Abstract
Trait Emotional intelligence (Trait EI) can be understood as a personality trait related to individual differences in recognition, processing, and the regulation of emotionally charged information. Trait EI has been considered a variable of great importance in determining psychosocial adjustment. However, most research on Trait EI has focused on adult and adolescent populations, while very few studies have explored its influence on children. The aim of this study was to analyze possible pathways into psychosocial adjustment in children by examining the combined effects of Trait EI and emotional and social problems. It also aimed to assess the possible mediating role of gender in this relationship. A total of 268 Spanish children participated in this study, ranging in age from 8 to 12 years (mean age = 10.09, SD = 1.32, 45.10% male). Selected measures were applied through a web-based survey called DetectaWeb. The regression and mediation/moderation analyses confirmed that psychosocial adjustment in children was determined by Trait EI directly and by emotional and social problems in an indirect way. Together, the three variables explained 46% of the variance in psychosocial adjustment, although Trait EI was the most powerful predictor (44%), demonstrating incremental validity over and above social and emotional problems. In addition, gender was shown to be a moderating variable between Trait EI and psychosocial adjustment; for girls specifically, lower Trait EI scores were a determinant of lower levels of psychosocial adjustment, regardless of emotional and social problems. It can be concluded that the identified pathways provide keys for emotional education interventions aimed at promoting psychosocial adjustment, well-being, and good mental health among children. Our findings support the buffer role of Trait EI against maladjustment risk in children, but more clearly in girls.
Highlights
According to the World Health Organization [WHO] (1948) classical definition, health is understood as a state of complete physical, mental, and social well-being, and not just the absence of disease or infirmity
The present study found that emotional problems and social acceptance play a role in moderating, at least in part, the association between TEI and psychosocial adjustment
This study empirically supports the interpretation of TEI as a buffer of stressful circumstances for psychosocial adjustment in children, what could constitute an advantage for the later development in youth and adults
Summary
According to the World Health Organization [WHO] (1948) classical definition, health is understood as a state of complete physical, mental, and social well-being, and not just the absence of disease or infirmity. This definition includes such diverse aspects as physical health, mental health, wellbeing, and psychosocial adjustment and is consistent with the biopsychosocial model that includes biological, psychological, and social factors to understand health and illness (Engel, 1977). Psychosocial adjustment often refers to adaptation and functioning in some of the main areas that characterize this stage: family and school settings. Despite varying definitions of EI, the general consensus is that the construct is useful for identifying the necessary skills for understanding and regulating emotions, which could direct behavior and thoughts and enhance performance (Mikolajczak et al, 2015; Santos et al, 2018)
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