Abstract
Emotional Intelligence (EI) can be defined as an “ability to monitor one's own and others' feelings and emotions, to discriminate among them and to use this information to guide one's thinking and actions” (Salovey and Mayer, 1990) [1]. As such EI plays a major role in sport sciences. Studies conducted so far have shown contrasting findings. The paper contains data concerning the psychometric properties of the “Profile of Emotional Competence” questionnaire administered to a sample of 479 subjects (239 athletes, 240 non-athletes, age ranging from 12 to 18 years old, 239 men, and 240 women) in order: i) to explore EI between athletes and non-athletes students and ii) to examine differences in EI of young participants in terms of gender and age.
Highlights
Data concerning the psychometric properties of the “Profile of Emotional Competence” questionnaire administered to a sample of athletes and non-athletes
The paper contains data concerning the psychometric properties of the “Profile of Emotional Competence” questionnaire administered to a sample of 479 subjects (239 athletes, 240 non-athletes, age ranging from 12 to 18 years old, men, and women) in order: i) to explore EI between athletes and non-athletes students and ii) to examine differences in EI of young participants in terms of gender and age
Tables Administration of the Profile of Emotional Competence (PEC) questionnaire to a sample of athletes and non-athletes Raw and Analyzed Data were obtained by means of the administration of the PEC questionnaire
Summary
Data concerning the psychometric properties of the “Profile of Emotional Competence” questionnaire administered to a sample of athletes and non-athletes. Emotional Intelligence (EI) can be defined as an “ability to monitor one's own and others' feelings and emotions, to discriminate among them and to use this information to guide one's thinking and actions” (Salovey and Mayer, 1990) [1]. As such EI plays a major role in sport sciences.
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