Indirect Self-Destructiveness and Emotional Intelligence.

Konstantinos Tsirigotis

doi:10.1007/s11126-015-9387-x

Abstract

While emotional intelligence may have a favourable influence on the life and psychological and social functioning of the individual, indirect self-destructiveness exerts a rather negative influence. The aim of this study has been to explore possible relations between indirect self-destructiveness and emotional intelligence. A population of 260 individuals (130 females and 130 males) aged 20–30 (mean age of 24.5) was studied by using the Polish version of the chronic self-destructiveness scale and INTE, i.e., the Polish version of the assessing emotions scale. Indirect self-destructiveness has significant correlations with all variables of INTE (overall score, factor I, factor II), and these correlations are negative. The intensity of indirect self-destructiveness differentiates significantly the height of the emotional intelligence and vice versa: the height of the emotional intelligence differentiates significantly the intensity of indirect self-destructiveness. Indirect self-destructiveness has negative correlations with emotional intelligence as well as its components: the ability to recognize emotions and the ability to utilize emotions. The height of emotional intelligence differentiates the intensity of indirect self-destructiveness, and vice versa: the intensity of indirect self-destructiveness differentiates the height of emotional intelligence. It seems advisable to use emotional intelligence in the prophylactic and therapeutic work with persons with various types of disorders, especially with the syndrome of indirect self-destructiveness.

Highlights

Emotions are an important group of psychological processes which influence entire psychological life and psychological functioning of the man
As can be seen participants, in terms of the similarity of their scores have been grouped into three clusters: cluster 1 with low scores in CS-DS (94.940), cluster 2 with medium scores (117.468) and cluster 3 with high scores (148.278); the most numerous is the cluster with medium scores (124 subjects), and the least numerous is the one of high scores (36 subjects)
In order to detect statistically significant differences between the results obtained in INTE by subjects qualified to individual clusters of CS-DS, analysis of variance (ANOVA) and ‘‘post hoc’’ comparisons (Table 4) were performed

Summary

Introduction

Emotions are an important group of psychological processes which influence entire psychological life and psychological functioning of the man. Psychiatr Q (2016) 87:253–263 believed that the man is motivated primarily by emotional processes, and others, that by cognitive or intellectual processes. In the Western tradition of thinking about the psychological life emotions were regarded mainly as a factor disrupting intellectual processes. In the second half the Twentieth century appeared hypotheses, that emotions could have a positive effect on intellectual processes and psychological functioning in general [1]. There is a view that it is differences in emotional intelligence that may be responsible for those discrepancies between cognitive intelligence and social functioning. The importance of emotional intelligence can be demonstrated, among others, by the idea thought up by researchers in the field of artificial intelligence to ‘‘add’’ emotions to computers in order to prioritize and direct their activity [1]

Results

Discussion

Conclusion