scholarly journals The Relationship between Teachers Level of Participation in Recreation Activities and Emotional Intelligence and Life Satisfaction

2019 ◽  
Vol 7 (3) ◽  
pp. 2038-2065
Author(s):  
H. Dilek Sevin ◽  
Levent Özil
Keyword(s):  
Life Satisfaction ◽  
Emotional Intelligence ◽  
The Relationship ◽  
Recreation Activities

scholarly journals The Mediating Role of Engagement on the Achievement and Quality of Life of University Students

2021 ◽  
Vol 18 (12) ◽  
pp. 6586
Author(s):  
Inmaculada García-Martínez ◽  
José María Augusto Landa ◽  
Samuel P. León
Keyword(s):  
Quality Of Life ◽  
Academic Achievement ◽  
Life Satisfaction ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
University Students ◽  
Mediational Role ◽  
The Relationship

(1) Background: Academic engagement has been reported in the literature as an important factor in the academic achievement of university students. Other factors such as emotional intelligence (EI) and resilience have also been related to students’ performance and quality of life. The present study has two clearly delimited and interrelated objectives. First, to study the mediational role that engagement plays in the relationship between EI and resilience on quality of life. Secondly, and similarly, to study the mediational role of engagement in the relationship between EI and resilience, but in this case on academic achievement. (2) Methods: For this purpose, four scales frequently used in the literature to measure emotional intelligence, resilience, academic engagement and quality of life were administered to 427 students of the University of Jaén undertaking education degrees. In addition, students were asked to indicate their current average mark as a measure of academic performance. Two mediational models based on structural equations were proposed to analyse the relationships between the proposed variables. (3) Results: The results obtained showed that emotional intelligence and resilience directly predicted students’ life satisfaction, but this direct relationship did not result in academic performance. In addition, and assuming a finding not found so far, engagement was shown to exert an indirect mediational role for both life satisfaction and academic performance of students. (4) Conclusions: The findings of the study support the importance of engagement in the design and development of instructional processes, as well as in the implementation of any initiative.

scholarly journals The Role of Emotional Intelligence on Psychological Adjustment and Peer Victimization in a Sample of Spanish Adolescents

2020 ◽  
Vol 11 ◽  
Author(s):  
Elizabeth Cañas ◽  
Jesús F. Estévez ◽  
Estefanía Estévez ◽  
David Aparisi
Keyword(s):  
Life Satisfaction ◽  
Emotional Intelligence ◽  
Peer Victimization ◽  
Protective Factor ◽  
Emotional Adjustment ◽  
Mediating Effect ◽  
Mediation Effect ◽  
Self Concept ◽  
Negative Consequences ◽  
The Relationship

In the last decades, interest in the study of the negative consequences of bullying for the victims has increased. Victims are often known to show emotional adjustment issues, such as negative self-concept and low life satisfaction. Moreover, some studies have observed important associations between self-concept and life satisfaction, in which a positive self-concept is related to high levels of life satisfaction. Other studies have pointed out the importance of emotional intelligence (EI), as a regulatory and protective factor against the negative impact of victimization on adjustment in adolescents. The main objective of this work was to analyze the mediating effect of self-concept on life satisfaction and the moderated mediation effect of EI on self-concept and life satisfaction in the context of peer victimization. The participants in the study were 1,318 Spanish students of both sexes and aged between 11 and 18 (M = 13.8, SD = 1.32) years, from four compulsory secondary education centers. The results indicated that, on the one hand, self-concept mediated the relationship between victimization and life satisfaction. On the other hand, EI was not only positively associated with self-concept, but it also significantly moderated the negative influence of victimization on self-concept. EI may also indirectly moderate the relationship between victimization and life satisfaction through the self-concept. These data show the importance of EI as a possible protective and moderating factor of the negative effect of bullying on emotional adjustment, which is interesting for the design of future prevention and intervention programs in school contexts.

scholarly journals One Candy or Two at the Age of Six: Does it Matter for Later School Life and Why? / Jedan bombon ili dva u dobi od šest godina: ima li važnosti za kasniji školski život i zašto?

2021 ◽  
Vol 23 ◽  
Author(s):  
Majda Rijavec ◽  
Tajana Ljubin-Golub ◽  
Zdenka Brebrić
Keyword(s):  
Life Satisfaction ◽  
Emotional Intelligence ◽  
Delay Of Gratification ◽  
Preschool Age ◽  
Life Questionnaire ◽  
School Life ◽  
Quality Of School Life ◽  
The Relationship

This study explored the role of early delay of gratification (DoG) and its positive outcomes  in the child’s later school life. More specifically, it investigated whether DoG measured in six-year-old preschool children predicts their subsequent emotional intelligence, quality of school life and life satisfaction in higher grades of elementary school. Also, the mediating role of emotional intelligence in the relationship between delay of gratification at preschool age and subsequent quality of school life and life satisfaction was also examined.The sample comprised 141 students (48.2% girls). Delay of gratification (DoG) was measured among six-year-old children; other measurement for one part of the sample was done at the seventh, and for the other part at the eighth grade. DoG was measured by the DoG task: children may eat one tempting treat immediately or they may earn a larger serving by waiting for an unspecified amount of time, doing assessment tasks. Other measurements included the Emotional Intelligence Scale (Wong Low, 2002), the Quality of School Life Questionnaire (Leonard, 2002; Raboteg Šarić et al., 2009) and the Students’ Life Satisfaction Scale (Huebner, 1991).It was found that students who succeeded in delaying gratification at preschool age had subsequently higher life satisfaction, higher sense of school achievement, and higher emotional intelligence (the use of emotions to facilitate performance and regulation of emotions in the self). Mediation analyses found that the overall emotional intelligence mediates the relationship between DoG and life satisfaction. Also, the component of emotional intelligence called the Use of emotions to facilitate performance was deemed a significant mediator between DoG and a sense of scholarly achievement.It can be concluded that the strengthening of regulatory mechanisms in preschool age may be beneficial for both life satisfaction and the sense of academic achievement in higher grades of elementary school.Key words: delay of gratification; emotional intelligence; life satisfaction; quality of school life---U ovom istraživanju ispitivala se ulogu rane odgode zadovoljenja i njezine pozitivne ishode u kasnijem djetetovom životu. Više specifično, nastojalo se utvrditi je li izmjerena odgoda zadovoljstva šestogodišnjaka predviđa njihovu kasniju emocionalnu inteligenciju, kvalitetu školskoga života i zadovoljstva životom u višim razredima osnovne škole. Osim toga, nastojala se istražiti posrednička uloga emocionalne inteligencije u odnosu između odgode zadovoljenja u predškolskoj dobi i kasnije kvalitete školskoga života i životnoga zadovoljstva životom.Uzorak je uključivao 141 učenika (48,2 % djevojčica). Odgoda zadovoljenja izmjerena je u populaciji šestogodišnjaka; drugo mjerenje za jedan dio uzorka učinjeno je u sedmom, a za drugi dio uzorka u osmom razredu. Odgoda zadovoljenja izmjerena je zadatkom odgode zadovoljenja: djeca su imala priliku pojesti jedan primamljiv slatkiš odmah ili su mogla odabrati više slatkiša ako čekaju određeno vrijeme, dok rade zadatke procjene. Ostali mjerni instrumenti bili su Skala emocionalne inteligencije (Wong i Low, 2002), Upitnik o kvaliteti školskog života (Leonard, 2002; Raboteg Šarić i sur., 2009) i Skala učeničkog zadovoljstva životom (Huebner, 1991).Rezultati istraživanja pokazuju da su učenici koji su uspjeli odgoditi zadovoljenje u predškolskoj dobi kasnije bili zadovoljniji životom, imali veći osjećaj akademskoga postignuća i višu emocionalnu inteligenciju (upotreba emocija za olakšavanje izvedbe i unutarnje regulacije emocija). Analize medijacije polučile su rezultate koji govore u prilog tome da je cjelokupna emocionalna inteligencija posrednik u odnosu između odgode zadovoljenja i životnoga zadovoljstva. Osim toga, sastavnica emocionalne inteligencije koja olakšava izvedbu smatra se značajnim posrednikom između odgode zadovoljenja i percepcije važnosti školskoga postignuća.Može se zaključiti da jačanje regulatornih mehanizama u predškolskoj dobi može biti korisno za oboje - zadovoljstvo životom i doživljaj smisla postignuća u višim razredima osnovne škole.Ključne riječi: emocionalna inteligencija; kvaliteta školskog života; odgođeno zadovoljenje; zadovoljstvo životom

scholarly journals INTERCONNECTION OF EMOTIONAL INTELLIGENCE, LOCUS OF CONTROL, AND LIFE SATISFACTION

2020 ◽  
pp. 155-170
Author(s):  
В.П. Шейнов
Keyword(s):  
Life Satisfaction ◽  
Emotional Intelligence ◽  
Locus Of Control ◽  
Positive Relationship ◽  
Emotional Awareness ◽  
Personality Characteristics ◽  
Self Management ◽  
Men And Women ◽  
Positive Tendency ◽  
The Relationship

Целью данного исследования было выявить возможные связи между эмоциональным интеллектом, интернальностью и удовлетворенностью жизнью у женщин и мужчин в русскоязычной выборке. Показано, что у женщин с интернальностью положительно связаны такие переменные, как управление своими эмоциями , самоменеджмент , распознание эмоций других людей и интегративный показатель эмоционального интеллекта , а у мужчин только с самоменеджментом, при этом интегративный показатель эмоционального интеллекта имеет лишь тенденцию положительной связи с интернальностью. Установлено наличие положительной связи удовлетворенности жизнью мужчин и женщин с интегративным показателем эмоционального интеллекта и рядом его компонентов: эмоциональной осведомленностью , управлением собственными эмоциями , самоменеджментом и распознанием эмоций других людей . Полученные результаты в целом совпадают с общими выводами зарубежных исследователей о положительной связи эмоционального интеллекта с интернальностью и удовлетворенностью жизнью, но при этом в данном исследовании: а) конкретизированы компоненты эмоционального интеллекта, за счет которых такие связи; б) установлены совпадения и различия в этих связях для мужчин и женщин. Интернальность женщин положительно и статистически значимо связана с удовлетворенностью жизнью. У мужчин связь между этими характеристиками личности отсутствует. Сопоставить эти результаты с выводами других исследователей невозможно ввиду того, что не удалось обнаружить работ о связи между интернальностью и удовлетворенностью жизнью ни у русскоязычных, ни у зарубежных авторов. У женщин в среднем выше показатели эмпатии, распознания эмоций других людей и интегративного показателя эмоционального интеллекта. The purpose of this study was to identify possible links between emotional intelligence, internality, and life satisfaction in women and men in the Russian-speaking sample. It has been shown that in women, internality is positively associated with such variables as control of their emotions, self-management, recognition of the emotions of other people and the integrative indicator of emotional intelligence, and in men only with self-management, while the integrative indicator of emotional intelligence has only a positive tendency for internality. The presence of a positive relationship between satisfaction with the life of men and women with an integrative indicator of emotional intelligence and a number of its components: emotional awareness, control of one's own emotions, self-management and recognition of the emotions of other people was established. The results obtained generally coincide with the general conclusions of foreign researchers about a positive relationship between emotional intelligence and internality and life satisfaction, but at the same time in this study: a) the components of emotional intelligence, due to which such connections are made, are specified; b) the coincidences and differences in these connections for men and women were established. The internality of women is positively and statistically significantly associated with life satisfaction. In men, there is no connection between these personality characteristics. It is impossible to compare these results with the conclusions of other researchers due to the fact that it was not possible to find works on the relationship between internality and life satisfaction either in Russian-speaking or foreign authors. Women, on average, have higher scores for empathy, recognition of other people's emotions, and an integrative score for emotional intelligence.

scholarly journals The Impact of Cybervictimization on Psychological Adjustment in Adolescence: Analyzing the Role of Emotional Intelligence

2020 ◽  
Vol 17 (10) ◽  
pp. 3693 ◽  
Author(s):  
Jesús F. Estévez ◽  
Elizabeth Cañas ◽  
Estefanía Estévez
Keyword(s):  
Life Satisfaction ◽  
Emotional Intelligence ◽  
Depressive Symptomatology ◽  
Emotional Adjustment ◽  
Compulsory Education ◽  
Well Being ◽  
Self Concept ◽  
The Impact ◽  
The Relationship

Cybervictimization has been associated with serious emotional adjustment problems such as low self-concept and depressive symptomatology. In addition, these problems can negatively affect the well-being of the victims, manifesting in their levels of satisfaction with life. However, it should be noted that not all cybervictims develop these consequences with the same intensity. These differences seem to be related to the development of emotional intelligence (EI), as it can positively influence adolescents’ emotional adjustment and well-being even when problems arise. The objective of this work was to analyze the role of EI on cybervictimization and adolescents’ emotional adjustment, especially in self-concept, depression, and life satisfaction. The participants in the study were 1318 adolescents of both sexes and aged between 11 and 18 years (M = 13.8, SD = 1.32), from four secondary compulsory education centers in Spain. EI influences the relationship between self-concept and life satisfaction, and between depression and life satisfaction. In addition, the relationships of cybervictimization with self-concept and depression are influenced when introducing EI and its dimensions (emotional attention, clarity, regulation). These data support the idea that EI may affect the relationship between cybervictimization and adolescents’ emotional adjustment.

The Relationship Between Emotional Intelligence, Life Satisfaction, and Stress Management

2020 ◽  
Vol 23 (3) ◽  
pp. 5-21
Author(s):  
Necmettin Gül
Keyword(s):  
Life Satisfaction ◽  
Emotional Intelligence ◽  
University Students ◽  
Stress Management ◽  
Satisfaction With Life ◽  
Satisfaction With Life Scale ◽  
Coping With Stress ◽  
Study Results ◽  
Life Scale ◽  
The Relationship

This study examines whether students’ stress management levels from Azerbaijan and Turkey are predicted by life satisfaction and emotional intelligence and differ by gender. The research was conducted with the participation of 435 university students. The research data were obtained through the Emotional Intelligence Scale, the Satisfaction with Life Scale, and the Coping with Stress Scale. The study results found that university students’ emotional intelligence, life satisfaction, and stress management significantly differed by gender. In the path analysis, where stress management was the dependent variable, it was found that the combination of emotional intelligence and life satisfaction of the students in Azerbaijan did not predict stress management at a significant level, whereas for the students in Turkey, the combination of these two variables was shown to predict stress management at a significant level. Finally, it was observed that emotional intelligence and life satisfaction explained 18% of the variance in stress management.

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