![]() A three-year emotional intelligence intervention to reduce adolescent aggression: The mediating role of unpleasant affectivity. Anales de Psicologia, 29(2), 509–515.Ĭastillo-Gualda, R., Cabello, R., Herrero, M., Rodríguez-Carvajal, R., & Fernández-Berrocal, P. La medición de la inteligencia emocional en adolescentes españoles con trastorno de ansiedad. A., Espinosa-Fernández, L., Klimstra, T., & Garcia-Lopez, L. Dordrecht: Springer Netherlands.Ĭastela, M. In The self in European and north American culture: Development and processes (pp. The role of optimism versus pessimism in the experience of the self. Inc: Lawrence Erlbaum Associates.Ĭarver, C. Tapsfield (Eds.), Human abilities: Their nature and measurement (pp. A three-stratum theory of intelligence: Spearman’s contribution. European Child and Adolescent Psychiatry, 24(10), 1291–1301.Ĭarroll, J. ![]() Investigation of a bifactor model of the strengths and difficulties questionnaire. Structural equation modeling with EQS and EQS/Windows: Basic concepts, applications, and programming. Journal of Youth and Adolescence, 46(1), 78–90.īyrne, B. The role of perceived stress and self-feficacy in young people’s life satisfaction: A longitudinal study. Dimensions of emotional awareness and associations with emotion regulation and depression. Journal of Happiness Studies, 21, 1–19.īoden, M. ![]() Emotional intelligence structure and its relationship with life satisfaction and happiness: New findings from the bifactor model. Is valuing positive emotion associated with life satisfaction? Emotion, 14(4), 639–645.īlasco-Belled, A., Rogoza, R., Torrelles-Nadal, C., & Alsinet, C. Does perceived emotional intelligence and optimism/pessimism predict psychological well-being? Journal of Happiness Studies, 12(3), 463–474.īastian, B., Kuppens, P., De Roover, K. Research Quarterly for Exercise and Sport, 83(4), 592–596.Īugusto-Landa, J. A confirmatory factor analysis of the life orientation test-Revised with competitive athletes. School Psychology International, 40(1), 88–103.Īppaneal, R. Emotional intelligence as a moderator between perfectionism and happiness. Iranian Journal of Psychiatry and Behavioral Sciences, 9(4), 0–5.Ībdollahi, A., Hosseinian, S., Panahipour, H., Najafi, M., & Soheili, F. ![]() Emotional intelligence and depressive symptoms as predictors of happiness among adolescents. Hence, the specific role of the EI dimensions are important when explaining the relationship of EI with happiness, optimism, and pessimism.Ībdollahi, A., Talib, M. These results highlight the importance of the measurement of EI in the study of associated outcomes that are considered relevant during the period of adolescence. Most remarkably, results suggested that general EI and emotional regulation predicted positively happiness and optimism, while emotional attention predicted positively pessimism and negatively happiness. The results demonstrated that the bifactor EI model with an e-factor (general EI factor) and three emotional dimensions (emotional attention, emotional clarity, and emotional regulation) also represented the best well-fitted structure in adolescence. ![]() The participants were 493 Spanish high-school students ranging from 14 to 18 years old (52.7% females) who completed self-report questionnaires. The goal of the current study was to explore the association of EI with happiness, optimism, and pessimism in adolescence by introducing the bifactor EI model. Furthermore, the measurement of EI has been recently challenged by the introduction of the bifactor model into the study of EI. In spite of the relevance of the relationship between EI, happiness, optimism, and pessimism, the majority of the research falls behind findings with adult samples, accumulating little knowledge in the context of adolescence. The accumulated evidences suggest that EI is associated with happiness, considered the affective component of subjective well-being and optimism and pessimism, considered cognitive mechanisms to expect either a brighter or darker future. Emotional intelligence (EI) plays a key role in the adjustment of adolescents during this transitional life period. ![]()
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