Perceived Emotional Intelligence and Life Satisfaction Among Adolescent Students: The Mediating Role of Resilience

Abstract

Although there is a growing interest in identifying the psychological strengths that enhance students’ life satisfaction, there is a lack of understanding of the mechanisms involved in during adolescence. This study aimed to examine whether resilience serves as mediator in the relationship between perceived emotional intelligence and life satisfaction in adolescence. To prove this hypothesis, nine hundred and forty-five adolescent students were asked to complete several self-report questionnaires: the Trait Meta-Mood Scale, the Connor-Davidson Resilience Scale, and the Satisfaction with Life Scale. Analysis of the hypothesized model indicated that resilience mediated the association between the three dimensions of emotional intelligence (emotional attention, emotional clarity, and emotional repair) and life satisfaction. Results also revealed a direct influence of the sub-scale of emotional repair on life satisfaction. According to the multi-group test, the identified model was invariant across gender so that the resilient processes through which perceived emotional intelligence affects student’s life satisfaction were similar for males and females. The present findings highlight the importance of developing resilience as a possible target for school interventions aimed at improving adolescent’s life satisfaction. In addition to these implications, the article concludes with limitations and directions for further research suggesting the need for longitudinal studies beyond self-reported measures.