A bifactor model of the Wong and Law Emotional Intelligence Scale and its association with subjective well-being

Author(s):  
Meilin Di ◽  
Ning Jia ◽  
Qiuling Wang ◽  
Wenjing Yan ◽  
Kairong Yang ◽  
...  
2019 ◽  
Vol 5 (1) ◽  
pp. 50
Author(s):  
Sari Julika ◽  
Diana Setiyawati

The objective of this study was to understand the relationship between academic stress, emotional intelligence, and subjective well-being in college student. Hypothesis for this study is academic stress and emotional intelligence can predict someone’s subjective well-being. This study utilized a quantitative survey method. Participants of this study were 132 college students from different majors who lived in Yogyakarta, men and women, with ages  varied from 18 to until 30s. Measurement tools that utilized in the study were academic stress, emotional intelligence scale, and student subjective well-being. Data was analyzed using regression analysis. Academic stress and emotional intelligence were found to predict someone’s subjective well being (F=9.862; p<0.001).


Author(s):  
Vidya S. Athota

This chapter begins by exploring subjective well-being and its origins dating back to ancient thinkers such as Aristotle. It discusses two main forms of subjective well-being; eudaimonic and hedonic well-being. The chapter then delves into the roles of personality, emotional intelligence, positive emotions, economics and religion in influencing subjective well-being. Measures of well-being are discussed as well as the notion of the Hedonic Treadmill and how it operates with the Set-point Theory of happiness. In addition, this chapter also presents the latest research from neuroscience and discusses how neuroscience potentially challenges personality and set-point theories. A few practical steps for subjective well-being are also discussed. Overall, this chapter covers the historical and contemporary theories of subjective well-being and explores a new positive direction on the association of personality, health and subjective well-being.


2020 ◽  
Vol 12 (21) ◽  
pp. 8810
Author(s):  
Lucía I. Llinares-Insa ◽  
Ana M. Casino-García ◽  
Josefa García-Pérez

The well-being of parents could be either a protective or risk factor for themselves or their children. Our objective is to analyse the affective components of subjective well-being (SWB), emotional intelligence (EI), and parental mood. Parents of gifted children may be a vulnerable group because they face exceptional challenges in raising their children, sometimes with neither educational nor social support. We assess whether parents’ EI predicts their SWB and whether positive and negative mood mediate this relationship in two different groups of parents (with or without gifted children). The sample comprised 280 parents. To test the hypotheses, descriptive analysis and structural equation modelling (SEM) were conducted. In both groups of parents, EI predicted SWB, and mood played a mediating role. Parents of gifted children had poorer SWB due to a higher number of negative experiences. Additionally, these parents tended to express more anger. Thus, parents of gifted children are an at-risk group. Our work highlights the need for teachers and social agents to consider families to facilitate the inclusion of gifted students and improve their health and that of their parents.


YMER Digital ◽  
2021 ◽  
Vol 20 (12) ◽  
pp. 456-467
Author(s):  
Dr. Sandeep Panchal ◽  
◽  
Dr. Sanjeev Kumari ◽  

Subjective well-being is a psychological aspect of life satisfaction. An individual’s psychological well-being affects how a person thinks and feels. There are numerous factors which can influence the subjective well-being of an individual. One of the most important factors is emotional intelligence. Emotional intelligence has been preoccupying a significant place in well-being literature. Goleman (1998) defines it as “emotional awareness and emotional management abilities give the ability to balance emotion and reason in order to maximise long-term enjoyment". It entails recognising one's own and others feelings, managing one's own emotions, and adapting to others emotions. The objective of this study was to examine the nature of the relationship between emotional intelligence and psychological well-being among young adults who are following bachelor degrees from recognized national universities. The sample consists of 200 participants both male and female of age range 19 to 23 years mean age is 21, included in this study. Well-being Inventory and Multidimensional Measures of Emotional Intelligence were administered to measure the subjective well-being and emotional intelligence. Results showed that selfawareness, managing emotions, motivating oneself, handling relations dimension of emotional intelligence evidenced strong positive associations with well-being positive affect, well-being negative affect and well-being total dimensions of well-being. Stepwise regression analysis disclosed two predictors of well-being i.e. managing emotions and motivating oneself. These results have important implications with regard to our current understanding of the relationships between well-being and emotional intelligence.


2021 ◽  
Vol 73 ◽  
pp. 22-33
Author(s):  
You LI ◽  
Han ZHANG

The globalization development of the world allows the economic development presenting knowledge. Talent cultivation is similar to long-term investment that the importance cannot be neglected. Moreover, low birth rate in current society has each child being the treasure of the parents, who spoil the children with permissive parenting and do not realize the immaturity and low self-control of children in the preschool stage to result in children's deviant behaviors and teachers’ increasing workload and pressure. Aiming at kindergarten teachers in Jiangsu as the research objects, total 380 copies of questionnaire are distributed, and 277 valid copies are retrieved, with the retrieval rate 72%. The research results are summarized as below: Kindergarten teachers are general people who have emotion and cannot exercise forbearance for everything. For this reason, school organizations should be considerate of kindergarten teachers’ emotional labor problems, parents and the mass society should treat teachers’ work with objective perspective and putting themselves in the place. Using individual emotional intelligence to achieve personal emotional accommodation in the process is an important strategy for kindergarten teachers; In the cultivation process, kindergarten teachers stress on evaluating children's level, strength, and weakness for individualized instruction. Step-by-step design of learning content aims to emphasize the importance of rational evaluation. In this case, special education teachers with better emotional intelligence performance could well apply rational evaluation and emotional accommodation strategies, reduce working pressure, and enhance subjective well-being; Kindergarten organizations could properly support teachers with time flexibility to reduce kindergarten teachers dealing with class affairs or other problems with extra time. Cooperation among people would help deal with problems and promote individual positive affect. According to the research results, suggestions are eventually proposed, expecting to help kindergarten teachers present higher commitment and better effectiveness on the teaching performance to promote the overall education quality.


2021 ◽  
Vol 19 (53) ◽  
pp. 51-74
Author(s):  
Alba Guijarro Gallego ◽  
Antonia Martínez Pérez ◽  
Visitación Fernández Fernández ◽  
Mavi Alcántara-López ◽  
Maravillas Castro Sáez

Introduction. Theory and research support the idea that subjective well-being (positive / negative affect and life satisfaction) is a substantial construct in understanding psychological well-being and mental health. The relevance of life satisfaction in variables affecting psychological well-being has been studied. Life satisfaction in adolescents and its association with sex, age, parental educational styles, peer attachment and emotional intelligence was researched. Groups were compared according to degree of life satisfaction and its relationship with these variables. Method. The sample was composed of 285 secondary school students (49.8% male), average age 15.09 years (12 to 19), and self-report measures of variables were applied to be analyzed: Satisfaction with Life Scale-Child (SWLS-C), Parental Educational Style of Adolescents, Inventory of Parent and Peer Attachment (IPPA) y Trait Meta-Mood-Scale-48 (TMMS-48). Results. Results showed a significant high level of satisfaction among adolescents. A significant higher score among boys compared to girls was confirmed, as in the younger compared to older. Correlations were statistically significant between life satisfaction and all dimensions from Parental Educational Style analyzed, except Behavioral Control; with Alienation and Confidence of Peer Attachment; and with Emotional Intelligence Clarity and Repair, as well as statistically significant differences among satisfaction groups in 12 of the 19 variables analyzed. Discussion and Conclusion. Promoting life satisfaction in adolescents is increasingly relevant, due to the role it may play in achieving good psychological adjustment, thus contributing to the promotion and prevention of mental health.


2021 ◽  
Vol 12 ◽  
Author(s):  
Javier Torres-Vallejos ◽  
Joel Juarros-Basterretxea ◽  
Juan Carlos Oyanedel ◽  
Masatoshi Sato

Improving citizens' subjective well-being (SWB) has become an increasingly visible policy goal across industrialized countries. Although an increasing number of studies have investigated SWB at the individual level, little is known about subjective evaluation at social levels, such as the community and national levels. While the relationships between these levels have been analyzed in previous research, these assessments, which are part of the same unique construct of SWB, are under-investigated. The purpose of this study was to examine the dimensionality and reliability of a single measure of SWB, which contained individual, community, and national levels across three Latin-American countries (Argentina, Chile, and Venezuela), using a bifactor model analysis. Findings showed that the bifactor model exhibited a good fit to the data for the three countries. However, invariance testing between countries was not fully supported because of each item's specific contribution to both specific and general constructs. The analyses of each country showed that the SWB construct was in a gray area between unidimensionality and multidimensionality; some factors contributed more to the general factor and others to the specific level, depending on the country. These findings call for integrating more distant levels (community and country levels) into the understanding of SWB at the individual level, as they contribute not only to an overall construct, but they make unique contributions to SWB, which must be considered in public policy making.


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