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.

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.

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>

Measuring Perceived Emotional Intelligence in the Adolescent Population: Psychometric Properties of the Trait Meta-Mood Scale

2010 ◽  
Vol 38 (9) ◽  
pp. 1197-1209 ◽  
Author(s):  
José M. Salguero ◽  
Pablo Fernández-Berrocal ◽  
Nekane Balluerka ◽  
Aitor Aritzeta
Keyword(s):  
Emotional Intelligence ◽  
Psychometric Properties ◽  
Discriminant Validity ◽  
Emotional Experience ◽  
Personality Factors ◽  
Big Five Personality ◽  
Adolescent Population ◽  
Mood Repair ◽  
Perceived Emotional Intelligence ◽  
Mood Scale

The Trait Meta-Mood Scale (TMMS; Salovey, Mayer, Goldman, Turvey, & Palfai, 1995) is a well-established measure of perceived emotional intelligence, an aspect of emotional intelligence that includes people's beliefs and attitudes about their own emotional experience. Although the TMMS has been widely used in adult populations, until now no data have been reported on its validity in the adolescent population. In the present work we analyzed the psychometric properties of the TMMS in a sample of 1,497 adolescents aged 12 to 17. The results of the confirmatory factor analysis corroborated the 3-factor structure of the original scale (attention to feelings, clarity of feelings, and mood repair); moreover, these dimensions showed adequate reliability and correlated among themselves in the expected fashion. We also found evidence of discriminant validity with the Big Five personality factors and analyzed differences in the TMMS dimensions according to participants' age and sex. We discuss both the implications of these results and the utility of this scale in research on the emotional intelligence construct.

scholarly journals The Role of Parental Communication and Emotional Intelligence in Child-to-Parent Violence

2019 ◽  
Vol 9 (12) ◽  
pp. 148 ◽  
Author(s):  
Paula López-Martínez ◽  
David Montero-Montero ◽  
David Moreno-Ruiz ◽  
Belén Martínez-Ferrer
Keyword(s):  
Emotional Intelligence ◽  
Family Communication ◽  
Communication Styles ◽  
Parental Communication ◽  
Autonomous Communities ◽  
Positive Communication ◽  
Emotional Attention ◽  
And Gender ◽  
The Relationship

In recent years, cases of child-to-parent violence (CPV) have increased significantly, prompting greater scientific interest in clarifying its causes. The aim of this research was to study the relationship between styles of family communication (open, offensive and avoidant), emotional intelligence or EI (attention, repair and perceived emotional clarity) and CPV, taking into account the gender of the aggressors. The participants of the study were 1200 adolescents (46.86% boys) between the ages of 12 and 18 enrolled at secondary schools in the Autonomous Communities of Andalusia and Valencia (M = 13.88, SD = 1.32). A Multivariate Analysis of Variance (MANOVA, 3 × 2) was performed with CPV and gender as independent variables and family communication styles and EI as dependent variables. The results showed that the adolescents with low CPV obtained lower scores for offensive and avoidant family communication and higher scores for both positive family communication and emotional repair. The girls scored higher than the boys in both offensive communication and perceived emotional attention. The results highlight the importance of encouraging positive communication, as well as the need to strengthen perceived emotional repair to prevent future cases of CPV.

scholarly journals Emotional Intelligence and Self-Efficacy as Determinants of Ethical Work Behaviour of Artisan in Maiduguri, Borno State Nigeria

2016 ◽  
Vol 3 (3) ◽  
pp. 188-192
Author(s):  
Lawrence Jekwu Okoye ◽  
Amos Audu ◽  
Tochukwu M. Oguegbe
Keyword(s):  
Emotional Intelligence ◽  
Self Efficacy ◽  
Survey Design ◽  
Training Programme ◽  
Work Behavior ◽  
Study Results ◽  
Ethical Work ◽  
High Emotional Intelligence ◽  
Northeast Nigeria

This study investigated the role of emotional intelligence and self-efficacy on ethical work behavior of artisan in Maiduguri, capital of Borno State Northeast Nigeria. The study adopted behavioural theory of obedience as its main theoretical framework. Expos facto survey design was adopted for the study. Two hundred and eight-two (282) participants were selected accidentally for the study. Results revealed that artisans who reported with high emotional intelligence were significantly different in the level of ethical work behaviour compared to those who reported low level of emotional intelligence. Emotional intelligence does not significantly predict ethical work behavior of artisan and self-efficacy significantly predict ethical work behavior of artisans. However, it shows that emotional intelligence and self-efficacy jointly predict ethical work behavior of artisan. There was no any significant main and interaction effect of emotional intelligence and self-efficacy on ethical work behaviour among artisans in Maiduguri. Female artisans significantly reported higher scores on ethical work behaviour scale than male artisans. The study however recommended that management of the organization should send their employees (artisans) on sponsored training programme of the organisation which focused on enhancing their ethical work behavior.Int. J. Soc. Sc. Manage. Vol. 3, Issue-3: 188-192

Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale.

1995 ◽  
pp. 125-154 ◽  
Author(s):  
Peter Salovey ◽  
John D. Mayer ◽  
Susan Lee Goldman ◽  
Carolyn Turvey ◽  
Tibor P. Palfai
Keyword(s):  
Emotional Intelligence ◽  
Emotional Attention ◽  
Mood Scale

Relación entre inteligencia emocional y ansiedad en un club de fútbol sala de Madrid (Relationship between emotional intelligence and anxiety in a futsal club from Madrid)

Retos ◽  
2020 ◽  
pp. 643-648
Author(s):  
Jorge Acebes Sánchez ◽  
Miriam Granado Peinado ◽  
Carlos Marchena Giráldez
Keyword(s):  
Emotional Intelligence ◽  
Trait Anxiety ◽  
State Anxiety ◽  
Negative Emotions ◽  
Sports Performance ◽  
Trait And State Anxiety ◽  
Emotional Attention ◽  
State And Trait Anxiety

 Diversos estudios sugieren que la Inteligencia Emocional en deportistas se relaciona con el rendimiento deportivo y, a su vez, éste se ve perjudicado cuando los deportistas experimentan emociones negativas (e.g, ansiedad) que no son gestionadas adecuadamente. Sin embargo, se necesitan estudios que analicen si esta relación ocurre en todos los niveles deportivos. El objetivo del presente estudio es analizar si existen diferencias en la inteligencia emocional (IE) y los niveles de ansiedad rasgo y estado (A/R y A/E) de jugadores de fútbol sala en función de su nivel deportivo. Para ello, se contó con una muestra de 48 jugadores de fútbol sala de todas las categorías juveniles a los que se les administró los cuestionarios TMMS-24 y STAI. Los resultados obtenidos muestran diferencias significativas en Atención Emocional (AE), A/R y A/E entre los diferentes niveles deportivos. Además, los niveles de A/R se relacionaron con todas las dimensiones de IE, mientras que la A/E únicamente se relacionó con la dimensión de AE. Abstract. Different studies propose that emotional intelligence in athletes is related to sports performance. Thus, sports performance is affected when athletes experience negative emotions (i.e. anxiety) that does not manage adequately. However, more studies are needed to analyze these relationships along with every sports level. This study aimed to analyze the differences between emotional intelligence and state and trait anxiety of futsal players according to their sports level. The sample was 48 futsal players from every junior category that answered TMMS-24 and STAI questionnaires. The results showed significant differences between emotional attention, trait and state anxiety on the different sports level. Moreover, the levels of trait anxiety were related to every emotional intelligence dimensions. State anxiety had a relationship with emotional attention.

Emotional Intelligence and Self-Efficacy: Effects on Psychological Well-Being in College Students

2013 ◽  
Vol 16 ◽  
Author(s):  
Hilda Costa ◽  
Pilar Ripoll ◽  
Miguel Sánchez ◽  
Carla Carvalho
Keyword(s):  
Emotional Intelligence ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Well Being ◽  
Unique Contribution ◽  
Psychological Well Being ◽  
Additional Support ◽  
Mood Scale ◽  
General Self Efficacy

AbstractThe present paper examined the role of perceived emotional intelligence-EI- (measured by adaptations of the Trait Meta-Mood Scale - TMMS, Salovey, Mayer, Goldman, Turvey, & Palfai, 1995) as a predictor of life satisfaction and mental health. We explored the unique contribution of EI dimensions (Attention, Clarity and Repair) on individuals’ psychological well-being, after controlling for the influence of general self-efficacy and socio-demographic variables (age, gender and culture). Data was collected from a sample of 1078 Spanish, Mexican, Portuguese and Brazilian undergraduate students (Mage = 22.98; SD = 6.73) and analyzed using hierarchical multiple regressions. Results indicated that overall EI dimensions (especially Clarity and Repair) accounted for unique variance on psychological well-being above and beyond general self-efficacy and socio-demographic characteristics. These findings provide additional support for the validity of perceived EI, and suggests that EI components contribute to important well-being criteria independently from well-known constructs such as self-efficacy.

scholarly journals Análisis de los canales de desarrollo e inteligencia emocional mediante la intervención de una unidad didáctica de Mindfulness y Biodanza en Educación Física para secundaria (Analysis of the channels of development and emotional intelligence through the

Retos ◽  
2020 ◽  
pp. 67-75
Author(s):  
Sandra Constantino Murillo ◽  
María Espada Mateos
Keyword(s):  
Emotional Intelligence ◽  
Problem Solving ◽  
Secondary School ◽  
Teaching Style ◽  
Teaching Styles ◽  
Emotional Clarity ◽  
Post Test ◽  
Emotional Attention ◽  
Group 2 ◽  
Mood Scale

Análisis de los canales de desarrollo e inteligencia emocional mediante la intervención de una unidad didáctica de Mindfulness y Biodanza en Educación Física para secundaria (Analysis of the channels of development and emotional intelligence through the intervention of a Mindfulness and Biodanza teaching unit in Physical Education for secondary school) El objetivo fue analizar los canales de desarrollo e inteligencia emocional (IE) según los diferentes estilos de enseñanza empleados en la intervención de una unidad didáctica de mindfulness y biodanza para secundaria. Estudio cruzado cuasi-experimental con 86 estudiantes de 1º y 2º ESO. Se midió los canales de desarrollo con el Cuestionario Canales de Desarrollo de Mosston y Ashworth (2002), y la inteligencia emocional con el cuestionario TMMS-24, basado en Trait Meta-Mood Scale. Estados Emocionales de Fernández-Berrocal, Extremera y Ramos (2004). El análisis estadístico del grupo 1 (N=44) con el estilo de enseñanza mando directo-resolución de problemas (MD-RP) y grupo 2 (N=37) (RP-MD). El análisis concluyó: 1) Los alumnos obtuvieron mejores resultados en el post-test de las siguientes variables: atención emocional (Mdn=3.25), claridad emocional (Mdn=3.50) y reparación de emociones (Mdn= 3.33), que en el pre-test (Mdn=3.18; Mdn=3.43; Mdn=3.37, respectivamente). Existieron diferencias significativas en claridad emocional y reparación de emociones (p≤ .05). Se observó mejores resultados en el post-test en cuanto al canal cognitivo (Mdn= 4.83), que el pre-test (Mdn=4.33), existiendo diferencias significativas (p≤ .05). 2). Las diferencias en inteligencia emocional y entre los canales de desarrollo con la utilización de los dos estilos de enseñanza (MD y RP) en la toma pre-test y post-test de ambos grupos, los alumnos del grupo 2 mostraron tras la intervención una mayor claridad emocional (Mdn=3.50), reparación de emociones (Mdn=3.50), y canal cognitivo (Mdn=4.48), que en el pre-test (Mdn=3.48; Mdn=3.25; Mdn=4.50, respectivamente siendo p<.05).3) Se observó una mayor correlación entre los componentes de la IE en ambos grupos, siendo más alta en el grupo 2, con una diferencia de (ρ=.10). Asimismo, se observó en ambos grupos un aumento en la correlación de los canales de desarrollo, existiendo diferencias significativas (p≤ .05). Los resultados suscitan que el orden de estilo de enseñanza RP-MD, favorece el desarrollo de la inteligencia emocional en cuanto a la atención emocional, claridad emocional y reparación de las emociones, así como en los canales de desarrollo cognitivo y emocional, en los escolares entre 11 y 14 años. Abstract. The objective was to analyze the channels of development and emotional intelligence (EI) according to the different teaching styles used in the intervention of a didactic unit of mindfulness and biodanza for secondary school. A crossover nearly experimental study with 86 students of 1st and 2nd ESO. The development channels were measured with the Mosston and Ashworth (2002) Development Channels Questionnaire, and emotional intelligence with the TMMS-24 questionnaire, based on the Trait Meta-Mood Scale. Emotional States from Fernández-Berrocal, Extremera and Ramos (2004). The statistical analysis from group 1 (N = 44) with the teaching style: direct command-problem solving (MD-RP) and for group 2 (N = 37) problem solving- direct command (RP-MD). The analysis concluded: 1) The students obtained better results in the post-test of the following variables: emotional attention (Mdn = 3.25), emotional clarity (Mdn = 3.50) and repair of emotions (Mdn = 3.33), than in the pre-test (Mdn = 3.18; Mdn = 3.43; Mdn = 3.37, respectively). There were significant differences in emotional clarity and repair of emotions (p≤ .05). There were better results in the post-test regarding the cognitive channel (Mdn = 4.83), than in the pre-test (Mdn = 4.33), with significant differences (p≤ .05). two). The differences between the in emotional intelligence and between the development channels using the two teaching styles (MD and RP) in the pre-test and post-test sampling for both groups, the students from group 2 showed a greater emotional clarity (Mdn = 3.50), emotion repair (Mdn = 3.50), and cognitive channel (Mdn = 4.48), from the pre-test (Mdn = 3.48; Mdn = 3.25; Mdn = 4.50, respectively being p< .05). 3) A greater correlation was observed between the EI components in both groups, being higher in group 2, with a difference of (ρ = .10). Likewise, an increase in the correlation of the development channels was observed in both groups, with significant differences (p≤ .05). The results suggest that the RP-MD teaching style order improves the development of emotional intelligence in terms of emotional attention, emotional clarity and repair of emotions, as well as in the channels of cognitive and emotional development, in schoolchildren between 11 and 14 years old.

scholarly journals Emotional Intelligence and Mental Health in the Family: The Influence of Emotional Intelligence Perceived by Parents and Children

2020 ◽  
Vol 17 (17) ◽  
pp. 6255 ◽  
Author(s):  
María Trinidad Sánchez-Núñez ◽  
Noelia García-Rubio ◽  
Pablo Fernández-Berrocal ◽  
José Miguel Latorre
Keyword(s):  
Mental Health ◽  
Emotional Intelligence ◽  
Family Members ◽  
Mediating Role ◽  
Parents And Children ◽  
The Family ◽  
Family Home ◽  
Mood Scale ◽  
The Relationship

Introduction: The relevant scientific literature has confirmed the relationship between emotional intelligence (EI) and mental health. In addition, previous studies have underlined the importance of perceived EI between family members in the construction of one’s own EI. Adolescence is considered to be a crucial stage in identity construction and a time when mental health is vulnerable. Objectives: To analyze the mediating role of self-reported EI on mental health of adolescents and young adults still living in the family home, we considered the relationship between perceived EI in parents and children. Method: The sample was comprised of 170 children and their respective fathers and mothers living in the same family home. Self-reported EI was evaluated using the Trait Meta-Mood Scale (TMMS-24), whereas perceived EI was evaluated via the Perceived Emotional Intelligence Scale-24 (PTMM-24) and mental health using the MH-5. Results: Parents’ perceived EI of their children also children’s perceived EI of their parents has a direct effect on children’s mental health and an indirect effect through the EI self-reported by children. We discuss the differences in the role of mothers and fathers in emotional education and its influence on the results. Conclusions: We highlight the importance of perceived EI among family members, over and above the self-reported EI of each member, for its predictive power on the mental health of children.

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