Perceived Emotional Intelligence and Life Satisfaction Among Adolescent Students: The Mediating Role of Resilience

Ramos-Díaz, Estibaliz; Fernández, Arantzazu Rodríguez; Axpe, Inge; Ferrara, Margaret M.

doi:10.1007/s10902-018-0058-0

Cited by 42 publications

(51 citation statements)

References 66 publications

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“…satisfaction (Lázaro-Visa et al, 2019;Ramos-Díaz et al, 2019) and life satisfaction negatively predict delinquency (Jung and Choi, 2017;Hanniball et al, 2018). In the separate regression analysis, all related PYD attributes also showed significant direct predictions on delinquency.…”

Section: Discussionmentioning

confidence: 91%

Predictive Effect of Positive Youth Development Attributes on Delinquency Among Adolescents in Mainland China

Zhu

Shek

2020

Front. Psychol.

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The general proposition of the positive youth development (PYD) approach is that developmental assets such as psychosocial competence can promote healthy adolescent development and reduce problem behavior. Despite that many Western studies have shown that PYD attributes are negatively related to adolescent delinquency, not all empirical findings support the negative associations. Although different dimensions of PYD attributes may bear differential relationships with delinquency, this possibility has not been properly examined so far. In addition, related studies in mainland China do not exist. Finally, the possible mediating role of life satisfaction in linking PYD attributes to delinquency has rarely been studied. To address the research gaps and understand how PYD attributes are associated with adolescent delinquency and the underlying mediating effect of life satisfaction, matched longitudinal data were collected from 2,648 mainland Chinese secondary school students (1,109 girls, Mean age = 13.12 ± 0.81 years at Wave 1) at two waves which were separated by one year. On each occasion, participants completed a questionnaire containing validated measures of PYD attributes, life satisfaction, and delinquency. Congruent with the general theoretical prediction of the PYD approach, different PYD attributes were inversely related to concurrent and future adolescent delinquency in separate regression analyses. In addition, the negative predictions were mediated by life satisfaction. When all PYD attributes were included in a single path analysis model, three findings were observed. First, two PYD dimensions, including self-identity and general PYD attributes, showed robust negative predictions on delinquency via life satisfaction. Second, prosocial attributes displayed a weak and unstable negative predictive effect. Third, cognitive-behavioral competence showed an unexpected positive predictive effect on delinquency directly or via its negative effects on life satisfaction. The present findings add value to the existing literature by revealing the predictive role of PYD attributes on life satisfaction and delinquency among mainland Chinese adolescents. The findings also reinforce the importance of investigating individual dimensions of PYD attributes simultaneously in the research field. The present study suggests that it is promising to cultivate PYD attributes as a strategy to reduce delinquency among adolescents in mainland China.

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Section: Discussionmentioning

confidence: 91%

Predictive Effect of Positive Youth Development Attributes on Delinquency Among Adolescents in Mainland China

Zhu

Shek

2020

Front. Psychol.

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“…Patry and Ford also noted the importance of resilience in preparing students for success in socities and economies that "continue to evolve rapidly" (2016, p. 41). This suggested workforce turbulence can be mitigated by the idea that resilience has been shown to assist individuals in maintaining effectiveness at work, despite changing conditions (Connor & Davidson, 2013, as cited in Ramos-Díaz et al, 2018). As such, the relationship between resilience and dynamic environments is important in relation to co-op students in their perpetual a state of transition from academia to the workforce (CEWIL Canada, 2018) and during the larger transition from student to professional (Kim & Lee, 2018).…”

Section: Importance Of Resilience For Co-op Studentsmentioning

confidence: 99%

“…However, it fails to identify student wellbeing as necessary for academic success (Holdsworth et al , 2017;Sagone & De Caroli, 2014;Walker et al, 2006) and career success (Magnano et al, 2016;Patry & Ford, 2016;Robertson, 2017). Without this link, postsecondary institutions may be unable to put adequate resources behind supporting student wellbeing, despite it being recognized by society as important for postsecondary institutions to address (Ramos-Díaz et al, 2018;Rogers & Lucas, 2016).…”

Section: The Role Of Universities In Nurturing Resilience In Co-op Stmentioning

confidence: 99%

“…For instance, developing coping and self-management skills and encouraging positive relationships assists with co-op student resilience and health, and the incorporation of leisure coping "proactively cultivate[s] positive emotion which counteracts the experience of stress and promotes well-being" (Denovan & Macaskill, 2017, p. 861). Developing coping and selfmanagement skills also leads to co-op student resilience and an increased ability to cope with stress, increased well-being (Ramos-Díaz et al, 2018;Shellman & Hill, 2017), a better likelihood of accepting new "challenges that may eventually promote a more happy and fulfilling life" (Smith et al, 2010, p. 173-174), and improved physical health "by reducing the amount of time and/or the extent to which the organism is under stress" (Smith et al, 2010, p. 173).…”

Section: Competency Outputs and Effects Of A Resilience Framework Formentioning

confidence: 99%

“…indication of resilience as important for success in work and life helps provide postsecondary institutions with a space for this development to happen, such as in co-op programs that are designed to help prepare students work for the workforce and lifelong learning(CAFCE, 2005).Finally,Holdsworth et al (2017) took the relationship between universities and resilience one step further in stating that because universities are responsible for "develop[ing] the skills and capabilities of individuals," they are in a key position to "address the development of resilience" (p. 1837) Holdsworth et al's (2017). argument completes the idea of postsecondary institutions fostering resilience in students by adding to previous notions that postsecondary institutions are wise to foster resilience and wellbeing in students due to societal views(Ramos-Díaz et al, 2018, Shellman & Hill, 2017 and resilience benefitting students in academia, life, and the workforce(Patry & Ford, 2017;Rogers & Lucas, 2016).…”

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confidence: 99%

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A resilience framework for the University of Northern British Columbia co-operative education program

Noble¹

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This project focused on fostering resilience amongst cooperative higher education students as a necessary skill for success in academia, the workforce, and in life. There are five chapters in this project. Chapter 1 outlines the significance, background, and purpose of the project, as well as my personal location as a researcher. Chapter 2 presents a thematic and study-by-study literature review that explores cooperative education and its models as well as ramifications of student resilience in higher education. The literature review identified major themes of academic, career, stress/emotional, and communication/social resilience common to cooperative higher education students. Chapter 3 discusses the research methods, which were based on an educational qualitative orientation and content and documentary research designs. The process identified major themes of cooperative education program activities and subthemes of pre-employment training, the placement process, student interaction, evaluation, and policies and procedures; and types of resilience including subthemes of academic, career, communication/social, and stress/emotional. Chapter 4 presents a developed UNBC resilience framework that aligns cooperative education program activities with resilience themes, building strategies, and university agencies, and identifies outputs/competencies related to the impact of resilience on cooperative education students' academic and workforce success. Chapter 5 offers the project's summary, conclusion, and recommendations such as using individualized resilience coaching for student success, and further research on the impact of resilience on cooperative education student relations with employers and the impact of a resilience framework on cooperative education student alumni. iii

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Systematic review and meta‐analysis: The association between emotional intelligence and subjective well‐being in adolescents

Llamas-Díaz

Cabello

Megías‐Robles

2022

Journal of Adolescence

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Introduction Emotional intelligence (EI) is a psychological protective factor that can improve subjective well‐being (WB) in adolescents. This study aims to establish the overall relationship between different EI models (performance‐based ability model, self‐report ability model, and self‐report mixed model) and subjective WB in adolescents, analyze the affective WB and cognitive WB components, and examine the moderating effect of EI models on both types of subjective WB. Method We searched PsycINFO and WOS databases. Eligible studies reported an association between EI and subjective WB in adolescents aged 10–19 years using instruments that directly measure subjective WB. In addition, two meta‐analyses were conducted, one for the relationship between EI and affective WB and the other for EI and cognitive WB. Results A total of 41 studies were included, of which 37 were pooled in the meta‐analyses. We found a significant positive relationship between EI and affective WB (estimated effect size = 0.35) and between EI and cognitive WB (estimated effect size = 0.27). Regarding EI models, self‐report ability showed an estimated effect size of 0.33 for affective WB and 0.27 for cognitive WB. For the self‐report mixed model, we obtained an estimated effect size of 0.42 for affective WB and 0.37 for cognitive WB. Conclusions Establishing a quantitative relationship between EI and subjective WB makes it possible to implement clinical and educational prevention measures. Introducing EI training in educational and clinical settings can increase subjective WB, significantly impacting the prevention of emotional disorders in adolescents.

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Perceived Emotional Intelligence and Life Satisfaction Among Adolescent Students: The Mediating Role of Resilience

Cited by 42 publications

References 66 publications

Predictive Effect of Positive Youth Development Attributes on Delinquency Among Adolescents in Mainland China

Predictive Effect of Positive Youth Development Attributes on Delinquency Among Adolescents in Mainland China

A resilience framework for the University of Northern British Columbia co-operative education program

Systematic review and meta‐analysis: The association between emotional intelligence and subjective well‐being in adolescents

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