RETRACTED ARTICLE: Associations between emotional intelligence and subjective wellbeing in the Lithuanian youth sample

Diržytė, Aistė; Patapas, Aleksandras

doi:10.1007/s12144-021-02598-3

Cited by 4 publications

(4 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The high appreciation of affective values is in line with the earlier studies carried out by Benedicto (2017), Cívico-Ariza et al (2021), andGonzález-Gijón (2020). These values constitute a fundamental component in people's psychological well-being (Dirzyte et al, 2022) and the development of socioemotional skills (Di Fabio & Kenny, 2019;Extremera et al, 2020). The importance of moral values coincides with studies by Bond and Chi (1997) and Fernández-Vega and Cárcamo-Vásquez (2017).…”

Section: Discussionsupporting

confidence: 88%

A Study of Values in University Students from Teacher-Training Pedagogical Programs in Chile

Saavedra¹,

Philominraj²,

Urzúa³

et al. 2022

JSSH

View full text Add to dashboard Cite

Value education for preservice university teachers is an unavoidable task, given the level of authority they exercise in the lives of children and young people. The objective of the current study was to understand the perception of values held by preservice teachers from a regional university in Chile set in a multicultural context. The aim was to analyze the opinions of Chilean university preservice teachers on a set of values. The research was designed within the quantitative framework using a Likert scale questionnaire, applied to 319 pedagogy university students. The participants’ responses were analyzed with statistical tools, and the results revealed that the participating students valued more significant aspects of affectivity, morals, and ecology. As reported by the participants, the least preferred values were instrumental and religious. These findings are significant for decision-making and consistent implementation to improve pedagogical training in accordance with today’s society’s problems and educational needs. The article ends with a conclusion, implications, and limitations of the current research.

show abstract

Section: Discussionsupporting

confidence: 88%

A Study of Values in University Students from Teacher-Training Pedagogical Programs in Chile

Saavedra¹,

Philominraj²,

Urzúa³

et al. 2022

JSSH

View full text Add to dashboard Cite

show abstract

“…The association between SWB and EI has been studied in the last few years. Different meta-analyses (Martins et al, 2010) and recent studies (Dirzyte & Patapa, 2022) have confirm this relationship. Specifically, investigation showed that higher EI, using self-report measures, is associated with improved SWLS and PA, and with lower NA (Fernández-Berrocal & Extremera, 2008; Schutte et al, 2010).…”

Section: Subjective Well-being and Emotional Intelligencementioning

confidence: 81%

“…La asociación entre el SWB y la IE se ha estudiado durante los últimos años. Diferentes meta-análisis (Martins et al, 2010) y estudios recientes (Dirzyte & Patapa, 2022), han confirmado esta relación. Específicamente, la investigación mostró que, utilizando medidas de auto-informe, una IE superior está asociada con mejor SWLS y AP, y con un AN inferior (Fernández-Berrocal & Extremera, 2008; Schutte et al, 2010).…”

Section: Bienestar Subjetivo E Inteligencia Emocionalunclassified

Exploring subjective well-being trough gender and emotional intelligence. A mediational model (Explorando el bienestar subjetivo a través del género y la inteligencia emocional. Un modelo mediacional)

Martínez-Marín

Martı́nez

2022

Studies in Psychology

View full text Add to dashboard Cite

The objective of this study was to examine the mediating effect of emotional intelligence between gender-typed attributes and subjective well-being. The participants were 711 Spaniards (mean age 24). The instruments used were PN-SRI-SP20 for gender-typed attributes, TMMS-24 for emotional intelligence, PANAS for positive and negative affect, and SWLS for satisfaction with life. The findings yielded the direct and indirect effects of the different subscales of emotional intelligence. Emotional clarity and repair were positively associated with subjective well-being, whereas emotional attention was negatively associated with subjective wellbeing. Positive dimensions of gender-typed attributes improved subjective well-being through emotional intelligence and were more important than the negative dimension. Men scored more than women in satisfaction with life, and women did in emotional intelligence (attention and repair). Programmes for increasing subjective well-being should pay attention to the gender typing and consider the relevance of the dimensions of emotional intelligence on subjective well-being. RESUMENEl objetivo de este estudio fue analizar el efecto mediador de la inteligencia emocional entre los atributos de género y el bienestar subjetivo. Los participantes fueron 711 españoles (edad media 24 años). Los instrumentos utilizados fueron: PN-SRI-SP20 para los atributos de género, TMMS-24 para la inteligencia emocional, PANAS para los afectos positivo y negativo, y SWLS para la satisfacción con la vida. Los hallazgos produjeron los efectos directos e indirectos de las diferentes sub-escalas de inteligencia emocional. La claridad y la reparación emocional se asociaron positivamente con el bienestar subjetivo, en tanto la atención emocional se asoció negativamente con el bienestar subjetivo. Las dimensiones positivas de los atributos de género mejoraron el bienestar emocional a través de la inteligencia emocional, y fueron más importantes que la dimensión negativa. Los hombres obtuvieron puntuaciones más altas que las mujeres en ARTICLE HISTORY

show abstract

“…Regarding the benefits and contributions of sports psychology, there are numerous investigations that have taken emotional intelligence as a central theme, the results of which indicate that higher levels of emotional intelligence are directly and positively correlated with variables such as motivation [48][49][50][51], life satisfaction [52], identified regulation, introjected regulation and external regulation [49], self-efficacy [53,54], basic psychological needs [55,56], interpersonal relationships [57], low levels of anxiety [58], or with psychological skills [59] and subjective well-being [60][61][62][63][64].…”

mentioning

confidence: 99%

Intrinsic Motivation: Knowledge, Achievement, and Experimentation in Sports Science Students—Relations with Emotional Intelligence

Rubio

Ángel

Silva

et al. 2023

Behavioral Sciences

View full text Add to dashboard Cite

In this paper, we have focused on the Self-Determination Theory, paying special attention to intrinsic motivation, which is understood as the motivation that leads the subject to perform a task without the expectation of obtaining an external reward. In the field of sport, motivation is one of the most studied variables and one of the most researched, since it is closely related to the reasons that lead the athletes to start, maintain, and abandon sports practice. The main objective of this study is to analyze the relationship between intrinsic motivation (IM) and emotional intelligence from the theoretical contributions of the Self-Determination Theory. The specific objectives are to analyze attention, clarity, and emotional regulation, as well as intrinsic motivation to acquire knowledge. Additionally, we aim to explore the relationship between attention, clarity, and emotional regulation and the intrinsic motivation to achieve something. Lastly, we investigate the correspondence between attention, clarity, and emotional regulation and the intrinsic motivation to experience stimuli. The sample consists of 163 undergraduate and master’s students related to Physical Activity and Sports Sciences, studying at a Spanish public university, located in the southeast region of Andalusia—specifically, in the city of Almería. The participants had a mean age of 20.33 years. In terms of gender, 70.9% (n = 117) were men and 27.9% (n = 46) women. In terms of degree, 76.7% (n = 147) were undergraduate students and 23.3% (n = 18) were postgraduate students. The Sports Motivation Scale (SMS/EMD) was used to assess intrinsic motivation, and the TMMS-24 was used to assess emotional intelligence. The main findings of this research demonstrate the existence of a relationship between the three dimensions of emotional intelligence (emotional attention, emotional clarity, and emotional regulation) and intrinsic motivation (intrinsic motivation to know something, intrinsic motivation to achieve something, and intrinsic motivation to experience stimulation). These findings emphasize the importance of emotional intelligence for intrinsic motivation.

show abstract

RETRACTED ARTICLE: Associations between emotional intelligence and subjective wellbeing in the Lithuanian youth sample

Cited by 4 publications

References 26 publications

A Study of Values in University Students from Teacher-Training Pedagogical Programs in Chile

A Study of Values in University Students from Teacher-Training Pedagogical Programs in Chile

Exploring subjective well-being trough gender and emotional intelligence. A mediational model (Explorando el bienestar subjetivo a través del género y la inteligencia emocional. Un modelo mediacional)

Intrinsic Motivation: Knowledge, Achievement, and Experimentation in Sports Science Students—Relations with Emotional Intelligence

Contact Info

Product

Resources

About