scholarly journals INTERRELATION OF EMOTIONAL INTELLIGENCE AND COGNITIVE REGULATION OF EMOTIONS IN LATE ADOLESCENCE

2021 ◽  
pp. 97-107
Author(s):  
Anna Yu. Ulanova ◽  
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Deviant Behavior ◽  
Negative Relationship ◽  
Well Being ◽  
Effective Strategies ◽  
Cognitive Regulation ◽  
Cognitive Components ◽  
Older Adolescents ◽  
Positive Meaning

Combined study of emotional intelligence and emotional regulation allows us to obtain information not only about individual differences in the understanding and management of emotions but also about the cognitive processes by which regulation is carried out. Emotion management becomes especially relevant in adolescence, as this age is characterized by emotional vulnerability and risk of deviant behavior. This study deals with the abilities being part of emotional intelligence in their relation to the cognitive components of emotional regulation, namely, the ways and strategies of response that prevail in the behavior of adolescents. The study involved 72 respondents aged 14–16 years. The results showed the specificity of cognitive regulation of emotions and emotional intelligence in older adolescents. The group of respondents with high emotional intelligence more often employ effective strategies for regulating emotions, while the rates of using destructive strategies decrease. Participants with low emotional intelligence use effective and destructive strategies almost equally. Those participants who effectively manage their emotions most often use strategies such as creating a positive meaning for the event or switching to more pleasant thoughts. Destructive strategies for regulating emotions have a negative relationship with emotional intelligence: the greatest number of correlations was revealed for the strategies «Catastrophizing» and «Rumination», also associated with depression. The results obtained clarify the specific features of the relationship between cognitive regulation of emotions and emotional intelligence in older adolescents, and also allow us to describe the contribution of these abilities to the formation of the psychological well-being.

scholarly journals The Influence of COVID-19 Pandemic on Physical Health–Psychological Health, Physical Activity, and Overall Well-Being: The Mediating Role of Emotional Regulation

2021 ◽  
Vol 12 ◽  
Author(s):  
Jianhui Dai ◽  
Xuehui Sang ◽  
Rashid Menhas ◽  
Xia Xu ◽  
Sumaira Khurshid ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Physical Activity ◽  
Psychological Health ◽  
Emotional Regulation ◽  
Negative Relationship ◽  
Well Being ◽  
Mediating Role ◽  
Significant Negative Relationship

Background: Highly infectious respiratory disease COVID-19 emerged in Wuhan, China, and spread worldwide. Different measures have been adopted worldwide to contain the COVID-19, and these measures have various impacts on health-related quality of life (HRQoL). This study aimed to assess the impact of the COVID-19 pandemic (CP) and lockdown policy on physical health (PH)–psychological health (PsH), physical activity (PA), and overall well-being (OW) in the context of HRQoL, exploring the mediating role of emotional regulation (ER).Method: The current study was conducted in two provincial cities of China. An online survey was conducted in both the cities to collect the data. After quantifying the data, a total of 2,200 respondents data were analyzed through appropriate statistical techniques.Results: The study results indicate that CP was found significantly and negatively related to PH (β = −0.157, t = 9.444, p < 0.001). A significant relationship was found between CP and PsH (β = 0.779, t = 45.013, p < 0.001). The third prediction revealed a significant negative relationship between the CP and OW (β = −0.080, t = 5.261, p < 0.001). The CP and PA had a significant negative relationship (β = −0.047, t = 3.351, p < 0.001).Conclusion: The PH, PsH, and OW of the Chinese people were affected due to the CP and lockdown measures. It is suggested that ER intervention reduces the negative psychological impacts for improving quality of life. ER can function one's sentiments in their social environment effectively for quality of life.

scholarly journals Relationship between Emotional Intelligence, Cybervictimization, and Academic Performance in Secondary School Students

2020 ◽  
Vol 17 (21) ◽  
pp. 7717
Author(s):  
Ana María Martínez-Martínez ◽  
Remedios López-Liria ◽  
José Manuel Aguilar-Parra ◽  
Rubén Trigueros ◽  
María José Morales-Gázquez ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Secondary School ◽  
Classroom Management ◽  
School Environment ◽  
Structural Equation ◽  
Negative Relationship ◽  
Disruptive Behaviors ◽  
Well Being ◽  
School Students

The benefits attributed to emotional intelligence (EI) in a school environment can be observed in areas such as interpersonal relationships, psychological well-being, academic performance, and avoidance of disruptive behaviors. The objective of this study was to analyze a sample of 3451 adolescents from a secondary school to test whether EI is a protector against cybervictimization and the repercussions of cybervictimization, and whether EI has an influence on academic performance. The instruments used in the study included a questionnaire of risk factors for cybervictimization—the Trait Meta Mood Scale 24 (Spanish version)—and the global marks or academic performance of the students. The relationships between the variables were analyzed and a structural equation model was developed. The correlations revealed that there was a positive relationship between EI and student academic performance, but there was also a negative relationship regarding cybervictimization. In other words, students with lower EI were more likely to suffer from cybervictimization and could experience negative repercussions on school success. Through EI training and addressing disruptive behaviors by focusing on school climate, classroom management, and discipline, we can create emotional regulation guidelines among students to eradicate disruptive behaviors.

scholarly journals Fear of Terror and Psychological Well-Being: The Moderating Role of Emotional Intelligence

2018 ◽  
Vol 15 (11) ◽  
pp. 2554 ◽  
Author(s):  
Syed Asad Ali Shah ◽  
Tian Yezhuang ◽  
Adnan Muhammad Shah ◽  
Dilawar Khan Durrani ◽  
Syed Jamal Shah
Keyword(s):  
Emotional Intelligence ◽  
Structural Equation ◽  
Negative Relationship ◽  
Well Being ◽  
Equation Modeling ◽  
Future Research ◽  
Psychological Well Being ◽  
Significant Negative Relationship ◽  
Study Results

The purpose of this study was to empirically explore whether or not the level of emotional intelligence of adolescents mitigates the potential adverse effects of the fear of terror on their psychological well-being. Data for this study were collected through a voluntary survey from a sample of 385 adolescents residing in the terrorism-affected provinces of Pakistan: Khyber Pakhtunkhwa (KPK) and Balochistan. The results from the structural equation modeling revealed that fear of terrorism had a significant negative relationship with the psychological well-being of adolescents. The study results further revealed that emotional intelligence significantly moderated the relationship between the fear of terrorism and the psychological well-being of the adolescents. Therefore, the negative relationship was stronger for those with low emotional intelligence and weaker for those with high emotional intelligence. This study also discusses several practical implications along with suggestions for future research.

scholarly journals The relationship between emotional regulation difficulties and subjective well-being in children aged 6-7 years

2019 ◽  
Author(s):  
Anik Indarwati ◽  
Martini Jamaris ◽  
Elindra Yetti
Keyword(s):  
Emotional Regulation ◽  
Subjective Wellbeing ◽  
Negative Relationship ◽  
Well Being ◽  
Subjective Well Being ◽  
Long Run ◽  
Significant Negative Relationship ◽  
Study Participants ◽  
The Relationship ◽  
Better Than

A number of studies have shown the relationship between emotional regulation difficulties and subjective well-being. Reappraisal is considered a form of emotional regulation better than suppression. However, suppressing emotional expression increases the activity of physiological responses which actually harms the human health in the long run. Early age children still have difficulty in regulating their emotions, and this is likely to affect their psychological well-being if not properly managed . This study aims to examine the relationship between emotional regulation difficulties and subjective wellbeing in children aged 6-7 years. Study participants (N = 55) were children in their early childhood who were transitioned from kindergartens to Gorontalo elementary school. Data were obtained through questionnaires using an Emotional Regulation Checklist / ERC (shiedls & ciccheti, 2003) and subjective welfare questionnaire. Based on data analysis using Pearson product moment correlation test, the researcher found that the correlation coefficient (rxy) is 0.408 with p = 0.000 (p < 0.01). This indicates that there is a significant negative relationship between the variable of the value of emotional regulation difficulties with subjective wellbeing.

scholarly journals The impact of workplace bullying on flourishing: The moderating role of emotional intelligence

2019 ◽  
Vol 45 ◽  
Author(s):  
Elizabeth C. Nel
Keyword(s):  
Emotional Intelligence ◽  
Workplace Bullying ◽  
Negative Relationship ◽  
Well Being ◽  
Personal Resources ◽  
Cross Sectional ◽  
The Impact ◽  
The Relationship ◽  
Moderating Role

Orientation: Workplace bullying has detrimental effects on employee well-being. Emotional intelligence may moderate the relationship between workplace bullying and flourishing.Research purpose: The purpose of this study was to examine the nature of the relationship between workplace bullying and flourishing and to investigate the moderating role of emotional intelligence in the workplace bullying–flourishing relationship.Motivation for the study: There is a paucity of studies exploring the moderating role of personal resources such as emotional intelligence in the relationship between workplace bullying and flourishing.Research approach/design and method: The study used a cross-sectional design, quantitative approach and a convenience sampling method. Employees from a higher education institution (N = 1102) participated in this research. Descriptive, correlation and moderation analysis was used to analyse the data.Main findings: The results showed that there was a significant negative relationship between workplace bullying and flourishing. Emotional intelligence significantly moderated the relationship between workplace bullying and flourishing.Practical/managerial implications: Organisations should develop and/or strengthen the level of emotional intelligence in employees in order to reduce the negative effect of workplace bullying on well-being.Contribution/value-add: The findings of this research contribute to the limited body of research investigating personal resources such as emotional intelligence as a moderator in the bullying-well-being relationship.

scholarly journals INTERRELATION OF A PENCHANT FOR DESTRUCTIVE BEHAVIOR AND EMOTIONAL INTELLECT OF TEENAGERS

2021 ◽  
pp. 77-84
Author(s):  
Dauksha L.M. ◽  
Adamovich E.V.
Keyword(s):  
Emotional Intelligence ◽  
Aggressive Behavior ◽  
Negative Correlation ◽  
Time Perspective ◽  
Deviant Behavior ◽  
Negative Relationship ◽  
Emotion Management ◽  
Destructive Behavior ◽  
Dependent Behavior ◽  
The Relationship

Purpose. The aim of the study was to study the relationship between the propensity for auto-destructive behavior and the emotional intelligence of adolescents.Methods. The methodology for diagnosing deviant behavior of minors (SDP test – propensity to deviant behavior) was developed by E. V. Leus. Two scales were used from this technique: addictive (dependent), self-injurious (auto-aggressive) behavior. The questionnaire of suicidal risk (SR) in the modification of T. N. Razuvaeva and the questionnaire for emotional intelligence (D. V. Lyusina).Results. in the main part, based on empirical material, it is shown that there is a negative relationship between demonstrativeness and interpersonal emotional intelligence, intrapersonal emotional intelligence, understanding of emotions, emotion management by adolescents. A negative relationship between affectivity and interpersonal emotional intelligence, intrapersonal emotional intelligence, understanding of emotions, and emotion management by adolescents was revealed. The uniqueness of adolescents negatively correlates with intrapersonal emotional intelligence, understanding of emotions, and emotion management by adolescents. A negative correlation was established between the failure and interpersonal emotional intelligence, intrapersonal emotional intelligence, understanding of emotions and emotion management by adolescents. A negative correlation of social pessimism and interpersonal emotional intelligence, intrapersonal emotional intelligence, understanding of emotions, and emotion management of adolescents was revealed. The time perspective negatively correlates with interpersonal emotional intelligence, understanding of emotions, and emotion management in adolescents. A negative relationship between the impossibility of constructive future planning and intrapersonal emotional intelligence of adolescents has been revealed. The tendency to dependent behavior of adolescents is negatively associated with interpersonal emotional intelligence, intrapersonal emotional intelligence, understanding of emotions and managing emotions. The tendency to auto-aggressive behavior of adolescents negatively correlates with interpersonal emotional intelligence, intrapersonal emotional intelligence, understanding of emotions and emotion management.Conclusions. As a result of an empirical study, the relationship between the propensity for auto-destructive behavior and the emotional intelligence of adolescents was revealed. In conclusion, as a promising line of development of this study, the approbation of the technology for the development of high emotional intelligence as a psychological barrier to the tendency to auto-destructive behavior of adolescents is outlined.Key words: interpersonal emotional intelligence, intrapersonal emotional intelligence, tendency to dependent behavior, tendency to self-injurious behavior, tendency to suicidal behavior. Целью исследования являлось изучение связи склонности к аутодеструктивному поведению и эмоционального интеллекта подростков.Методы. Методика диагностики девиантного поведения несовершеннолетних (тест СДП – склонности к девиантному поведению) разработан Э.В. Леус. Из данной методики использовали две шкалы: аддиктивное (зависимое) и самоповреждающее (аутоагрессивное) поведение. Опросник суицидального риска (ОСР) в модификации Т.Н. Разуваевой и опросник на эмоциональный интеллект (Д.В. Люсина).Результаты. В основной части на эмпирическом материале показано, что существует отрицатель-ная связь между демонстративностью и межличностным эмоциональным интеллектом, внутриличностным эмоциональным интеллектом, пониманием эмоций, управлением эмоциями подростками. Выявлена отрицательная связь между аффективностью и межличностным эмоциональным интеллектом, внутриличностным эмоциональным интеллектом, пониманием эмоций, управление эмоциями подростками. Установлено, что такие показатели, как «уникальность подростков», «несостоятельность», «социальный пессимизм», «временная перспектива, «планирование будущего», «склонность к зависимому поведению», «склонность к аутоагрессивному поведению», отрицательно коррелируют с внутриличностным эмоциональным интеллектом, межличностным эмоциональным интеллектом, пониманием эмоций, управлением эмоциями подростками. Выводы. В результате эмпирического исследования выявлена отрицательная связь склонности к аутоде-структивному поведению и эмоционального интеллекта подростков. В заключении в качестве перспективной линии развития настоящего исследования намечена апробация технологии развития высокого эмоционального интеллекта как психологического барьера склонности к аутодеструктивному поведению подростков.Ключевые слова: межличностный эмоциональный интеллект, внутриличностный эмоциональ-ный интеллект, склонность к зависимому поведению, склонность к самоповреждающему поведению, склонность к суицидальному поведению.

scholarly journals Meaning of verbal, spatial and emotional components of intelligence in the self-assessment of quality of life at a young age

2017 ◽  
Vol 10 (4) ◽  
pp. 34-45
Author(s):  
O. Razumnikova ◽  
A.A. Yashanina ◽  
N.V. Asanova
Keyword(s):  
Quality Of Life ◽  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Prognostic Significance ◽  
Well Being ◽  
The Self ◽  
Regression Equations ◽  
Physical And Mental Health ◽  
Self Assessment

It is known that the general, and emotional intelligence reflects a person’s ability to adapt and are predictors of vitality, but it is unknown how these characteristics are combined to assess the current state of health. In this regard, the aim of the study was to investigate the contribution of verbal, spatial and emotional components of intelligence in the self-assessment of the quality of life of students. The study involved students aged 18,7 ± 1,5 years, 66% — women. It was found that the negative expressivity and empathy unhappiness are the main components of emotional intelligence that are negatively correlated with integral indicators of both physical and mental health. Spatial intelligence component has a greater prognostic significance than verbal component for the self-assessment of health status and its high values correspond to fewer symptoms of health disorders. Identified various forms of regression equations to describe the quality of life based on the components of emotional intelligence indicate the possibility of correction of psychological well-being using different contours of emotional regulation of behavior

scholarly journals Relación de la carga de entrenamiento con las emociones y el rendimiento en baloncesto formativo (Relation of training load with emotions and performance in formative basketball)

Retos ◽  
2020 ◽  
pp. 164-173
Author(s):  
Victor Hugo Duque Ramos ◽  
María Reina Román ◽  
David Mancha Triguero ◽  
Sergio José Ibáñez Godoy ◽  
Pedro Saenz Lopez
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Muscle Pain ◽  
External Load ◽  
Strong Relationship ◽  
Well Being ◽  
Training Load ◽  
Perceived Performance ◽  
And Performance ◽  
Perception Of Performance

 El objetivo del estudio fue identificar las relaciones entre carga de entrenamiento con variables emocionales y de rendimiento en baloncesto formativo. Los participantes fueron 82 jugadores y jugadoras (40 hombres y 42 mujeres) de categorías cadete (15 y 16 años) e infantil (13 y 14 años) con una edad media de 14,6 años. Se midió la carga interna con la Frecuencia Cardiaca Máxima (FCM), y la carga externa por medio de acelerometría, la inteligencia emocional, rendimiento percibido y variables relacionadas con el bienestar como la fatiga y dolor muscular. Los resultados mostraron que la FC está relacionada con una mayor percepción de rendimiento, así como la carga externa con la fatiga. La fatiga y el dolor muscular mostraron una fuerte relación entre ellas y, a su vez, con anotar menos puntos, menor percepción de rendimiento y con una regulación emocional negativa. El rendimiento percibido relacionó positivamente con todas las variables de la inteligencia emocional. Con estos datos, los entrenadores disponen de más recursos y conocimientos a la hora de planificar y diseñar las sesiones de entrenamiento lo que repercutirá en el rendimiento por parte de los deportistas. Se recomienda entrenar con intensidad sin llegar a percibir fatiga ni dolor muscular, así como desarrollar las variables de la inteligencia emocional. Abstract. The objective of the study was to identify the relationships between training load with emotional and performance variables in formative basketball. The participants were 82 players in the formative categories. Internal load, external load, emotional intelligence, perceived performance, and well-being-related variables such as fatigue and muscle pain were measured. The results show that heart rate is related to a higher perception of performance, as well as external load with fatigue. Similarly, fatigue and muscle pain had a strong relationship between them and, in turn, with less score in matches, less perception of performance and negative emotional regulation. The perceived performance relates positively to all the variables of emotional intelligence. With these data, the coaches have more resources and knowledge when it comes to planning and design the training sessions, which will improve performance by athletes. It is recommended to train with intensity without perceiving fatigue or muscular pain, as well as developing the variables of emotional intelligence.

Building Emotional Intelligence for Student Success: A Pilot Study

2019 ◽  
Vol 4 (6) ◽  
pp. 1445-1461
Author(s):  
Amee P. Shah ◽  
Mary Lou Galantino
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Communication Apprehension ◽  
Communication Competence ◽  
Emotional Awareness ◽  
Self Esteem ◽  
Preliminary Evidence ◽  
Empowerment Model ◽  
Dyad Interaction ◽  
Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

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