The Influence of Emotional Intelligence on Life Satisfaction in Adolescence

This study aimed to examine the ability of overall emotional intelligence (EI) to predict cognitive and affective components of subjective well-being. University students in Germany and Turkey responded to self-report measures of EI, Big Five personality traits, life satisfaction, and positive and negative affect. Multiple informant ratings on subjective well-being measures were obtained to further support the validity of the findings. Results indicated a positive relationship between EI and affective as well as cognitive facets of well-being, with a closer association on part of the affective aspect. The incremental validity of EI was established in that EI predicted both affect balance and life satisfaction when controlling for the Big Five. Whereas participants in Germany reported better well-being than those in Turkey, personality traits and EI explained more variance in well-being measures in Germany than in Turkey. However, the relationship between EI and well-being did not appear to be culturally bound.

Job Satisfaction and Subjective Well-Being Among Midwives: Analysis of a Multinational Cross-Sectional Survey.

Emotional intelligence (EI) plays a key role in the adjustment of adolescents during this transitional life period. The accumulated evidences suggest that EI is associated with happiness, considered the affective component of subjective well-being and optimism and pessimism, considered cognitive mechanisms to expect either a brighter or darker future. In spite of the relevance of the relationship between EI, happiness, optimism, and pessimism, the majority of the research falls behind findings with adult samples, accumulating little knowledge in the context of adolescence. Furthermore, the measurement of EI has been recently challenged by the introduction of the bifactor model into the study of EI. The goal of the current study was to explore the association of EI with happiness, optimism, and pessimism in adolescence by introducing the bifactor EI model. The participants were 493 Spanish high-school students ranging from 14 to 18 years old (52.7% females) who completed self-report questionnaires. The results demonstrated that the bifactor EI model with an e-factor (general EI factor) and three emotional dimensions (emotional attention, emotional clarity, and emotional regulation) also represented the best well-fitted structure in adolescence. Most remarkably, results suggested that general EI and emotional regulation predicted positively happiness and optimism, while emotional attention predicted positively pessimism and negatively happiness. These results highlight the importance of the measurement of EI in the study of associated outcomes that are considered relevant during the period of adolescence. Hence, the specific role of the EI dimensions are important when explaining the relationship of EI with happiness, optimism, and pessimism.

Job satisfaction in this study is the feelings and reactions of individuals who appear in the form of a positive attitude towards their work. Theoretically, the emotional intelligence of the principal and the school environment will affect teacher job satisfaction. The problems in this study are as follows: 1) Is there an influence of the principal's emotional intelligence on the job satisfaction of teachers in State Vocational Schools in Sub District I Sambas Regency? 2) Is there any influence of the school environment on the job satisfaction of teachers of State Vocational Schools in Sambas Sub-District I? 3) Is there an influence between the principal's emotional intelligence and the school environment together on the job satisfaction of teachers of State Vocational Schools in Sub District I Sambas Regency? The purpose of this study was to reveal the influence of the principal's emotional intelligence on teacher job satisfaction, school environment on the work satisfaction of teachers and emotional and emotional intelligence and school environment together on the job satisfaction of teachers of Sub District I Sub District of Sambas Regency. This study uses a quantitative approach. The population in this study amounted to 89 teachers. While the sample used was 73 teachers. Data collection instruments in the form of questionnaires and data analysis using descriptive statistics and inferential statistics. The results of the study were: 1) the influence of the principal's emotional intelligence (X1) on teacher job satisfaction by 0.301 or 30%, 2) the influence of the school environment (X2) on teacher job satisfaction (β1) by 0.06 or 6%, 3) the influence of the principal's emotional intelligence (X1) and school environment (X2) together on teacher job satisfaction (Y) of 0.311 or 31%. The conclusion of this study: 1) emotional intelligence has a significant effect on teacher job satisfaction, 2) the school environment has a significant effect on teacher job satisfaction, and 3) the principal's emotional intelligence and school environment together have a significant effect on the job satisfaction of vocational teachers Negeri Sub Rayon I Sambas Regency. The recommendation given from the results of this study is that teachers need to reveal how to increase their job satisfaction so that they love their profession more.<span style="font-size: 10.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: SimSun; mso-ansi-language: EN-AU; mso-fareast-language: ZH-CN; mso-bidi-language: AR-SA;" lang="EN-AU">Job satisfaction in this study is the feelings and reactions of individuals who appear in the form of a positive attitude towards their work. Theoretically, the emotional intelligence of the principal and the school environment will affect teacher job satisfaction. The problems in this study are as follows: 1) Is there an influence of the principal's emotional intelligence on the job satisfaction of teachers in State Vocational Schools in Sub District I Sambas Regency? 2) Is there any influence of the school environment on the job satisfaction of teachers of State Vocational Schools in Sambas Sub-District I? 3) Is there an influence between the principal's emotional intelligence and the school environment together on the job satisfaction of teachers of State Vocational Schools in Sub District I Sambas Regency? The purpose of this study was to reveal the influence of the principal's emotional intelligence on teacher job satisfaction, school environment on the work satisfaction of teachers and emotional and emotional intelligence and school environment together on the job satisfaction of teachers of Sub District I Sub District of Sambas Regency. This study uses a quantitative approach. The population in this study amounted to 89 teachers. While the sample used was 73 teachers. Data collection instruments in the form of questionnaires and data analysis using descriptive statistics and inferential statistics. The results of the study were: 1) the influence of the principal's emotional intelligence (X1) on teacher job satisfaction by 0.301 or 30%, 2) the influence of the school environment (X2) on teacher job satisfaction (β1) by 0.06 or 6%, 3) the influence of the principal's emotional intelligence (X1) and school environment (X2) together on teacher job satisfaction (Y) of 0.311 or 31%. The conclusion of this study: 1) emotional intelligence has a significant effect on teacher job satisfaction, 2) the school environment has a significant effect on teacher job satisfaction, and 3) the principal's emotional intelligence and school environment together have a significant effect on the job satisfaction of vocational teachers Negeri Sub Rayon I Sambas Regency. The recommendation given from the results of this study is that teachers need to reveal how to increase their job satisfaction so that they love their profession more.</span>

Emotional intelligence has been conceptualized as a constellation of emotional perceptions (trait emotional intelligence) or a set of skills to process emotional-related information (ability emotional intelligence). It has been found that trait emotional intelligence is a more powerful predictor of subjective well-being than is ability emotional intelligence. Although the relationship between trait emotional intelligence and well-being has been well-documented, empirical studies exploring the processes underlying this association are still limited. The present study proposed humor styles as one of the mechanisms that may help explain the relation between trait emotional intelligence and subjective well-being (indexed by life satisfaction, positive affect, and negative affect). A total of 462 Chinese college students completed paper-and-pencil measures of the Schutte Emotional Intelligence Scale, the Humor Styles Questionnaire, the Satisfaction with Life Scale, and the Positive Affect and Negative Affect Scale. The structural equation modeling analysis revealed that the positive influences of emotional intelligence on life satisfaction and positive affect were partially explained by students’ tendency to use self-enhancing humor. Meanwhile, the negative relation between emotional intelligence and negative affect was partially explained by their tendency to use self-defeating humor. These results suggest that humor styles represent one of the mechanisms linking emotional intelligence and subjective well-being.

Introduction. Theory and research support the idea that subjective well-being (positive / negative affect and life satisfaction) is a substantial construct in understanding psychological well-being and mental health. The relevance of life satisfaction in variables affecting psychological well-being has been studied. Life satisfaction in adolescents and its association with sex, age, parental educational styles, peer attachment and emotional intelligence was researched. Groups were compared according to degree of life satisfaction and its relationship with these variables. Method. The sample was composed of 285 secondary school students (49.8% male), average age 15.09 years (12 to 19), and self-report measures of variables were applied to be analyzed: Satisfaction with Life Scale-Child (SWLS-C), Parental Educational Style of Adolescents, Inventory of Parent and Peer Attachment (IPPA) y Trait Meta-Mood-Scale-48 (TMMS-48). Results. Results showed a significant high level of satisfaction among adolescents. A significant higher score among boys compared to girls was confirmed, as in the younger compared to older. Correlations were statistically significant between life satisfaction and all dimensions from Parental Educational Style analyzed, except Behavioral Control; with Alienation and Confidence of Peer Attachment; and with Emotional Intelligence Clarity and Repair, as well as statistically significant differences among satisfaction groups in 12 of the 19 variables analyzed. Discussion and Conclusion. Promoting life satisfaction in adolescents is increasingly relevant, due to the role it may play in achieving good psychological adjustment, thus contributing to the promotion and prevention of mental health.

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.

To assess an overall correlation between emotional intelligence (EI) and subjective well‐being (SWB) within Chinese culture, accounting for possible moderating factors, we conducted a meta‐analysis of 119 correlations obtained from 62 studies with a total sample size of 29,922. The results uncovered a moderately positive correlation,r = .32, 95% CI [0.29, 0.36],p < .001, between EI and SWB. The strength of the correlation was moderated by EI stream, SWB component, participant’s age, and participant’s employment status. Specifically, this association was stronger when EI was measured as self‐report mixed EI,r = .49, and self‐report ability EI,r = .32, than when it was measured as performance‐based ability EI,r = .08. In addition, EI was more strongly associated with the cognitive components of SWB,r = .32, than with the affective component of SWB,r = .29, and the EI–SWB association was stronger in adults,r = .33, than in adolescents,r = .25. Furthermore, EI was more closely related to SWB in working adults,r = .43, compared to students,r = .29, and EI was almost equally associated with SWB across males and females, β = −.08,p = .55. The results, as well as their theoretical and practical implications, are discussed in detail with reference to relevant cross‐cultural theories and comparative empirical findings.

Life satisfaction is often considered a desirable goal, in and of itself, stemming from the Aristotelian ethical model, eudaimonism, (from eudaimonia, the Greek word for happiness) where correct actions lead to individual well-being, with happiness representing the supreme good (Myers, 1992). As a psychological construct, life satisfaction is considered a cognitive process arising from an individual's assessment of his or her own life according to criteria generated internally (Diener, Emmons, Larsen & Griffin, 1985). Further, satisfaction with life has been conceptualized as a component of subjective well-being (Diener, Suh, Lucas, & Smith, 1999). These researchers have identified four components of subjective well-being: pleasant affect, unpleasant affect, domain satisfaction and life satisfaction. concept of life satisfaction is conceived as the degree to which an individual judges the overall quality of his/her life as a whole favourably (Veenhoven, 1991); the term is thus used synonymously with happiness (Veenhoven, 1991) and subjective well-being (Diener, 1994). Life satisfaction can also be defined as the cognitive component of subjective well-being (Campbell, Converse & Rodgers 1976; Diener 1994). Diener (1984) stated that The hallmark of satisfaction with life is that it centres on personal judgments, not upon some criteria that is judged to be important by the researchers.Relationship between emotional intelligence and life satisfactionSeveral researchers (e.g., Bar-On, 1997; Goleman, 1995; Palmer, Walls, Burgess, & Stough, 2001 ; Mayer & Salovey, 1997) noted that the popularity of emotional intelligence in both the popular and professional literature has resulted in a plethora of assumed relationships between emotional intelligence and other important human qualities (e.g., life satisfaction, the quality of interpersonal relationships, and success in occupations that involve considerable reasoning with emotional information such as those involving creativity, leadership, sales and conducting psychotherapy). A review of the emotional intelligence literature (e.g., Goleman, 1995; Bar-On, 1997; Mayer, Caruso, & Salovey, 2000) suggested that emotional intelligence has often been theoretically linked with satisfaction with life. Therefore, the literature suggested an empirical study of the theoretically proposed relationship between El and satisfaction with life. Various researchers (e.g., Ciarrochi, Chan, & Caputi, 2000; Mayer, Caruso, & Salovey, 1999; Palmer, Donaldson, & Stough, 2002) have investigated the relationship between individual differences in satisfaction with life and emotional intelligence and reported correlations ranging from r =. 11 to .45.To predict to what extent emotional intelligence explains an important part of an individual life satisfaction variance, several studies have undertaken this question using selfreport measures and have found slight significant correlations. work carried out by Martinez-Pons (1997) using TMMS found that high scores on this instrument are related to low depression, high life satisfaction and a good task performance. Similarly, research with the performance-based measure of EI (MEIS) has found low to moderate positive correlations between EI and Life Satisfaction. Positive associations found between emotional intelligence and life satisfaction were consistent with previous studies (Palmer et al., 2002; Saklofske et al., 2003; Bastian et al., 2005; Austin et al., 2005 etc.). Importantly, Ciarrochi et al. (2000) found that El correlated with life satisfaction even after controlling for IQ and personality variables suggesting that El accounts for unique variance.Relationship between personality traits and life satisfactionDuring the last half of the 20th century substantial developments on the study of subjective well-being have turned up (Diener, Suh, Lucas & Smith, 1999). First works from a sociological approach studied the influence of demographic variables (age, sex and marital status) on the prediction of life satisfaction. …

In this study, we assessed cross-cultural differences in the extent to which general emotional intelligence is linked to life satisfaction and analyzed mediators of this relationship. We used data from an individualistic culture (Germany) and a collectivistic culture (India) and had university students respond to self-report measures of life satisfaction, positive and negative affect, emotional intelligence, perceived social support, and independent and interdependent self-construals. In line with our hypotheses, we found that Indian students reported less subjective well-being and emotional intelligence than German students. Emotional intelligence was associated with life satisfaction to a higher degree in Germany than in India. In Germany, independent but not interdependent self-construal was related to emotional intelligence; in India, both independent and interdependent self-construals were significantly associated with emotional intelligence. Results of structural equation modeling provided support for our hypotheses regarding mediational models in that the effect of emotional intelligence on life satisfaction was fully mediated by affect balance in Germany and by perceived social support in India.

Emotional intelligence (EI) has been found to generally predict subjective wellbeing (SWB) indicators such as life satisfaction and happiness. Concerning the specific abilities of trait EI, i.e., mood attention, emotional clarity and mood repair, research has largely demonstrated that emotional clarity and mood repair are the strongest predictors of SWB indicators, whereas mood attention has been relegated to a secondary role. To clarify previous inconsistencies, we tested EI by means of the bifactor model because it allows for a better comprehension of the complex nature of EI. The current paper was composed of two studies: Study 1 examined the prediction of SWB indicators by EI and its dimensions in the bifactor model; and Study 2 analysed the differences in EI and SWB indicators across university students and employees. Results of Study 1 demonstrated that the structure of EI is best represented by the bifactor model with a general e(motional)-factor and three specific emotional abilities. Mood attention was a negative predictor of SWB indicators, whereas mood repair was a positive predictor, and emotional clarity was non-significant. Study 2 showed that employees and university students did not differed in how EI predicted SWB indicators. These findings evidenced a shift in the study and measurement of EI. Further implications of this paper are discussed.

The emotional state of military personnel engaged in the extensive operations taking place in Ukraine is undoubtedly impacted. This especially applies to former prisoners of war (POWs) who have experienced mental and physical trauma. Optimizing their subjective well-being and life satisfaction can contribute to the development of emotional intelligence during the rehabilitation process. The purpose of the study is to identify the importance of emotional intelligence in enhancing the subjective well-being of former POWs. Methods. The following psychometric tests were used for diagnosis: EQ-Test, the Scale of subjective well-being, and Satisfaction with life scale (SWLS). During the statistical analysis, descriptive statistics and correlation analysis were utilized. Results. The study found that the subjects have low emotional intelligence (M=39.31, SD=12.85), low subjective well-being (M=50.19, SD=11.06), and an average level of life satisfaction (M= 17.05, SD=8.96). Correlation analysis established a direct relationship between emotional intelligence and subjective well-being (r=0.483, p≤0.01) and life satisfaction (r=0.723, p≤0.01). Conclusions. The study statistically confirmed that emotional intelligence is an essential factor in the process of rehabilitation of former prisoners of war, as it contributes to their attainment of subjective well-being and life satisfaction. This aids in reinstating the individual's psychological balance after captivity, enhances the medical and physical recuperation process of the body, and ensures full reintegration. Prospects. The obtained results contribute to the rehabilitation system of rehabilitation for former prisoners of war, as they elaborate a comprehensive emotional intelligence approach to ensure their subjective well-being and life satisfaction.

This study aimed to test a structural model to examine the protective role of psychosocial variables, such as social support, emotional intelligence and their interaction, on the cognitive dimension of subjective positive well-being (life satisfaction) and negative well-being (depression) in Moroccan adolescents. The participants consisted of 1277 students (571 men, 694 women and 12 missing values) with a mean age of 16.15 years (SD = 2.22; range = 9 to 23) who attended 26 public schools in different territories of Morocco. These students were in secondary education (n = 893) and high school (n = 378) (6 missing values). The scales for measuring the variables of interest had to be adapted and validated as a previous step for the further proposal of a model of relations. Statistical analyses were conducted using structural equation modeling (SEM) to test the proposed model. The model that optimally adjusted the data confirmed the protective role of social support in the well-being of Moroccan adolescents. Consistent with previous studies, social support was directly related to well-being. However, it also modulated levels of satisfaction with life. Likewise, the inclusion of emotional intelligence as an additional protective factor contributed to the explanation of the well-being mechanisms in adolescents. In addition to direct associations with the levels of social support, satisfaction with life and depression (negative in the latter case), emotional intelligence participated in a complex chain affecting life satisfaction and life satisfaction affecting depression. Moreover, the interaction of emotional intelligence with social support was confirmed to determine levels of life satisfaction in adolescents. Specifically, social support multiplied the effects of the relationship between satisfaction with life and emotional intelligence in cases of moderate and high levels in Moroccan adolescents. This study fills a gap in the literature by adapting and further analyzing several scales with Moroccan samples of adolescents and by proposing and verifying a relational model that can help researchers and teachers to more precisely clarify these relations according to their context. The enhancement of protective factors, such as social support and emotional intelligence, will promote healthy youth development, thus creating healthier societies in the future.

Considerable evidence supports the role of present-moment attention, a central feature of mindfulness, in subjective wellbeing maintenance and enhancement. Yet it is not clear why such a relation exists. This study examined the genetic and environmental contributions of present-moment attention to subjective wellbeing. Consistent with the “generalist genes hypothesis” and prior evidence, we hypothesized that presence and subjective wellbeing would show a substantial genetic correlation and smaller environmental correlation. Using a large epidemiological sample of healthy 16-year-old twins in the United Kingdom (N = 1136 monozygotic (MZ) and dizygotic (DZ) twin pairs), genetic overlap was found between presence and the cognitive component of subjective wellbeing (life satisfaction), and to a lesser extent, the affective component of subjective wellbeing (operationalized as happiness). The non-shared environmental overlap between these constructs was substantial. This study provides the first evidence known to us showing that present-centered attention, a primary component of mindfulness, has both genetic and environmental overlap with subjective wellbeing. The findings have implications for understanding mechanisms by which presence is associated with positive emotions and life satisfaction, and suggest, pending additional research, that mindfulness-based interventions to enhance wellbeing may be best suited to those with a genetic propensity toward mindful presence.

The well-being of parents could be either a protective or risk factor for themselves or their children. Our objective is to analyse the affective components of subjective well-being (SWB), emotional intelligence (EI), and parental mood. Parents of gifted children may be a vulnerable group because they face exceptional challenges in raising their children, sometimes with neither educational nor social support. We assess whether parents’ EI predicts their SWB and whether positive and negative mood mediate this relationship in two different groups of parents (with or without gifted children). The sample comprised 280 parents. To test the hypotheses, descriptive analysis and structural equation modelling (SEM) were conducted. In both groups of parents, EI predicted SWB, and mood played a mediating role. Parents of gifted children had poorer SWB due to a higher number of negative experiences. Additionally, these parents tended to express more anger. Thus, parents of gifted children are an at-risk group. Our work highlights the need for teachers and social agents to consider families to facilitate the inclusion of gifted students and improve their health and that of their parents.