Prospective associations between loneliness and emotional intelligence

Wols, Aniek; Qualter, Pamela

doi:10.1016/j.adolescence.2014.12.007

Cited by 49 publications

(42 citation statements)

References 56 publications

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“…EA was also significantly and positively related to loneliness. These results supported our hypotheses and were consistent with previous findings related to emotion regulation and loneliness [15, 16, 49, 68]. Particularly, the current study suggested that, within Chinese culture, individuals with low levels of ERA were more likely to have a greater tendency to engage in EA.…”

Section: Discussionsupporting

confidence: 93%

“…Recent empirical studies have uncovered a close relationship between emotional skills, such as emotional intelligence, and loneliness [15–17]. The findings showed that poor emotional skills increase loneliness over time [15, 16, 18]. Similarly, if people could effectively perceive and manage negative feelings associated with loneliness, they could successfully overcome loneliness [19].…”

Section: Introductionmentioning

confidence: 99%

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Experiential Avoidance Mediates the Association between Emotion Regulation Abilities and Loneliness

Shi

Zhang

et al. 2016

PLoS ONE

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Experiential avoidance (EA) involves the unwillingness to remain in contact with aversive experiences such as painful feelings, thoughts, and emotions. EA is often associated with the development and maintenance of emotional problems. Since loneliness is characterized by negative emotions such as sadness and pessimism, which is often linked to emotional problems, this study aims to test the mediating effects of EA on the relationship between emotion regulation abilities (ERA) and loneliness in a sample of Chinese adults. Five hundred undergraduates completed questionnaires measuring EA (Acceptance and Action Questionnaire; AAQ-Ⅱ), ERA (Failure-relate action orientation; Action Control Scale, ACS-90) and loneliness (UCLA Loneliness Scale). Structural equation modeling showed that EA fully-mediated the relationship between ERA and loneliness. The findings suggest EA is a key mechanism in explaining why people with high ERA are prone to feeling lower levels of loneliness. In particular, these findings have important implications for designing effective psychological interventions for loneliness.

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Section: Discussionsupporting

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Experiential Avoidance Mediates the Association between Emotion Regulation Abilities and Loneliness

Shi

Zhang

et al. 2016

PLoS ONE

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“…And second, levels of repair at the end of the course will decrease loneliness in the next course. Previous research on emotional intelligence found support for the model proposed by Cacioppo and Hawkley (), which states that poor emotional skills increase loneliness over time (Wols, Scholte, & Qualter, ; Zysberg, ), denoting a negative relation between repair and loneliness, as we had hypothesized (Hypothesis d). Nevertheless, it is noteworthy that, beyond the small size of the results, initial levels of repair at the beginning of the course will increase loneliness.…”

Section: Discussionsupporting

confidence: 77%

What Leads to Loneliness? An Integrative Model of Social, Motivational, and Emotional Approaches in Adolescents

Gallardo

Martín‐Albo

Barrasa

2018

J of Research on Adolesc

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Loneliness has been linked to many physical and mental health problems, especially during adolescence. From evolutionary, social needs, and cognitive approaches, this study examined whether emotional repair, relatedness need, and peer-rated indicators of relations behave in predicting loneliness, considering all approaches together. The sample consisted of 373 adolescents measured longitudinally at three time points. Results of a cross-lagged panel design found that, considering all the influences together, relatedness need showed the highest strength to predict loneliness. Furthermore, adolescents who were accepted by their peers and whose relatedness need was satisfied activated emotional regulation which additionally produced a decrease in prospective feelings of loneliness. In addition, loneliness has been shown to be a consequence of these variables.

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“…Our finding that ESE predicted school belongingness and peer loneliness supports evidence from previous studies showing that the ability to manage emotions is important for adjustment to secondary school (Adeyemo, ; Qualter et al ., ) and feelings of belonging (Wols, Scholte, & Qualter, ). Thus, building emotional skills and increasing children's confidence in using those skills is important for ensuring children's adjustment during school transition.…”

Section: Discussionmentioning

confidence: 99%

Influence of social anxiety and emotional self‐efficacy on pre‐transition concerns, social threat sensitivity, and social adaptation to secondary school

Nowland

Qualter

2019

Brit J of Edu Psychol

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Background Much of the literature on school transfers has centred on academic adjustment and/or achievement, but school transfers also involve social adaption. Children who are socially anxious or lack emotional self‐efficacy are likely to have difficulties with social aspects of the transition. Aim(s) We examined the influence of social anxiety, depressive symptoms, and emotional self‐efficacy on (1) pre‐transition concerns about the move to secondary school and social threat sensitivity relating to that transition experience, and (2) school and peer connectedness after the school transfer. We also examined whether pre‐transition concerns predicted school and peer connectedness after the move. Sample Year 6 children (10–11 years) from 15 primary schools in Northern England. Method Children (N = 266) completed a questionnaire in their primary schools before the move to secondary school. A sub‐group (n = 156) of those children also completed measures immediately after the move to secondary school and then again 4 months later. Results Social anxiety influenced pre‐transition concerns. Higher emotional self‐efficacy was associated with lower social threat sensitivity pre‐transition and with reductions over time. Higher emotional self‐efficacy also influenced greater social adaption 4 months after the school move. Pre‐transition concerns about the move were a good indicator of poorer social adaption later on. Conclusions Based on the findings, interventions should target social anxiety to reduce pre‐transition concerns. Programmes that target emotional self‐efficacy are most likely to impact school and peer connectedness.

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Prospective associations between loneliness and emotional intelligence

Cited by 49 publications

References 56 publications

Experiential Avoidance Mediates the Association between Emotion Regulation Abilities and Loneliness

Experiential Avoidance Mediates the Association between Emotion Regulation Abilities and Loneliness

What Leads to Loneliness? An Integrative Model of Social, Motivational, and Emotional Approaches in Adolescents

Influence of social anxiety and emotional self‐efficacy on pre‐transition concerns, social threat sensitivity, and social adaptation to secondary school

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