Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale.

<p>The present study had the objective of analysing the relationship between Emotional Intelligence, Positive Affect, VIA's virtues and character strengths. Additionally, it was explored if Emotional Intelligence predicted the virtue's levels of the participants, and if Positive Affect constituted a possible mediator. To that end, different measures were used: 419 undergraduate students completed the Spanish version of the Trait Meta-Mood Scale for emotional intelligence (TMMS, Fernández-Berrocal, Extremera & Ramos, 2004). Character strenghts and virtues were assessed with the Values in Action Inventory of Strengths (VIA-IS; Peterson, Park, & Seligman, 2005), and Positive Affect (PA) was measured with the Spanish version of the Positive and Negative Affect (NA) Schedule (PANAS; Sandín et al., 1999). Our results showed a significant positive correlation between all the VIA strengths and virtues with TMMS scales Emotional Clarity and Emotion Repair. Emotional Attention showed significant correlations for all the virtues except Temperance. Further analyses demonstrated that TMMS scales predicted VIA virtues, and Positive Affect appeared as a possible mediator in the prediction of Temperance and Humanity virtues. These results support the relationship between Emotional Intelligence and strength of character, as well as the importance of Positive Affect in this relationship.<strong></strong></p>

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Análisis de los canales de desarrollo e inteligencia emocional mediante la intervención de una unidad didáctica de Mindfulness y Biodanza en Educación Física para secundaria (Analysis of the channels of development and emotional intelligence through the

Retos ◽

10.47197/retos.v1i40.81921 ◽

2020 ◽

pp. 67-75

Author(s):

Sandra Constantino Murillo ◽

María Espada Mateos

Keyword(s):

Emotional Intelligence ◽

Problem Solving ◽

Secondary School ◽

Teaching Style ◽

Teaching Styles ◽

Emotional Clarity ◽

Post Test ◽

Emotional Attention ◽

Group 2 ◽

Mood Scale

Análisis de los canales de desarrollo e inteligencia emocional mediante la intervención de una unidad didáctica de Mindfulness y Biodanza en Educación Física para secundaria (Analysis of the channels of development and emotional intelligence through the intervention of a Mindfulness and Biodanza teaching unit in Physical Education for secondary school) El objetivo fue analizar los canales de desarrollo e inteligencia emocional (IE) según los diferentes estilos de enseñanza empleados en la intervención de una unidad didáctica de mindfulness y biodanza para secundaria. Estudio cruzado cuasi-experimental con 86 estudiantes de 1º y 2º ESO. Se midió los canales de desarrollo con el Cuestionario Canales de Desarrollo de Mosston y Ashworth (2002), y la inteligencia emocional con el cuestionario TMMS-24, basado en Trait Meta-Mood Scale. Estados Emocionales de Fernández-Berrocal, Extremera y Ramos (2004). El análisis estadístico del grupo 1 (N=44) con el estilo de enseñanza mando directo-resolución de problemas (MD-RP) y grupo 2 (N=37) (RP-MD). El análisis concluyó: 1) Los alumnos obtuvieron mejores resultados en el post-test de las siguientes variables: atención emocional (Mdn=3.25), claridad emocional (Mdn=3.50) y reparación de emociones (Mdn= 3.33), que en el pre-test (Mdn=3.18; Mdn=3.43; Mdn=3.37, respectivamente). Existieron diferencias significativas en claridad emocional y reparación de emociones (p≤ .05). Se observó mejores resultados en el post-test en cuanto al canal cognitivo (Mdn= 4.83), que el pre-test (Mdn=4.33), existiendo diferencias significativas (p≤ .05). 2). Las diferencias en inteligencia emocional y entre los canales de desarrollo con la utilización de los dos estilos de enseñanza (MD y RP) en la toma pre-test y post-test de ambos grupos, los alumnos del grupo 2 mostraron tras la intervención una mayor claridad emocional (Mdn=3.50), reparación de emociones (Mdn=3.50), y canal cognitivo (Mdn=4.48), que en el pre-test (Mdn=3.48; Mdn=3.25; Mdn=4.50, respectivamente siendo p<.05).3) Se observó una mayor correlación entre los componentes de la IE en ambos grupos, siendo más alta en el grupo 2, con una diferencia de (ρ=.10). Asimismo, se observó en ambos grupos un aumento en la correlación de los canales de desarrollo, existiendo diferencias significativas (p≤ .05). Los resultados suscitan que el orden de estilo de enseñanza RP-MD, favorece el desarrollo de la inteligencia emocional en cuanto a la atención emocional, claridad emocional y reparación de las emociones, así como en los canales de desarrollo cognitivo y emocional, en los escolares entre 11 y 14 años. Abstract. The objective was to analyze the channels of development and emotional intelligence (EI) according to the different teaching styles used in the intervention of a didactic unit of mindfulness and biodanza for secondary school. A crossover nearly experimental study with 86 students of 1st and 2nd ESO. The development channels were measured with the Mosston and Ashworth (2002) Development Channels Questionnaire, and emotional intelligence with the TMMS-24 questionnaire, based on the Trait Meta-Mood Scale. Emotional States from Fernández-Berrocal, Extremera and Ramos (2004). The statistical analysis from group 1 (N = 44) with the teaching style: direct command-problem solving (MD-RP) and for group 2 (N = 37) problem solving- direct command (RP-MD). The analysis concluded: 1) The students obtained better results in the post-test of the following variables: emotional attention (Mdn = 3.25), emotional clarity (Mdn = 3.50) and repair of emotions (Mdn = 3.33), than in the pre-test (Mdn = 3.18; Mdn = 3.43; Mdn = 3.37, respectively). There were significant differences in emotional clarity and repair of emotions (p≤ .05). There were better results in the post-test regarding the cognitive channel (Mdn = 4.83), than in the pre-test (Mdn = 4.33), with significant differences (p≤ .05). two). The differences between the in emotional intelligence and between the development channels using the two teaching styles (MD and RP) in the pre-test and post-test sampling for both groups, the students from group 2 showed a greater emotional clarity (Mdn = 3.50), emotion repair (Mdn = 3.50), and cognitive channel (Mdn = 4.48), from the pre-test (Mdn = 3.48; Mdn = 3.25; Mdn = 4.50, respectively being p< .05). 3) A greater correlation was observed between the EI components in both groups, being higher in group 2, with a difference of (ρ = .10). Likewise, an increase in the correlation of the development channels was observed in both groups, with significant differences (p≤ .05). The results suggest that the RP-MD teaching style order improves the development of emotional intelligence in terms of emotional attention, emotional clarity and repair of emotions, as well as in the channels of cognitive and emotional development, in schoolchildren between 11 and 14 years old.

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Physical activity and emotional intelligence among undergraduate students: a correlational study

BMC Public Health ◽

10.1186/s12889-019-7576-5 ◽

2019 ◽

Vol 19 (1) ◽

Cited By ~ 2

Author(s):

Jorge Acebes-Sánchez ◽

Ignacio Diez-Vega ◽

Sara Esteban-Gonzalo ◽

Gabriel Rodriguez-Romo

Keyword(s):

Physical Activity ◽

Emotional Intelligence ◽

Undergraduate Students ◽

Psychological Benefits ◽

Emotional Clarity ◽

Significant Public Health ◽

Global Physical Activity Questionnaire ◽

Emotional Attention ◽

Mood Scale ◽

Activity Questionnaire

Abstract Background Physical activity (PA) can be a mechanism that develops emotions. Emotional intelligence (EI) is related to significant public health and psychological benefits. However, there is little information about the relationships between PA and EI dimensions: emotional attention, clarity, and repair. This study examined the possible relationships between these variables in undergraduate students from Madrid. As a secondary aim, sex differences in PA domains and EI dimensions were examined. Methods A total of 2960 (21.34 ± 4.34 years) undergraduate students from Madrid (Spain) fulfilled the Trait Meta-Mood Scale (TMMS-24) and Global Physical Activity Questionnaire (GPAQ). We used a MANOVA to compare EI and PA levels according to sex. Different linear regressions were conducted to calculate the PA and age prediction power based on EI. Results We found a significant association between EI dimensions and PA levels, although these relationships were small. Fully adjusted linear regression showed that sex and leisure-time PA (LTPA) were associated of emotional attention (r2c = .025). Sex, age, and LTPA were associated of emotional repair (r2c = .024). There were statistically significant differences in EI by sex (p ≤ .001; η2p = .039), with higher scores in emotional attention for women (p ≤ .001) and emotional clarity (p ≤ .001) and repair (p ≤ .001) for men. PA levels differed according to sex (p ≤ .001; η2p = .038). Men show higher scores in LTPA levels (p = .002) and occupational PA (p ≤ .001). Conclusions Undergraduate students with higher levels of LTPA showed a better score on EI, specifically in emotional attention and emotional repair. However, these associations and the predictive power of LTPA regarding emotional attention and emotional repair were weak. Men engaged in more LTPA and occupational PA and had higher emotional clarity and emotional repair than women. However, women had higher emotional attention.

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Niveles de adherencia a la dieta mediterránea e inteligencia emocional en estudiantes del tercer ciclo de educación primaria de la provincia de Granada (Levels of adherence to the Mediterranean diet and emotional intelligence in students of the third cycl

Retos ◽

10.47197/retos.v1i40.82997 ◽

2020 ◽

pp. 264-271

Author(s):

Eduardo Melguizo Ibáñez ◽

Félix Zurita Ortega ◽

Jose Luis Ubago Jiménez ◽

Gabriel González Valero

Keyword(s):

Emotional Intelligence ◽

Mediterranean Diet ◽

Ad Hoc ◽

The Third ◽

Emotional Attention ◽

The Mediterranean ◽

Mood Scale ◽

Educación Primaria ◽

Dieta Mediterranea ◽

Dieta Mediterránea

La dieta mediterránea está considerada como uno de los modelos dietéticos más sanos y convenientes, por eso el objetivo principal de esta investigación es detallar el tipo de dieta y los niveles de inteligencia emocional en los estudiantes, así como establecer las relaciones entre estas variables. Por esta razón, se ha llevado a cabo un estudio de carácter descriptivo donde han participado un total de 293 estudiantes de la provincia de Granada, usando para la recogida de los datos un cuestionario socio académico ad hoc, y los test KIDMED y Trait Meta-Mood Scale (TMMS-24). Finalmente, los datos aluden que un elevado porcentaje de sujetos practican más de tres horas de actividad física fuera del colegio y necesitan mejorar la dieta, mientras que más de la mitad de la población que exhibe una dieta de baja calidad, refleja una adecuada atención emocional. Abstract. Mediterranean diet is widely believed to be one of the most convenient and healthiest around. The primary aim of this research is to detail the type of diet and emotional intelligence levels in students, as well as corroborating the connection between these factors. To this end, a descriptive investigation has been carried out with 293 students from the province of Granada, using both a socio-academic questionnaire and two tests, KIDMED and Trait Meta-Mood Scale (TMMS-24) respectively, in order to collect a comprehensive dataset. Finally, the data reveals that a high percentage of students who practice more than three hours of physical activity out of the school need to improve their diet, whilst more than half of the students who show a low adherence to the Mediterranean diet, manifest a suitable level of emotional attention.

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Emotional Intelligence of Undergraduate Athletes: The Role of Sports Experience

Frontiers in Psychology ◽

10.3389/fpsyg.2021.609154 ◽

2021 ◽

Vol 12 ◽

Author(s):

Gabriel Rodriguez-Romo ◽

Cecilia Blanco-Garcia ◽

Ignacio Diez-Vega ◽

Jorge Acebes-Sánchez

Keyword(s):

Emotional Intelligence ◽

Emotional Experience ◽

Positive Thinking ◽

Sports Performance ◽

Male Athletes ◽

Emotional Attention ◽

Mood Scale ◽

High Emotional Intelligence ◽

Experience Questionnaire

Sport is an emotional experience. Studies have shown that high emotional intelligence (EI) is associated with better sports performance, though different aspects of sports experience and their relationship with EI are still unclear. This study examined the possible relationships between sports experience and EI dimensions of undergraduate athletes. Likewise, according to the differences described in the literature between men and women, the secondary aim was to identify the possible relationship between EI and sports experience in both subgroups. A total of 1784 [712 men (39.9%), 1072 women (60.1%); mean age = 21.3 years, SD = 4.2)] undergraduate athletes completed the Trait Meta Mood Scale and a sports experience questionnaire. Comparisons between groups were performed using Mann–Whitney-U and H-Kruskal–Wallis tests and correlations between variables were analyzed using Spearman correlation. We found that the number of different sports practiced and the number of years practicing sports were positively associated with emotional repair (ER). However, the number of years practicing sports was negatively associated with emotional attention (EA). Male athletes who trained more and had a higher competitive level were more likely to show higher ER. In any case, it is necessary to take into account that all the associations were weak. Our study suggested that athletes tend to attend to and value their feelings and use positive thinking to repair their negative moods.

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Emotional basis of gender differences in adolescent self-esteem

Psicologia ◽

10.17575/rpsicol.v30i2.1105 ◽

2016 ◽

Vol 30 (2) ◽

pp. 1-14

Author(s):

Diego Gomez-Baya ◽

Ramon Mendoza ◽

Susana Paino

Keyword(s):

Gender Differences ◽

Emotional Intelligence ◽

Adolescent Girls ◽

Self Esteem ◽

Emotional Attention ◽

Perceived Emotional Intelligence ◽

The One ◽

Mood Scale ◽

Emotional Basis

Lower self-esteem in adolescent girls than boys confers greater vulnerability to numerous risks in their development towards social adulthood. This research aimed to study the role of perceived emotional intelligence in self-esteem's gender differences. An anonymous questionnaire was applied to 1791 Spanish adolescents aged between 12 and 17 years old, composed of the Rosenberg self-esteem scale and a reduced version of the Trait Meta-Mood Scale. The results showed that girls presented lower overall self-esteem than boys, as well as lower perceived emotional intelligence. On the one hand, it was found that high perceived emotional attention was related to lower self-esteem in girls; on the other hand, results detected that high perceived emotional attention was linked to higher perceived emotional clarity and repair in boys, which were associated with higher self-esteem. These results suggest the need to design programmes to improve self-esteem in adolescent girls by reducing perceived emotional attention.

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Profiles of Perceived Emotional Intelligence in Future Preschool Teachers: Implications for Teacher Education

Revista Electrónica Interuniversitaria de Formación del Profesorado ◽

10.6018/reifop.22.1.344131 ◽

2019 ◽

Vol 22 (1) ◽

Author(s):

Milagros Fernández-Molina ◽

Ana Bravo Castillo ◽

Pablo Fernandez-Berrocal

Keyword(s):

Teacher Education ◽

Emotional Intelligence ◽

Preschool Teachers ◽

Emotional Adjustment ◽

Initial Training ◽

Emotional Attention ◽

Perceived Emotional Intelligence ◽

Mood Scale ◽

Futuros Maestros ◽

Estudiantes Universitarios

Preprimary teachers’ emotional adjustment is important for both personal and professional wellbeing and small students´ development and wellbeing. However, little research has been conducted into emotional intelligence of preprimary teachers, despite their role as “socializers” in early childhood. The Trait Meta-Mood Scale was used to assess levels of perceived emotional intelligence in 418 future preschool teachers and four profiles were identified. Most had adequate levels, but we identified a group of students with inadequate levels of emotional attention. The findings highlight the importance of ensuring that teachers will be helped to develop different components of emotional intelligence during their initial training in college. El equilibrio emocional de los maestro/as de educación Infantil es importante para su bienestar personal y profesional, y para el desarrollo de sus pequeños alumnos pero existe escasa investigación con este grupo, a pesar del importante papel como socializadores en edades tan tempranas. En este studio se usó el TMMS-24 para evaluar la inteligencia emocional percibida de 418 estudiantes universitarios de Educacion Infantil identificándose cuatro tipo de perfiles. Aunque la mayoría obtuvo niveles adecuados, se encontró un grupo con niveles problemáticos en atención emocional. Los resultados insisten en la importancia de ayudar a estos futuros maestros a desarrollar los diferentes elementos de la inteligencia emocional durante la formación inicial universitaria.

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Emotional attention fosters the development of emotional intelligence

PsycEXTRA Dataset ◽

10.1037/e514472015-562 ◽

2014 ◽

Author(s):

Michael B. Kitchens ◽

Erin Pruett ◽

Brittany Graby ◽

Katelyn Mackey ◽

Lindsay Chaffier ◽

...

Keyword(s):

Emotional Intelligence ◽

Emotional Attention

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Socio-Emotional Variables Linked to the Consumption of Drugs amongst University Students of Social Sciences: A Pilot Study

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18094502 ◽

2021 ◽

Vol 18 (9) ◽

pp. 4502

Author(s):

José Luis Rodríguez-Sáez ◽

Luis J. Martín-Antón ◽

Alfonso Salgado-Ruiz ◽

Miguel Ángel Carbonero

Keyword(s):

Social Support ◽

Emotional Intelligence ◽

Academic Performance ◽

University Students ◽

Regression Model ◽

Household Survey ◽

Predictive Variables ◽

Cannabis Consumption ◽

And Gender ◽

Mood Scale

This descriptive and transversal study, carried out on an intentional sample of 211 subjects who were split in terms of their consumption of psychoactive substances over the last month and who were aged between 18 and 28 (M = 21.36, and SD = 1.90), aimed to explore the emotional intelligence, perceived socio-family support and academic performance of university students vis-à-vis their consumption of drugs and to examine the link between them. The goal was to define university student consumer profile through a regression model using the multidimensional Perceived Social Support Scale (EMAS) and the Trait Meta Mood Scale-24 (TMMS-24) as instruments, together with academic performance and gender. The results report alcohol, tobacco, and cannabis consumption rates that are above the levels indicated by the Spanish household survey on alcohol and drugs in Spain (EDADES 2019) for the 15–34-year-old age range in Castilla y León. A certain link was observed between the consumption of substances and academic performance, although no differences were seen in academic performance in terms of consumer type. There was also no clear link observed between emotional intelligence and academic performance or between social support and academic performance. The predictive contribution of the variables included in the regression model was low (9%), which would advocate completing the model with other predictive variables until more appropriate predictability conditions can be found.

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The Relationship of Personality, Emotional Intelligence, and Aggressiveness in Students: A Study Using the Big Five Personality Questionnaire for Children and Adults (BFQ-NA)

European Journal of Investigation in Health, Psychology and Education ◽

10.3390/ejihpe11010001 ◽

2020 ◽

Vol 11 (1) ◽

pp. 1-11

Author(s):

Jose Luis Antoñanzas

Keyword(s):

Emotional Intelligence ◽

Secondary Students ◽

Big Five ◽

Anger Expression ◽

Big Five Personality ◽

Personality Questionnaire ◽

Bivariate Correlation ◽

Mood Scale ◽

Relationship Of ◽

The Relationship

An analysis of secondary students’ personality traits, along with a description of their emotional intelligence levels and their anger control, could be decisive when educating students to prevent anti-social behavior in academia. Very few studies on personality, emotional intelligence, and aggressive conduct exist in Spain. Some of the studies that do exist, however, only explore the relationship between emotional intelligence, personality, and prosocial behavior in secondary education students. Likewise, there are few studies focusing on personality and aggression control. In this study, using the Big Five personality models as predictors of aggressiveness in subjects and of emotional intelligence, we sought to contribute to the improvement of the education of students on aggressive behavior in education centers. To do this, we conducted a study using the Big Five Personality Questionnaire (BFQ) for Children and Adults (BFQ-NA), the Trait Meta-Mood Scale (TMMS-24) emotional intelligence test, and the State–Trait Anger Expression Inventory (STAXI) anger management test. Our main objective was to analyze the relationship of the BFQ with the variables of emotional intelligence and aggressiveness. This was achieved using a range of bivariate correlation and multiple regression tests. The results showed the correlation and predictive value of emotional intelligence and aggression in the Big Five model of personality. This study coincides with other research linking Big Five questionnaires with emotional intelligence and aggression.

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