Emotional attention fosters the development of emotional intelligence

2014 ◽  
Author(s):  
Michael B. Kitchens ◽  
Erin Pruett ◽  
Brittany Graby ◽  
Katelyn Mackey ◽  
Lindsay Chaffier ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Emotional Attention

scholarly journals An examination of the relationship between emotional intelligence, positive affect and character strengths and virtues.

2017 ◽  
Vol 34 (1) ◽  
pp. 63 ◽  
Author(s):  
Agnès Ros-Morente ◽  
Carles Alsinet Mora ◽  
Cristina Torrelles Nadal ◽  
Ana Blasco Belled ◽  
Norma Jordana Berenguer
Keyword(s):  
Emotional Intelligence ◽  
Positive Affect ◽  
Undergraduate Students ◽  
Character Strengths ◽  
Spanish Version ◽  
Positive And Negative Affect ◽  
Emotional Attention ◽  
Mood Scale ◽  
The Relationship ◽  
Virtues And Character Strengths

<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 &amp; Ramos, 2004). Character strenghts and virtues were assessed with the Values in Action Inventory of Strengths (VIA-IS; Peterson, Park, &amp; 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>

scholarly journals The Role of Parental Communication and Emotional Intelligence in Child-to-Parent Violence

2019 ◽  
Vol 9 (12) ◽  
pp. 148 ◽  
Author(s):  
Paula López-Martínez ◽  
David Montero-Montero ◽  
David Moreno-Ruiz ◽  
Belén Martínez-Ferrer
Keyword(s):  
Emotional Intelligence ◽  
Family Communication ◽  
Communication Styles ◽  
Parental Communication ◽  
Autonomous Communities ◽  
Positive Communication ◽  
Emotional Attention ◽  
And Gender ◽  
The Relationship

In recent years, cases of child-to-parent violence (CPV) have increased significantly, prompting greater scientific interest in clarifying its causes. The aim of this research was to study the relationship between styles of family communication (open, offensive and avoidant), emotional intelligence or EI (attention, repair and perceived emotional clarity) and CPV, taking into account the gender of the aggressors. The participants of the study were 1200 adolescents (46.86% boys) between the ages of 12 and 18 enrolled at secondary schools in the Autonomous Communities of Andalusia and Valencia (M = 13.88, SD = 1.32). A Multivariate Analysis of Variance (MANOVA, 3 × 2) was performed with CPV and gender as independent variables and family communication styles and EI as dependent variables. The results showed that the adolescents with low CPV obtained lower scores for offensive and avoidant family communication and higher scores for both positive family communication and emotional repair. The girls scored higher than the boys in both offensive communication and perceived emotional attention. The results highlight the importance of encouraging positive communication, as well as the need to strengthen perceived emotional repair to prevent future cases of CPV.

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

1995 ◽  
pp. 125-154 ◽  
Author(s):  
Peter Salovey ◽  
John D. Mayer ◽  
Susan Lee Goldman ◽  
Carolyn Turvey ◽  
Tibor P. Palfai
Keyword(s):  
Emotional Intelligence ◽  
Emotional Attention ◽  
Mood Scale

Relación entre inteligencia emocional y ansiedad en un club de fútbol sala de Madrid (Relationship between emotional intelligence and anxiety in a futsal club from Madrid)

Retos ◽  
2020 ◽  
pp. 643-648
Author(s):  
Jorge Acebes Sánchez ◽  
Miriam Granado Peinado ◽  
Carlos Marchena Giráldez
Keyword(s):  
Emotional Intelligence ◽  
Trait Anxiety ◽  
State Anxiety ◽  
Negative Emotions ◽  
Sports Performance ◽  
Trait And State Anxiety ◽  
Emotional Attention ◽  
State And Trait Anxiety

 Diversos estudios sugieren que la Inteligencia Emocional en deportistas se relaciona con el rendimiento deportivo y, a su vez, éste se ve perjudicado cuando los deportistas experimentan emociones negativas (e.g, ansiedad) que no son gestionadas adecuadamente. Sin embargo, se necesitan estudios que analicen si esta relación ocurre en todos los niveles deportivos. El objetivo del presente estudio es analizar si existen diferencias en la inteligencia emocional (IE) y los niveles de ansiedad rasgo y estado (A/R y A/E) de jugadores de fútbol sala en función de su nivel deportivo. Para ello, se contó con una muestra de 48 jugadores de fútbol sala de todas las categorías juveniles a los que se les administró los cuestionarios TMMS-24 y STAI. Los resultados obtenidos muestran diferencias significativas en Atención Emocional (AE), A/R y A/E entre los diferentes niveles deportivos. Además, los niveles de A/R se relacionaron con todas las dimensiones de IE, mientras que la A/E únicamente se relacionó con la dimensión de AE. Abstract. Different studies propose that emotional intelligence in athletes is related to sports performance. Thus, sports performance is affected when athletes experience negative emotions (i.e. anxiety) that does not manage adequately. However, more studies are needed to analyze these relationships along with every sports level. This study aimed to analyze the differences between emotional intelligence and state and trait anxiety of futsal players according to their sports level. The sample was 48 futsal players from every junior category that answered TMMS-24 and STAI questionnaires. The results showed significant differences between emotional attention, trait and state anxiety on the different sports level. Moreover, the levels of trait anxiety were related to every emotional intelligence dimensions. State anxiety had a relationship with emotional attention.

scholarly journals 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 ◽  
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.

scholarly journals The Impact of Mindfulness Training on the Attention to Facial Expressions

2021 ◽  
Author(s):  
Taiyong Bi ◽  
Hui Kou ◽  
Xue Li ◽  
Yuxia He ◽  
Siqi Chen ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Positive Emotions ◽  
Mindfulness Training ◽  
Control Group ◽  
Five Facet Mindfulness Questionnaire ◽  
Dispositional Mindfulness ◽  
Emotional Attention ◽  
High Level ◽  
The Impact ◽  
The Relationship

Abstract The improvements of attention by mindfulness training had been proved. But the effects of mindfulness training on attention to emotional stimuli were mixed. We employed a randomized, controlled design to investigate the effects of mindfulness training on the attention to emotional expressions, and investigated whether baseline levels of dispositional mindfulness and emotional intelligence would moderate the intervention effects. Forty participants received 8-week mindfulness training and another forty participants attended two lectures about mindfulness. All participants completed the visual search task, the Five Facet Mindfulness Questionnaire, and the Emotional Intelligence Scale at both pre-training and post-training. The improvements of search efficiencies were larger in the mindfulness group than those in the control group for sad and angry faces, but not for happy faces (F(2, 156)=4.04, p=0.019, η2=0.05). In addition, baseline emotional intelligence (βsadness=-4.49, t=-2.08, p=0.041, 95%CI [-8.78, -0.19]; βanger=-7.39, t=-4.08, p<0.001, 95%CI [-10.99, -3.78]) but not dispositional mindfulness (βsadness=3.17, t=1.56, p=0.124, 95%CI [-0.89, 7.22]; βanger=-1.89, t=-1.02, p=0.313, 95%CI [-5.61, 1.82]) played a significantly moderating role in the relationship between mindfulness training and emotional attention to sadness and anger. The search efficiencies of negative emotions (i.e., anger and sadness) but not positive emotions (i.e., happiness) were significantly improved by mindfulness training. Individuals with high level of baseline emotional intelligence showed significant improvement on the search efficiencies relative to those with low level of emotional intelligence.

scholarly journals Empathy and Emotional Intelligence in Adolescent Cyberaggressors and Cybervictims

2020 ◽  
Vol 17 (13) ◽  
pp. 4681
Author(s):  
Lucía Segura ◽  
Jesús F. Estévez ◽  
Estefanía Estévez
Keyword(s):  
Emotional Intelligence ◽  
Emotion Regulation ◽  
Perspective Taking ◽  
Compulsory Education ◽  
Total Sample ◽  
Three Dimensions ◽  
Significant Group ◽  
Four Dimensions ◽  
Emotional Attention ◽  
Mean Differences

The main objective of the present research was to examine the role played by emotional intelligence in its three dimensions—emotional attention, emotional clarity, and emotion regulation—and by empathy in its four dimensions—perspective-taking, empathic understanding, empathic stress, and empathic joy—in cyber violence, both in aggressors and victims. A total sample of 1318 adolescents (47% boys; aged between 11 and 17 years), enrolled in four secondary compulsory education schools in Spain, participated in the study. The results indicated that, regarding emotional intelligence, cyberaggressors showed statistically significant differences in the dimension of emotion regulation. Participation in violent online behaviors is associated with a lower capacity to regulate emotions; cybervictims showed statistically significant differences in the three dimensions of emotional intelligence. Regarding empathy, cyberaggressors obtained statistically significant group differences in three of these dimensions: perspective-taking, empathetic joy, and empathic stress. Finally, the empathy dimensions for the cybervictimization groups did not show significant mean differences, indicating that there was no statistical relationship between the degree of cybervictimization and the individual’s empathy. These findings stress the relevance of emotion regulation in cyberviolence in students in adolescence and allow us to understand the different roles it plays for offenders and victims.

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