Abstract
Background: This study compares the self-concept of students that have motor disabilities with that of students in the normative group. It also considers whether there are EI (emotional intelligence) profiles based on combinations of EI components (attention, clarity, and mood repair). Finally, it analyzes whether there are statistically significant differences in self-concept based on the EI profiles found. Method: 102 university students with motor disabilities participated. The age range was 19–33 (M = 20.22, SD = 4.36). The Escala de Autoconcepto Forma 5 (Self-Concept Scale Form 5, AF5) and the Trait Meta-Mood Scale-24 (TMMS-24) were administered. Results: The scores for self-concept were lower in the sample of students with reduced mobility. The cluster analysis also identified three different EI profiles: one group of young people with high general EI scores, one group with high scores for clarity and mood repair, and a last group of students with low EI scores. Finally, the ANOVA showed better self-concept in the group with high scores in the three EI dimensions. The results suggest that better self-concept is associated with a high EI profile. Conclusions: It would be interesting to provide programs that consider EI in more depth to strengthen these students’ self-concept.
Highlights
The presence of students with disabilities in universities has increased in recent years, and studies dedicated to disabilities have proliferated in this sphere
The analyses showed statistically significant differences in the other dimensions that comprise the general self-concept scale, apart from in the family self-concept dimension (Factor 3) where the mean scores for the study sample are higher
In the factor relating to family self-concept, the analyses showed that Group 3 (HGEI) had higher scores than Group 1 (LGEI) (F(2, 101) = 6.50, p < 0.05, η2 = 0.36), (d = 0.92), while Group 2 (HR–HC–LA) had
Summary
The presence of students with disabilities in universities has increased in recent years, and studies dedicated to disabilities have proliferated in this sphere. Emotional intelligence (EI) refers to processes involved in the use, understanding, and management of emotional states of oneself and others to solve problems and regulate behavior. In this sense, there are two large models of EI that explain the basis of this construct. This study compares the self-concept of students that have motor disabilities with that of students in the normative group. It considers whether there are EI (emotional intelligence) profiles based on combinations of EI components (attention, clarity, and mood repair).
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