Abstract
Eudaimonic well-being is related to activities that lead to self-realization and personal development, goals and growth. Emotional intelligence and personality traits play a role in the perception of emotions, self-esteem and motivation and therefore in well-being. Although previous studies have analyzed the relationship among personality, emotional intelligence and well-being, the relationship between all three constructs and the predictive value of personality and emotional intelligence in the study of eudaimonic well-being in adolescents remains to be analyzed. This study evaluates this relationship and the predictive role of personality and emotional intelligence in eudaimonic well-being in 1031 Spanish secondary school students aged 12 to 17 (49.37% male, average age = 14.91 years). A quantitative field survey was conducted which included the distribution of the eudaimonic well-being questionnaire, the emotional intelligence questionnaire and the personality questionnaire. Descriptive statistics and correlations among eudaimonic well-being, emotional intelligence and personality well-being were calculated using SPSS Statistical Package software. Stepwise multiple regression was used to estimate the predictive value of personality and emotional intelligence in the study of eudaimonic well-being. Finally, a structural equations model was designed with AMOS software. The results show that these constructs are related and that personality and emotional intelligence are important variables for eudaimonic well-being. In addition, activity and anxiety factors (related to personality) and emotionality and well-being factors (related to trait emotional intelligence) have been shown to have predictive value in the study of eudaimonic well-being in adolescents. These results underline the value of personality and emotional intelligence in the study of eudaimonic well-being and present new research perspectives.
Highlights
Well-being and positive psychology are an important focus for many healthcare and education professionals
We examined the scores yielded by all three constructs (Table 1)
The average scores for most factors were off-center, veering towards the top-end of the scale, especially concerning eudaimonic well-being and anxiety. This suggests that participants showed high levels of eudaimonic well-being, as well as a certain level of anxiety, which are common in adolescence, a period during which a positive perspective on life and uncertainty are frequently found in combination
Summary
Well-being and positive psychology are an important focus for many healthcare and education professionals. The hedonic perspective refers to that which provides or is related to pleasure and is linked to the subjective experience of pleasure regardless of its source. The eudaimonic approach focuses on the factors that promote personal growth and the realization of human potential. This eudaimonic perspective regards subjective well-being as a long-term positive psychological state which results from the individual’s commitment to different development and existential life challenges, the meaning of life and self-reflection [3,6]. Eudaimonia is related to self-realization, the meaning of life and the development of positive psychological feelings, which stem from the realization of the individual’s full potential [7]. The psychological aspects of eudaimonia, which lead individuals to this psychological state of well-being, have been paid little attention by research
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
