Abstract
In the diverse and complex society in which we live, the support that an appropriate emotional intelligence can provide to adolescents to achieve a satisfactory, balanced, and peaceful coexistence is increasing. The aim of this research was to determine whether personal, academic, and social variables influenced emotional intelligence in adolescent populations. A descriptive-inferential study was carried out with 964 students of compulsory secondary education (M = 14.18; SD = 1.28), applying the emotional intelligence scale Trait Meta-Mood Scale (TMMS-24). The results show better emotional attention in boys who practice physical exercise and have good social skills; better emotional clarity in girls who practice physical exercise and have good social skills; and better emotional repair in girls under 13 years of age, who practice physical exercise, have a good academic record and good social skills. In conclusion, a solid and specific knowledge of the personal, academic, and social variables that may influence the development of emotional intelligence in the adolescent period allows helping students in the prevention or modification of undesirable aspects they may have in their relationships with society.
Highlights
In recent times, there has been a concern to study issues related to students’ emotional well-being [1]
Taking into account the personal variables, the results confirm our first hypothesis (H1), as these variables have a significant influence on emotional intelligence
It was found that gender significantly influenced attention, clarity, and emotional repair
Summary
There has been a concern to study issues related to students’ emotional well-being [1]. No one doubts that EI significantly influences the personal, academic, and social aspects of individuals, especially in the adolescent period [3,4,5,6,7]. Good emotional management and adaptation will allow positive relationships, while its absence can lead to problems in the social and school environment in the individual. Soriano and Osorio [8] and Bisquerra et al [9] argue that it would be desirable for adolescents to acquire a comprehensive development through emotional skills to build a strengthened personality and self-esteem and that, the students themselves learn to manage their feelings, resolve conflicts, make decisions, and opt for attitudes that promote health and well-being in all senses and areas of life
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