scholarly journals Emotional intelligence as a moderator between perfectionism and happiness

2018 ◽  
Vol 40 (1) ◽  
pp. 88-103 ◽  
Author(s):  
Abbas Abdollahi ◽  
Simin Hosseinian ◽  
Hannaneh Panahipour ◽  
Mahmoud Najafi ◽  
Fariba Soheili
Keyword(s):  
Emotional Intelligence ◽  
High School Students ◽  
Structural Equation ◽  
Self Report ◽  
Equation Modeling ◽  
School Students ◽  
Personal Standards ◽  
Evaluative Concerns ◽  
Personal Standards Perfectionism

Happiness plays a key role in influencing adolescent performance in a variety of contexts. The present study was designed to investigate the relationships between perfectionism, emotional intelligence, and happiness and to test the moderating role of emotional intelligence in the relationship between perfectionism and happiness among Malaysian adolescents. The participants were 412 Malaysian high-school students from Selangor, all of whom completed self-report questionnaires. Structural equation modeling (SEM) was used to examine whether students with high levels of personal standards perfectionism, low levels of evaluative concerns perfectionism, and high levels of emotional intelligence reported higher levels of happiness. Multigroup analyses showed that emotional intelligence emerged as a significant moderator in the link between evaluative concerns perfectionism and happiness. These findings highlight the importance of emotional intelligence in mitigating the devastating effects of evaluative concerns perfectionism on happiness.

scholarly journals Investigating the reciprocal relations between academic buoyancy and academic adversity: Evidence for the protective role of academic buoyancy in reducing academic adversity over time

2019 ◽  
Vol 44 (4) ◽  
pp. 301-312 ◽  
Author(s):  
Andrew J. Martin ◽  
Herbert W. Marsh
Keyword(s):  
High School Students ◽  
Structural Equation ◽  
Protective Role ◽  
Theory And Practice ◽  
Equation Modeling ◽  
School Students ◽  
Positive Effects ◽  
Academic Buoyancy ◽  
One Year

What is the relationship between academic buoyancy and academic adversity? For example, does the experience of academic adversity help build students’ academic buoyancy in school—or, does academic buoyancy lead to decreases in subsequent academic adversity? This longitudinal study of 481 high school students (Years 7–12) investigated the relations between academic buoyancy and academic adversity. Harnessing a cross-lagged panel design spanning two consecutive academic years, we employed structural equation modeling to investigate the extent to which prior academic buoyancy predicted subsequent academic adversity and the extent to which prior academic adversity predicted subsequent academic buoyancy—beyond the effects of sociodemographics, prior achievement, and auto-regression. We found that prior academic buoyancy significantly predicted lower subsequent academic adversity, but prior academic adversity did not significantly predict higher subsequent academic buoyancy. Interestingly, however, there was a marginal interaction effect such that students who experienced academic adversity but who were also high in academic buoyancy were less likely to experience academic adversity one year later. We conclude that it is important to instill in students the capacity to effectively deal with academic adversity—that is, academic buoyancy. We also conclude that some experience of academic adversity can have positive effects but predominantly when accompanied by high levels of academic buoyancy. Implications for theory and practice are discussed.

The Mediating Role of School Motivation in Linking Student Victimization and Academic Achievement

2016 ◽  
Vol 32 (2) ◽  
pp. 162-175 ◽  
Author(s):  
Weihua Fan ◽  
Allison G. Dempsey
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
Structural Equation ◽  
Equation Modeling ◽  
School Students ◽  
Mediating Role ◽  
Student Victimization ◽  
Nationally Representative ◽  
And Gender

This study examined the mediating role of student school motivation in linking student victimization experiences and academic achievement among a nationally representative sample of students in 10th grade. Structural equation modeling supported that there were significant associations between student victimization and academic achievement for high school students. Give these significant associations, identification of the cognitive mechanisms that underlie these relationships is critical to understanding the plight of repeated victims. Our results indicated that students who reported frequent peer victimization also reported reduced school motivation (self-efficacy and intrinsic motivation), resulting in lower achievement in both reading and math. These pathways existed after accounting for differences in achievement that may be due to socioeconomic status and gender.

scholarly journals Social-Emotional Profile of Children with and without Learning Disabilities: The Relationships with Perceived Loneliness, Self-Efficacy and Well-Being

2020 ◽  
Vol 17 (20) ◽  
pp. 7358
Author(s):  
Tali Heiman ◽  
Dorit Olenik-Shemesh
Keyword(s):  
Social Support ◽  
High School Students ◽  
Indirect Effects ◽  
Self Efficacy ◽  
Structural Equation ◽  
Well Being ◽  
Self Report ◽  
Equation Modeling ◽  
Social Emotional ◽  
School Students

The current study examined whether perceived social support mediated the effects of loneliness and self-efficacy on well-being among students with or without a learning disability (LD). Participants included 834 elementary, middle, and high school students from Israel (29.6% students with LDs) who completed self-report questionnaires. The results of structural equation modeling indicate that social support mediates the indirect effects of age, gender, loneliness and self-efficacy on well-being. In addition, the results show differences between groups, as non-LD girls noted a higher self-efficacy and well-being than boys, and well-being had indirect effects in the non-LD group than in the LD group. These results indicate students with LDs have a unique social-emotional profile that affects their well-being. The study highlights the importance of enhancing self-efficacy and reducing loneliness in order to increase social support, thus predicting positive well-being. Effective and practical educational programs are needed for both groups across age and gender.

Commitment to community and political involvement: A cross-cultural study with Italian and American adolescents

Human Affairs ◽  
2012 ◽  
Vol 22 (3) ◽  
Author(s):  
Elisabetta Crocetti ◽  
Parissa Jahromi ◽  
Christy Buchanan
Keyword(s):  
High School Students ◽  
Structural Equation ◽  
Self Report ◽  
Equation Modeling ◽  
Political Involvement ◽  
School Students ◽  
Political Activities ◽  
Personal Commitment ◽  
Cross Cultural Study ◽  
The Usa

AbstractThe purpose of this study was to test whether personal commitment to community was related to political involvement in two cultural contexts: Italy and the USA. Participants were 566 adolescents (48.2% males) aged 14–19 years (M = 16 years; SD = 1.29): 311 Italians and 255 Americans. Participants filled out a self-report questionnaire. Analyses of variance revealed that American high school students reported higher levels of personal commitment to community than did their Italian peers and that many forms of political involvement were significantly more common among American adolescents. Structural equation modeling analyses revealed that personal commitment to community was strongly and positively associated with involvement in political activities in both adolescent samples. Thus, fostering personal commitments to community could potentially lead youth to political engagement.

Reasoning, critical thinking and attitudes toward substance abuse in adolescence: Explaining the mediator role of emotional intelligence

2017 ◽  
Vol 41 (S1) ◽  
pp. s861-s861
Author(s):  
H. Rezaei ◽  
A. Shafiabady ◽  
Y. Ghaedi ◽  
A. Delavar ◽  
M. Esmaeili ◽  
...  
Keyword(s):  
Substance Abuse ◽  
Emotional Intelligence ◽  
High School Students ◽  
Critical Thinking ◽  
Stress Management ◽  
Structural Equation ◽  
Equation Model ◽  
Equation Modeling ◽  
School Students ◽  
Emotional Intelligence Inventory

IntroductionAdolescence is frequently described as a golden time for prevention of substance abuse.AimsThis study is aimed at determining the fit of structural equation modeling for change of attitude toward substance abuse based on the components of emotional intelligence (intrapersonal awareness, interpersonal awareness, adaptation, stress management, and general mood) and reasoning, critical thinking in female adolescents.Objectives and methodsThe data were collected in random multistage sampling from 800 senior high school students at 4 different regions of Tehran by using the Bar-on Emotional Intelligence Inventory, the adolescent-special revised inventory, Ricketts Critical Thinking Questionnaire, New Jersey Test of Reasoning Skills and Nazari's Questionnaire for Attitude toward Substance Abuse. In the 618 valid questionnaires were statistically analyzed.ResultsPath analysis and path coefficients in the structural equation model suggested that the strongest relation belongs to the reasoning skill, directly predicting attitude with a 61% level and also, has indirect, significant impacts on attitude through intrapersonal awareness, adaptation and stress management. The weakest relation belongs to general mood which, with a 21% level, predicts attitude toward substance abuse. Results of the fit indices in the final model also indicate that all indices are at a desirable level and the model has good fit to the data, implying that there is a linear relation between independent variables and between the moderating variables and a dependent variable.ConclusionsIt is reasonable to show the importance of attitude toward substance abuse in prevention programs for students.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Trait Emotional Intelligence and School Burnout: The Mediating Role of Resilience and Academic Anxiety in High School

2020 ◽  
Vol 17 (9) ◽  
pp. 3058 ◽  
Author(s):  
Caterina Fiorilli ◽  
Eleonora Farina ◽  
Ilaria Buonomo ◽  
Sebastiano Costa ◽  
Luciano Romano ◽  
...  
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
High School Students ◽  
Structural Equation ◽  
Emotional Adjustment ◽  
Trait Emotional Intelligence ◽  
School Students ◽  
Mediating Role ◽  
School Burnout

The main aim of the current study was to investigate the role of trait emotional intelligence (TEI) in preventing students’ school burnout directly and indirectly via anxiety and academic resilience. The data were derived from a sample of 1235 high school students (962 females and 273 males), ranging in age between 13 and 17 years (mean = 15.46; stand deviation = 1.22). Structural equation modelling revealed a strong indirect effect of TEI on school burnout, mediated via anxiety and resilience. Overall, students with high TEI were less likely to experience school anxiety and more likely to exhibit resilience which, in turn, reduced school burnout risk. Findings are discussed with reference to the wider role of TEI in educational contexts and highlight the need and potential for scientifically driven interventions to enhance emotional adjustment at school and in life, more generally.

Factor Structure of the PANAS With Bayesian Structural Equation Modeling in a Chinese Sample

2021 ◽  
pp. 016327872199679
Author(s):  
Minsun Kim ◽  
Ze Wang
Keyword(s):  
High School Students ◽  
Structural Equation Modeling ◽  
Factor Structure ◽  
Structural Equation ◽  
Model Fit ◽  
Self Report ◽  
Equation Modeling ◽  
School Students ◽  
Chinese Sample ◽  
Bayesian Structural Equation Modeling

The Positive and Negative Affect Schedule (PANAS) is the most widely used self-report instrument for assessing affect. However, there are inconsistent findings regarding the factor structure of the PANAS. In this study, we applied Bayesian structural equation modeling (BSEM) to investigate the structure of the PANAS using data from a sample of 893 Chinese middle and high school students. Four models, the orthogonal two-, the oblique two-, the three-, and the bi-factor models were tested with prior specifications including approximately zero cross-loadings and residual covariances. The results indicated that the orthogonal two-factor model specified with informative priors for both cross-loadings and residual correlations has the best model fit. Confirmatory factor analysis with the maximum likelihood estimator (ML-CFA) based on modifications from BSEM analysis showed improved model fit compared to ML-CFA based on frequentist analysis, which is the evidence for the merit of BSEM for addressing misspecifications.

Depression Symptoms as Mediator Between Adolescents' Sense of Loneliness at School and Nonsuicidal Self-Injury Behaviors

Crisis ◽  
2020 ◽  
pp. 1-8
Author(s):  
Nir Madjar ◽  
Ella Sarel-Mahlev ◽  
Anat Brunstein Klomek
Keyword(s):  
High School Students ◽  
Structural Equation ◽  
Self Report ◽  
Equation Modeling ◽  
Depression Symptoms ◽  
School Students ◽  
Cross Sectional ◽  
Multiple Group ◽  
Self Injury ◽  
Nonsuicidal Self Injury

Abstract. Background: Previous studies indicated that perception of school experiences (i.e., teachers' psychological support and perceived peer climate) is associated with nonsuicidal self-injury (NSSI) behaviors among adolescents. Aims: The purpose of the current study was to explore whether depression symptoms mediate the relationship between sense of loneliness in school and NSSI behaviors among adolescents. Method: The sample included high-school students ( N = 306; 51.6% girls) who completed surveys assessing their subjective sense of loneliness (feeling lonely, spending their time alone in school, and reporting a small number of friends), depression symptoms, and NSSI behaviors. Results: Multiple-group structural equation modeling, stratified by gender, supported the hypothesized model. Sense of loneliness was associated with depression symptoms, which in turn were associated with NSSI. Positive school attitudes were associated with depression symptoms only for girls. Results were robust when controlling for the relationships with parents. Limitations: The study is based on cross-sectional data, which limits the ability to make causal conclusions, and the instruments are based on self-report scales. Conclusion: Mental health professional are advised to note the significant role of subjective sense of loneliness in school as a possible risk factor for depression symptoms, which may be associated with NSSI behaviors.

Athletes’ Broad Dimensions of Dispositional Perfectionism: Examining Changes in Life Satisfaction and the Mediating Role of Sport-Related Motivation and Coping

2008 ◽  
Vol 30 (3) ◽  
pp. 356-382 ◽  
Author(s):  
Patrick Gaudreau ◽  
Sheilah Antl
Keyword(s):  
Life Satisfaction ◽  
Structural Equation ◽  
Goal Attainment ◽  
Negative Relationship ◽  
Equation Modeling ◽  
Personal Standards ◽  
Mediating Role ◽  
Evaluative Concerns ◽  
Personal Standards Perfectionism ◽  
And Coping

This study examined the associations of dispositional perfectionism, contextual motivation, sport-related coping, goal attainment, and changes in life satisfaction during a sport competition. A sample of 186 athletes completed measures of dispositional perfectionism, contextual motivation, and life satisfaction at Time 1 (before a competition) as well as measures of coping, goal attainment, and life satisfaction at Time 2 (after a competition). Results of structural equation modeling supported a model in which self-determined and non-self-determined motivation partially mediated the relationships between different dimensions of perfectionism and coping. It was also shown that disengagement-oriented coping mediated the negative relationship between evaluative concerns perfectionism and change in life satisfaction. In a similar way, goal attainment mediated the relationships of both task- and disengagement-oriented coping with change in life satisfaction. For the most part, these results are consistent with the motivational properties of evaluative concerns and personal standards perfectionism and with literature regarding coping and self-determination theory.

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