The relationship between perceived emotional intelligence and depressive symptomatology: The mediating role of perceived stress

Abstract. This study investigated the mediating role of coping humor in the relationship between emotional intelligence (EI) and job satisfaction. Participants were 398 primary school teachers in China, who completed the Wong Law Emotional Intelligence Scale, Coping Humor Scale, and Overall Job Satisfaction Scale. Results showed that coping humor was a significant mediator between EI and job satisfaction. A further examination revealed, however, that coping humor only mediated two sub-dimensions of EI (use of emotion and regulation of emotion) and job satisfaction. Implications for future research and limitations of the study are discussed.

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Ups and downs on the roller coaster of task conflict: the role of group cognitive complexity, collective emotional intelligence and team creativity

Psihologia Resurselor Umane ◽

10.24837/pru.v18i1.459 ◽

2020 ◽

Vol 18 (1) ◽

pp. 23-37

Author(s):

Andreea Gheorghe ◽

Oana Fodor ◽

Anișoara Pavelea

Keyword(s):

Emotional Intelligence ◽

Cognitive Complexity ◽

Empirical Support ◽

Task Conflict ◽

Team Creativity ◽

Mediating Role ◽

Low Levels ◽

Explanatory Mechanism ◽

The Relationship

This study explores the association between task conflict and team creativity and the role of group cognitive complexity (GCC) as a potential explanatory mechanism in a sample of 159 students organized in 49 groups. Moreover, we analyzed the moderating effect of collective emotional intelligence (CEI)in the relationship between task conflict and GCC.As hypothesized, we found that task conflict has a nonlinear relationship with GCC, but contrary to our expectations, it follows a U-shaped association, not an inversed U-shape. In addition,the moderating role of CEI was significant only at low levels. Contrary to our expectation, the mediating role of GCC did not receive empirical support. Theoretical and practical contributions are discussed.

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The Relationship Between Attachment Orientations and University Adjustment Among Freshmen: Mediating Role of Perceived Stress

Journal of College Student Retention Research Theory & Practice ◽

10.1177/1521025120962017 ◽

2020 ◽

pp. 152102512096201

Author(s):

Ayşe I. Kural ◽

Berrin Özyurt

Keyword(s):

Perceived Stress ◽

Attachment Security ◽

Attachment Anxiety ◽

The Novel ◽

Management Skills ◽

Mediating Role ◽

Attachment Orientations ◽

University Adjustment ◽

The Relationship

In the current study, we examine the novel hypothesis that perceived stress is a mechanism through which the relationship between attachment orientations and university adjustment can be explained. Present study explored both attachment orientations and perceived stress regarding adjustment; and perceived stress as mediator for the relationship between attachment orientations and adjustment among in 277 university freshmen. Attachment anxiety and avoidance positively correlated with perceived stress whereas resulted in poor university adjustment. Perceived stress partially mediated the relationship between attachment anxiety and poor university adjustment. The findings suggest that enhancing attachment security and stress management skills among insecurely attached students may lead to greater university adjustment.

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Modeling the mediating roles of self-directed learning and knowledge management processes between emotional intelligence and learning outcomes in higher education

PLoS ONE ◽

10.1371/journal.pone.0255177 ◽

2021 ◽

Vol 16 (7) ◽

pp. e0255177

Author(s):

Zahid Shafait ◽

Muhammad Asif Khan ◽

Yuriy Bilan ◽

Judit Oláh

Keyword(s):

Higher Education ◽

Emotional Intelligence ◽

Knowledge Management ◽

Learning Outcomes ◽

Self Directed Learning ◽

Mediating Role ◽

Management Processes ◽

Directed Learning ◽

The Relationship

Objective: Drawing on the knowledge-based view and ability-based theories of emotional intelligence (EI), in this study, we investigate the effects of EI on learning outcomes related to academics and administrators in Chinese research universities and we also test the direct association between learning outcomes and creative performance. In addition, we examine the mediating role of self-directed learning (SDL) and knowledge management processes (KMPs) on the relationship between EI and learning outcomes. Methods: The sample, for this study, consisted of 547 academic and administrative personnel at Chinese higher educational institutions (HEIs), and the hypothesized associations were examined through partial least squares structural equation modeling. Results: Our results indicated that EI has no significant influence on learning outcomes. However, an indirect relationship between EI and learning outcomes is established through SDL and KMPs. Conclusions: This study strengthens the professional understanding of EI and supports that the personnel at HEIs should value SDL and KMPs, which in turn enhances their learning outcomes. Although EI has received increased importance in higher education institutions, there are few studies that have investigated the relationship of EI, SDL, KMP, and learning outcomes. This is one of the initial studies that has empirically examined the interface of EI and learning outcomes in HEIs and also provides timely insights into the understanding of the mediating role of SDL and KMP.

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The study of mediating role of physical activity in the relationship between the emotional intelligence and psychological well-being in the elderly

Salmand ◽

10.32598/sija.13.10.350 ◽

2017 ◽

Author(s):

Sima Razaghi ◽

Sajad Parsaei ◽

Esmaeel Saemi

Keyword(s):

Physical Activity ◽

Emotional Intelligence ◽

Well Being ◽

The Elderly ◽

Psychological Well Being ◽

Mediating Role ◽

The Relationship

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A Dyadic Study on Perceived Stress and Couple Adjustment During Pregnancy: The Mediating Role of Depressive Symptoms

Journal of Family Issues ◽

10.1177/0192513x20934834 ◽

2020 ◽

Vol 41 (11) ◽

pp. 1935-1955 ◽

Cited By ~ 1

Author(s):

Franco Baldoni ◽

Michele Giannotti ◽

Giulia Casu ◽

Valerio Luperini ◽

Federico Spelzini

Keyword(s):

Depressive Symptoms ◽

Relationship Satisfaction ◽

Perceived Stress ◽

Transition To Parenthood ◽

Dyadic Adjustment ◽

Third Trimester ◽

Mediating Role ◽

Couple Adjustment ◽

The Relationship

Stress is associated with dyadic adjustment during transition to parenthood, but little is known about mechanisms underlying this link, particularly during prenatal period. This dyadic study explored the mediating role of depressive symptoms in the relationship between perceived stress and dyadic adjustment in expectant couples. One hundred and fourteen couples at the third trimester of pregnancy completed self-reports of perceived stress, depression, and dyadic adjustment. Results indicated that both parents’ perceived stress was associated with their own lower relationship satisfaction directly and indirectly, through their own higher depressive symptoms. Mothers’ perceived stress was also linked to higher fathers’ depressive symptoms, and thus also to lower fathers’ relationship satisfaction. Both parents’ perceived stress was only directly associated with their own dyadic consensus, and their own and their partners’ affectional expression. Findings suggest that interventions aimed at reducing expectant parents’ perceived stress could protect against depressive symptoms and promote the couple’s adjustment during pregnancy.

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