scholarly journals Emotional basis of gender differences in adolescent self-esteem

Psicologia ◽  
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.

What Regulates Gratitude Response of Women and Men? The Role of the Received Good, Psychosocial Factors, and Repayment

2018 ◽  
Vol 123 (2) ◽  
pp. 395-419 ◽  
Author(s):  
Joanna E. Preś ◽  
Jacek Kurpisz ◽  
Justyna Pełka-Wysiecka ◽  
Katarzyna Adamowicz ◽  
Daria Suchecka-Fidura ◽  
...  
Keyword(s):  
Gender Differences ◽  
Emotional Intelligence ◽  
Psychosocial Factors ◽  
Self Esteem ◽  
Emotional Reaction ◽  
Experimental Conditions ◽  
Gender And Age ◽  
Good Material ◽  
Quasi Experimental

This paper touches upon gender differences concerning psychosocial factors related to the emotional reaction of gratitude and forms of expressing gratitude in quasi-experimental conditions. It is based on findings from a study conducted on 576 participants of both sexes, aged 14 to 86 years. There were used three versions of the same questionnaire, depending on the type of the received good—material, intangible, or none. The participants’ gratitude level (as a trait), self-esteem, and emotional intelligence were measured. The findings revealed that women and young adults experience the highest levels of gratitude. Gender and age significantly differentiated the preferred ways of showing gratitude. Gratitude level was found to be positively correlated with self-esteem, emotional intelligence, and readiness to help people—both the benefactor and others. Getting an intangible good was associated with the strongest urge to reciprocate the benefactor. The preferred way of showing gratitude significantly varied between the investigated groups.

scholarly journals Emotional Intelligence of Undergraduate Athletes: The Role of Sports Experience

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.

The Moderator Role of Perceived Emotional Intelligence in the Relationship between Sources of Stress and Mental Health in Teachers

2016 ◽  
Vol 19 ◽  
Author(s):  
Manuel Pulido-Martos ◽  
Esther Lopez-Zafra ◽  
Fernando Estévez-López ◽  
José María Augusto-Landa
Keyword(s):  
Mental Health ◽  
Emotional Intelligence ◽  
Occupational Stress ◽  
Short Form ◽  
Unique Contribution ◽  
Emotional Role ◽  
Perceived Emotional Intelligence ◽  
Mood Scale ◽  
The Relationship

AbstractThis study analyzes the role of Perceived Emotional Intelligence (PEI) on sources of job stress and mental health in 250 elementary school teachers from Jaén (Spain). The aim of the study was two-fold: (1) to analyze the associations between Perceived Emotional Intelligence (PEI), sources of occupational stress and mental health; and (2) to determine whether PEI moderates the relationship between sources of occupational stress and mental health. An initial sample of 250 teachers was assessed Three questionnaires, the Trait Meta-Mood Scale, the Sources of Stress Scale in Teachers and the Medical Outcomes Study 36-item Short Form Health Survey, were used to evaluate PEI, sources of occupational stress and mental health, respectively. Teachers with higher levels of emotional attention reported lower levels of mental health (r = –.30; p < .001), while teachers showing high emotional clarity reported better emotional role (r = .14; p < .05) and social functioning (r = .15; p < .05). Moreover, PEI components moderate the relationship between sources of occupational stress and emotional role. Specifically, each significant interaction (i.e., deficiencies x attention, adaptation x attention, and adaptation x clarity) made a small and unique contribution in the explanation of emotional role (all p < .05, all sr2 ∼ .02). Finally, our results imply that PEI is an important moderator of teachers´ occupational stressors on mental health.

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

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.

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 INTELIGÊNCIA EMOCIONAL COMO FATOR PROTETOR DO BURNOUT EM PROFESSORES DO 2.º E 3.º CICLOS E SECUNDÁRIO DA RAM

2017 ◽  
Vol 6 (1) ◽  
pp. 417
Author(s):  
Glória Franco
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Protective Factor ◽  
Maslach Burnout Inventory ◽  
Length Of Service ◽  
Level Of Education ◽  
English Expression ◽  
Perceived Emotional Intelligence ◽  
Mood Scale ◽  
The Relationship

Abstract.Emotional intelligence is the ability to perceive, use, understand and regulate emotions to facilitate thought (Mayer and Salovey, 1997). The concept of burnout is the English expression to describe what stopped functioning because of the exhaustion of energy (France, 1987, cited by Carlotto, 2012).This study aimed to understand the perceived emotional intelligence as a protective factor against burnout, as well as studying the relationship between emotional intelligence and burnout. The sample was constituted by 250 teachers in the 2nd cycle (26.4%), 3rd cycle (57.2%) and Secondary school (16.4%), with (70.4%) females and (29.6%), males in the Autonomous Region of Madeira (RAM), Portugal. As instruments, we used a socio-demographic and professional’s questionnaire, the trait metamood scale (TMMS-24), the expressiveness and emotion regulation of Berkeley questionnaire and the Maslach burnout inventory (MBI). In the study did not find evidence that marital status, age, length of service and level of education influences taught emotional intelligence and burnout. Only gender seems to influence emotional intelligence. To confirm the statistical relationship between emotional intelligence and burnout, we used Spearman´s correlation test between variables and it was concluded that the higher the repair of emotions, the less emotional exhaustion and depersonalization and higher the revaluation emotions are higher is the emotional exhaustion.Keywords: Emotional intelligence, burnout, teacher, emotional expressiveness, emotional regulation.Resumo.A inteligência emocional é a capacidade de perceber, usar, conhecer e regular as emoções para facilitar o pensamento (Mayer & Salovey, 1997). Já o conceito de Burnout é a expressão inglesa para designar aquilo que deixou de funcionar por exaustão de energia (França, 1987, citado por, Carlotto, 2012). Este estudo teve como objetivos compreender a inteligência emocional percebida como fator de proteção face ao burnout, bem como estudar as relações entre a inteligência emocional e o burnout. No estudo participaram 250 professores do 2º ciclo (26.4%), 3º ciclo (57.2%) e Secundário (16.4 %), do género feminino (70.4%) e do masculino (29.6%), da Região Autónoma da Madeira (RAM), Portugal. Como instrumentos usámos um Questionário de Dados Sócio-Demográficos e Profissionais, o Trait Meta-Mood Scale (TMMS-24), o Questionário de Expressividade e o de Regulação Emocional de Berkeley e o Inventário de Burnout de Maslach (MBI). No estudo realizado não se encontrou evidências de que o estado civil, idade, tempo de serviço e nível de ensino lecionado influencie a inteligência emocional e o burnout. Somente o género pareceu influenciar a inteligência emocional. Para confirmar a relação estatística entre a inteligência emocional e o burnout foi realizado um teste de correlação de Spearman entre as variáveis e concluiu-se que quanto maior a reparação das emoções, menor é a exaustão emocional e a despersonalização e quanto maior a reavaliação das emoções, maior a exaustão emocional.Palavras-chave: Inteligência emocional, burnout, professor, expressividade emocional e regulação emocional.

scholarly journals Relationship between Representation of Violence Against Women in TV Drama Serials and Reactivity of Viewers

2021 ◽  
Vol 7 (4) ◽  
pp. 821-833
Author(s):  
Sajida Awais ◽  
Atif Ashraf ◽  
Ghulam Shabir
Keyword(s):  
Gender Differences ◽  
Violence Against Women ◽  
Design Methodology ◽  
Quantitative Method ◽  
Sampling Strategies ◽  
Snowball Sampling ◽  
Clear Insight ◽  
The One

Purpose: The present study aims to explore the role of viewer’s reactivity of entertainment and empathy in their perception of violence against women among viewers of Lahore, Pakistan. The supplementary aim was also formulated to gain more clear insight which is the role of viewers’ gender in viewer’s reactivity and perception of violence against women. Design/Methodology/Approach Quantitative method was used in the study.  Sample was consisted of 500 viewers of the thirty dramas serials of Geo, ARY Digital and Hum TV which presented violence against women. The participants were drawn through purposive and snowball sampling strategies.  The sample has 233 male participants and 267 female participants. Findings: The findings indicated that viewer’s reactivity of both enjoyment and empathy correlated with perception of violence against women. Gender differences were found only for the one sub scale of perception (i.e., domination). Implications/Originality/Value: The findings highlighted that perception of violence against women was more inclined towards active violence being portrayed by the entertainment channels and chances to imitate the same behavior in society cannot be ruled out.

scholarly journals Self-Esteem and Motivation for Learning in Academic Achievement: The Mediating Role of Reasoning and Verbal Fluidity

2020 ◽  
Vol 12 (14) ◽  
pp. 5768
Author(s):  
Nieves Moyano ◽  
Alberto Quílez-Robres ◽  
Alejandra Cortés Pascual
Keyword(s):  
Academic Achievement ◽  
Cognitive Abilities ◽  
Verbal Fluency ◽  
Self Esteem ◽  
Cognitive Factors ◽  
Mediating Role ◽  
Motivation For Learning ◽  
And Mathematics ◽  
The One

The goal of the present study was to analyze the joint role that non-cognitive (motivation and self-esteem) and cognitive (verbal fluency and reasoning) factors play on academic achievement, both as a global score and in relation to specific subjects, such as language and literature and mathematics. We also analyzed the mediating role of cognitive factors. We recruited a sample of 133 primary education students (aged 6–9 years old) (47.6% girls, 52.6% boys), to whom various measures of the above-indicated variables were administered. Several predictive models were tested through a mediational regression analysis. The results indicated the relevance of intrinsic motivation together with self-esteem as predictors of academic achievement mediated by the cognitive abilities verbal fluency and reasoning. These relationships differed depending on the specific subject. We discuss the educational implications of these findings and emphasize, on the one hand, that academic achievement depends on both cognitive and non-cognitive factors and, on the other hand, the malleability of cognitive factors, as they seem to improve based on motivation and self-esteem.

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