Intrapersonal Emotional Intelligence during Adolescence: Sex Differences, Connection with other Variables, and Predictors.

Maite Garaigordobil

doi:10.3390/ejihpe10030064

Abstract

This study explores Intrapersonal Emotional Intelligence (IEI) with the objectives of: (1) analyzing possible differences due to sex and age, and the request for psychological assistance for behavioral and emotional problems; (2) finding evidence of personality traits, social behaviors, and parental socialization styles that are characteristic of adolescents with low IEI; and (3) identifying variables that predict high IEI. The sample comprised 2283 participants aged 12–17 years from the Basque Country (northern Spain). Results: (1) Females had greater emotional attention capacity but there were no sex differences in emotional comprehension and emotion regulation; (2) adolescents aged 12–14 showed higher scores in comprehension and emotion regulation than those aged 15–17; (3) adolescents who consulted a psychologist for problems (anxiety, depression, violence, etc.) had lower emotion regulation; (4) adolescents with low IEI had less empathy, self-esteem, extroversion, openness, agreeableness, and responsibility, and lower use of cooperative and passive conflict-resolution strategies, and their parents had a low level of acceptance-affection towards their children. They also engaged in more bullying/cyberbullying and antisocial behaviors. (5) High IEI predictor variables were: using cooperative conflict-resolution strategies; traits such as extroversion, responsibility, openness, and empathy; and a high level of maternal acceptance-affection. The work identifies relevant variables for designing intervention programs and shows the importance of promoting IEI and interpersonal emotional intelligence as a factor in the development and prevention of bullying/cyberbullying.

Highlights

The results of the ANOVA showed higher scores in IEI in females. These differences were mainly due to the differences found in the emotional attention factor, in which significantly higher scores were observed in the females
The work studies IEI, with the following objectives: (1) To analyze possible differences due to sex and age, and the request for psychological assistance for behavioral and emotional problems; (2) to seek evidence of personality traits, social behaviors, and parental socialization styles that are characteristic of adolescents with low IEI; and (3) to identify the variables that predict high IEI
The results show that females have greater attention capacity or emotional perception than males, but no sex differences were found in comprehension-clarity or emotion regulation-repair

Summary

Introduction

The idea of emotional intelligence (EI) has been present for many years but, in the last two decades, more research has been dedicated to this subject. Different theories have emerged and there is currently no single definition of the concept. Research studying EI is divided into three groups according to their conception of this construct. EI can be understood as a skill, a trait, or something that unites skills and traits. According to this classification, the EI skill is a cognitive skill related to emotions

Methods

Results

Discussion

Conclusion