource for teachers that allows them to diagnose the social skills of Primary School students in schools characterised by their great cultural diversity and among the peer group.

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“…Entre os fundamentais fatores específicos ao curso de Engenharia que colaboram para o estresse nos estudantes estão a dificuldade em conciliar vida social e acadêmica, elevada carga horária, grande volume de matérias, competitividade entre estudantes, privação de sono, medo de adquirir doenças e cometer erros em seus estudos e trabalhos em campo, insegurança em relação ao mercado de trabalho e cobranças da sociedade e da instituição de ensino. Essas exigências têm efeitos negativos no bem-estar psicológico dos estudantes, podendo gerar, em especial, depressão e ansiedade (Ferreira, 2016;Moutinho, Monteiro, Costa, & Faria, 2020).…”

Section: Dificuldades Encontradas No Curso De Engenhariaunclassified

SAÚDE MENTAL: transtornos em estudantes de engenharia

Lourenço

Oliveira

2022

Psicodebate

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Mental health represents a fundamental condition for the future of university students. However, studies have pointed to a large increase in mental disorders among Brazilian engineering students. From this theme, this article aimed to analyze the development of anxiety and depression disorders among engineering students in Brazil, reasons that cause the course to drop out and the role of the university psychologist. This article deals with an exploratory bibliographic review research. This type of research aims to enable greater connection with the problem, with a view to making it more understanding. For the bibliographic review of this article, scientific articles found in the databases were used as Google Scholar, Scielo, SCOPUS and PsycInfo, with timeline between 1997 and 2021 aided by the keywords: anxiety, mental health, university, engineering. For the choice of articles, titles, conclusions and abstracts were initially read in advance. Then, the selected articles were read completely in the first stage, analyzing the quality of the journal, the publication period and the conclusions obtained according to the objectives of this article. Finally, this study revealed aspects related to anxiety and depression disorders among engineering students in Brazil, such as the impacts caused on academic performance and quality of life. Therefore, educational institutions need to present strategies for coping with this reality.

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

Cited by 17 publications

References 37 publications

Trait Emotional Intelligence Questionnaire-Short Form: Brazilian Validation and Measurement Invariance between the United Kingdom and Latin-American Datasets

Trait Emotional Intelligence Questionnaire-Short Form: Brazilian Validation and Measurement Invariance between the United Kingdom and Latin-American Datasets

Adaptation and validation of the social skills scale for intercultural primary school pupils

SAÚDE MENTAL: transtornos em estudantes de engenharia

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