Subjective well‐being and gender‐typed attributes in adolescents: The relevance of emotional intelligence

Abstract

Background: The link between subjective well-being (SWB), gender and emotional intelligence (EI) has been studied; however, it is not clear what kind of relationship has been established between these variables. The objective of this study was to examine the direct and indirect effects of EI in the relationship between gendertyped attributes and SWB. Method: The participants were 365 Spanish schoolchildren with a mean age of 13.9. The instruments used were the Spanish version of GRI-JUG (GRI-JUG-SP15) for gender-typed attributes, TMMS-24 for EI, PANASN for positive and negative affects, and SWLS for satisfaction with life. A mediational analysis was carried out using EI (attention, repair and clarity) as mediator in order to find out the effects on well-being. Results: The findings yielded that EI significantly mediated the relationship between gender-typed attributes and SWB. Particularly, clarity and repair are positively associated with SWB, whereas attention is negatively associated with SWB. Also, clarity and repair can be considered more important than attention in promoting SWB, according to the models of mediation and their effect size. Moreover, clarity and repair were mediators in feminine and masculine attributes while attention only was mediator for positive feminine attributes. Conclusion: For adolescents who claim to have positive feminine attributes, an aspect that would improve SWB is through the increase of clarity and repair and the decrease in attention. Further research is needed to examine the extent to which the pattern of results generalises in other contexts, and to explore the relevance of negative emotions in the development of affective-related issues. K E Y W O R D Sadolescents, emotional intelligence, gender-typed attributes, well-being

I’m Not Good for Anything and That’s Why I’m Stressed: Analysis of the Effect of Self-Efficacy and Emotional Intelligence on Student Stress Using SEM and QCA

“…On the one hand, the results showed that high levels of selfefficacy would be related to low levels of perceived stress, in consonance with previous studies (Karademas and Kalantzi-Azizi, 2004;Zhao et al, 2015;Dominguez-Lara, 2018) and thus confirming hypothesis 2. On the other hand, the components of EI should be taken into account separately, since it has been seen that higher levels of EA were positively related to perceived stress, following the line of previous studies (Guerra-Bustamante et al, 2019;Martínez-Marín and Martínez, 2019) and supporting hypothesis 1 (Davis and Nichols, 2016;Villanueva et al, 2017). Otherwise, as indicated by previous studies (Bryant and Malone, 2015;Perera and DiGiacomo, 2015;Schönfeld et al, 2016;Zeidner and Matthews, 2016), EC was positively related to perceived stress, but ER did not do as expected, which partially supports hypothesis 1 (the greater the repair and EC, the lower the level of stress).…”

“…A person with high expectations of selfefficacy, high scores on ER and clarity, and moderate scores on attention is associated with lower levels of perceived stress. Thus, the student will make a secondary assessment of the situation, and she will have healthy coping strategies that will allow her to reduce her stress levels (Martínez-Marín and Martínez, 2019).…”

“…For this case, high and low levels of EA would indicate inadequate levels of EI, since excessive EA can lead to the so-called rumination. For this reason, these three dimensions should all be considered in relation with EI separately (Guerra-Bustamante et al, 2019;Martínez-Marín and Martínez, 2019). According to this, the literature suggests (Augusto-Landa et al, 2011;Serrano and Andreu, 2016) that while the EA dimension maintains a positive relationship with perceived stress (Davis and Nichols, 2016;Villanueva et al, 2017), the dimensions of EC and emotional repair (ER) show a negative relationship with the mentioned perceived stress (Aguilar et al, 2014;Ruiz-Aranda et al, 2014;Bryant and Malone, 2015;Perera and DiGiacomo, 2015;Schönfeld et al, 2016;Zeidner and Matthews, 2016).…”

“…These effects would lead to higher levels of perceived stress. Specifically, the literature suggests that it is expected that EA will be positively and significantly related to perceived stress, since this excess of EA seems to be related to rumination and the use of less functional, or healthy, strategies (LeMoult et al, 2013;Martínez-Marín and Martínez, 2019). It also suggests that EC and ER will be negatively related to stress, since they are resources that facilitate the use of more functional strategies by improving the management of stress (Bryant and Malone, 2015;Perera and DiGiacomo, 2015;Schönfeld et al, 2016;Zeidner and Matthews, 2016) (hypothesis 1).…”

<p>The Mediating Role of Positive and Negative Affects in the Relationship Between Self-Esteem and Happiness</p>

“…Results show that men score better in terms of self-esteem, happiness and affect, which agrees with recent studies that suggest that men have a greater ability to recognise and regulate their emotions. 28,29 These results may be related to men's tendency to agree with positive self-statements, reflecting unconscious dispositions towards the self. 30 Women, however, scored better in terms of subjective happiness, in contrast with recent studies that did not detect significant gender differences in this variable, 31 which confirms how difficult it is to reach conclusive results in this field.…”