Intrapersonal Emotional Competence Research Articles

Supportive care needs and anxious-depressive symptoms in cancer patients: An interaction effect between emotional competence and the COVID-19 pandemic?

The main objective was to assess the link between emotional competence (EC) and adjustment outcomes such as supportive care needs (SCN) and anxious-depressive symptoms in cancer patients starting chemotherapy. The second objective was to assess the interaction effect between EC and the COVID-19 pandemic (i.e. patients included before or during the pandemic) on these outcomes. At the beginning of care, 255 patients with digestive or hematological cancer, recruited before the pandemic began (n = 156, 61.2%) or during the pandemic (n = 99, 38.8%), completed the Short Profile of Emotional Competence, the Hospital Anxiety and Depression Scale, and the Supportive Care Needs Survey Short Form. Partial correlations and multiple regressions were used. Intrapersonal EC showed negative significant correlations with psychological unmet SCN (r = -.32, p < .001), anxiety (r = -.37, p < .001), and depression (r = -.46, p < .001). Interpersonal EC showed only significant interaction effects (p < .05): it was only associated with fewer unmet physical and daily SCN (p < .002) and fewer depressive symptoms (p < .004) during pandemic. Results show significant associations between intrapersonal EC and better adjustment of cancer patients from the early stage of care. Interpersonal EC seems to be a significant resource to deal with illness only in difficult contexts such as the COVID-19 pandemic.

Association between emotional competence and risk of unmet supportive care needs in caregivers of cancer patients at the beginning of care.

This cross-sectional study explored the associations between intrapersonal and interpersonal emotional competence (EC) and the unmet supportive care needs (SCN), anxiety, and depression of informal caregivers at the beginning of gastrointestinal or haematological cancer care, i.e. during chemotherapy and within 6months after diagnosis. The participants completed a self-reported questionnaire, comprising the Short Profile of Emotional Competence (S-PEC), the SCN survey for partners and caregivers (SCNS-P&C), and the Hospital Anxiety and Depression Scale (HADS). Multivariate logistic regression models were performed to explore the influence of EC on unmet SCN and the presence of moderate/severe anxiety or depression. Most of the 203 caregivers were women (n = 141, 69.80%) and the partners of patients (n = 148, 73.27%) suffering from gastrointestinal (n = 112, 55.17%) and haematological (n = 91, 44.83%) cancer. Only intrapersonal EC showed a significant influence out of all the dimensions of unmet SCN related to healthcare services and information (odds ratio (OR) = 0.35 [95%CI 0.19; 0.65]), emotional and psychological needs (OR = 0.43 [95%CI 0.25; 0.74]), work and social security (OR = 0.57 [95%CI 0.37; 0.88]), and communication and family support (OR = 0.61 [95%CI 0.39; 0.95]). A one-unit increase in the intrapersonal EC score significantly reduced the probability of anxiety (OR = 0.42, [95%CI 0.26; 0.68]) and depression (OR = 0.34, [95%CI 0.21; 0.55]). Intrapersonal EC of caregivers is crucial to reduce the risk of unmet SCN, anxiety, and depression from the beginning of care. Identifying caregivers with lower intrapersonal EC may be necessary to increase vigilance from healthcare professionals and psychologists.

The relationship between bullying victimization and problematic behaviors: A focus on the intrapersonal emotional competence and interpersonal social competence

BackgroundEvidence consistently demonstrated that bullying victimization was associated with problematic behaviors among adolescents. However, scant attention has been given to simultaneous comparisons of the impacts of two distinct forms of victimization, traditional bullying victimization and cyberbullying victimization. In addition, the mechanisms underlying the relationship between bullying victimization and problem behavior remain inadequately explored. ObjectiveThis study aimed to examine the correlation between bullying victimization and problematic behaviors, as well as the mediating roles of intrapersonal emotional competence and interpersonal social competence. Participants and settingA sample of 26,450 adolescents with a mean age of 15.44 (SD = 0.56) across nine countries was derived from the Study on Social and Emotional Skills (SSES). MethodsData analysis was conducted using structural equation modeling, comprising three key components: the measurement model, the structural model, and the bootstrapping analysis for mediating effects. ResultsBoth traditional bullying and cyberbullying victimization exhibited positive correlations with problematic behaviors, with cyberbullying victimization demonstrating a stronger effect. The mediating effects of intrapersonal emotional competence and interpersonal social competence were observed in the correlation between bullying victimization and problematic behaviors. ConclusionsThis study not only contributed to our comprehension of the underlying mechanisms connecting bullying victimization and adolescent problematic behaviors, but also holds significance for policy development and practice.

Effects of a 6-Week Agility Training Program on Emotional Intelligence and Attention Levels in Adolescent Tennis Players

Tennis can be a mentally challenging sport, and emotional intelligence (EI) contributes significantly to an athlete’s psychological well-being. Thus, this study investigated the effects of 6 weeks of a combined Change of Direction (CoD) and reactive agility (RA) intervention program on emotional intelligence (EI) in pubertal tennis players. A total of 28 youth tennis players, aged 11 to 14 years, were randomly assigned to an experimental group (EXP-G, n = 15, 13 boys [age = 13.34 ± 0.98 years, maturity offset (MO) = −0.19 ± 0.96], and 2 girls [age = 12.77 ± 0.23 years, MO = 0.78 ± 0.04]) or a control group (CON-G, n = 13, 8 boys [age = 13.37 ± 0.75 years, MO = 0.00 ± 0.71], and 5 girls [age = 13.50 ± 0.92 years, MO = 1.41 ± 1.07]). The EXP-G performed combined CoD and RA training across the 6-week intervention period. The CON-G continued with the normal five 20 min regular tennis-specific training sessions per week, including technical and tactical drills and a small-sided games format. The overall training volume was similar between groups. Pre- and post-training, Profile of Emotional Competence (PEC, [EC TOTAL: global score of emotional competence level; EC INTRA: score of intra-personal emotional competence; EC INTER: score of inter-personal emotional competence]) and d2 attention tests were assessed. The present study employed an Analysis of Covariance (ANCOVA) with pre-test covariance to assess between-group differences (EXP-G vs. CON-G) at the post-test phase, utilizing baseline values as covariates. Noteworthy outcomes were observed, indicating statistically significant and substantial between-group disparities at post-test for various measures. Specifically, these differences were evident in the attention domain (effect size, d = 1.08 [Large], p = 0.001), the EC TOTAL test (effect size, d = 0.70 [Medium], p = 0.017), the EC INTA (effect size, d = 1.35 [Large], p = 0.001), and the EC INTER (effect size, d = 0.83 [Large], p = 0.009) tests. Due to the importance of agility training for overall competitive performance in tennis, our results suggest that young players should perform such training programs as part of conditioning training if the goal is to improve emotional intelligence and mental well-being.

Внутриличностная эмоциональная компетентность и эмпатия: факторы и профили связи на мультикультурной выборке

&lt;p&gt;&lt;strong&gt;Relevance&lt;/strong&gt;. Intrapersonal emotional competence - the ability to recognize, understand and regulate one's own emotional states - is traditionally considered as a factor in both the ontogenetic development of empathy and its situational manifestation. However, there is a question of different levels and nature of the sources of emotional competence and empathy deficits and, accordingly, different ways to compensate for them, which is of particular importance for the practice of developing empathy, including the professional context of psychological counseling and psychotherapy. &lt;strong&gt;Goal.&lt;/strong&gt; The purpose of this study was to analyze the diversity of connections between empathy, alexithymia as an indicator of the deficit of emotional competence in relation to one's own feelings and psychological mindedness as an indicator of intentionality in relation to feelings and experiences. &lt;strong&gt;Materials and methods.&lt;/strong&gt; On a combined sample of 1,123 people, including representatives of three cultures - Russia, Belarus, Armenia - data from the IRI questionnaire (empathy), TAS&amp;ndash;20 (alexithymia) and &amp;laquo;The psychological mindedness scale&amp;raquo; were collected and analyzed. &lt;strong&gt;Results.&lt;/strong&gt; The absence of significant negative connections of empathy with difficulties of awareness and identification of feelings, a stable significant positive connection with them of empathic personal distress, as well as externally oriented thinking with low empathy were found. 5 clusters have been identified, reflecting different variants of the connection between emotional competence and empathy. &lt;strong&gt;Conclusions.&lt;/strong&gt; The conclusion is made about the relative independence of the influence of intentionality and competence/lack of emotional competence on empathy, as well as the need for further analysis of intentionality in the field of experiences and emotions.&lt;/p&gt;

Coping profiles of adolescent football players and association with interpersonal coping: Do emotional competence and psychological need satisfaction matter?

Using a person-centered approach, the present study aimed to investigate the coping profiles of adolescent football players involved in elite football training centers. The purposes were to (1) identify coping profiles based on the reported use of multiple coping strategies in response to competitive stress, (2) explore whether emotional competencies and psychological need satisfaction would predict coping profile membership, and (3) examine the extent to which coping profiles were differently associated with individual and team perceived stress, interpersonal coping, and subjective team performance, as well as demographic characteristics. A sample of 416 young French football players (males = 282; females = 134; Mage = 16.2; SDage = 1.2) from 12 elite football training centers participated in this study. Latent profile analysis results yielded three coping profiles allowing players to be grouped according to their preferences for a combined use of certain strategies (i.e., low copers, high disengaged copers, and high task copers). Results provided further insight into each coping profile membership by indicating the role played by intrapersonal emotional competence and psychological need satisfaction. Finally, differences between coping profiles have been shown in terms of individual perceived stress intensity, interpersonal coping approach, and gender. These findings provide a deeper understanding of adaptive coping profiles within a population of adolescent football players involved in elite training centers. Implications for developing and tailoring psychoeducational interventions for adolescent football players exhibiting a maladaptive coping profile (i.e., disengagement-oriented coping profile) are considered.

Emotional Intelligence: A Systematic Comparison Between Young Athletes and Non-athletes, Gender and Age Groups

Background: Emotional intelligence (EI) and emotional competence (EC) are considered as multidimensional strategies for dealing with various complex situations. There are conflicting results regarding the effect of age, gender and sports status on EI and EC dimensions. Objectives: In the present study, we compared the EI between young athletes and non-athletes, as well as in terms of both genders and different age groups Methods: Four hundred seventy-nine young individuals (239 athletes, 240 non-athletes) aged 12 - 18 years old participated in this study. They were classified according to their age (12 - 15 years and 16 - 18 years) and gender (239 male, 240 female). All participants completed the Profile of Emotional Competence (PEC); for assessing the intra- and interpersonal EC and global EI. Results: Athletes had significantly higher values of global EI and altogether the intra- and interpersonal EC dimensions (all, P &lt; 0.001). The comparison between genre and age groups highlighted those males and younger participants showed significantly higher components for both inter- and intrapersonal EC and global EI than females and older participants respectively (0.05 &lt; P &lt; 0.001). Conclusions: Based on the result of the current study, we conclude that engagement and involvement in sports can be considered as a key factor for developing adequate EI. Psychologists and sport-scientists need to be aware about the specific-related psychological skills for both age and gender requirements, particularly EI.

Development of Emotional Competences in Higher Education

Research on emotional competence development (ECD) in university students is scarce and shows mixed results. This research establishes what is possible to expect from an optional self-leadership program (SLP) consisting of eight workshops of three hours each, and with a student-centered and experiential approach. The research method was a mixed DEXPLIS design (n=126), which is quasi-experimental ex-post-facto for the first quantitative phase, with experimental and control groups where the CDE A35 self-informed instrument of Bisquerra and Pérez-Escoda was administered, and with participation in qualitative interviews in the second phase. The results indicate global progress in ECD, more evident in intrapersonal emotional competence (EC), although the SLP has not been effective in interpersonal EC. The students perceive their ECD as being very important. In the European Higher Education Area (EHEA), ECD is part of the acquisition of generic or transversal competences, which contribute to more effective and integral training, as well as to a better preparation for the world of work.

Adjustment of young women with breast cancer after chemotherapy: A mediation model of emotional competence via emotional distress.

Emotional competence (EC) is considered a substantial resource in the adjustment of cancer patients, especially via its effect on anxiety and depression symptoms. This research aimed at assessing the impact of intrapersonal EC in young women (≤45years) with breast cancer (YWBC) on their specific quality of life (i.e. subjective experience related to daily difficulties and perceived repercussions of the disease and treatments) related to chemotherapy, via anxiety and depression symptoms. Two hundred fifty YWBC from 24 French centers completed a self-reported questionnaire after diagnosis (T1) and after the chemotherapy phase (T2), comprising the Young Women Breast Cancer Inventory, the Profile of EC and the Hospital Anxiety and Depression Scale. The indirect effect of EC (T1) on subjective experience (T2) via anxiety and depression symptoms (T2) was tested using regressions and the Macro PROCESS. Emotional competence predicted fewer anxiety and depression symptoms at T1 and T2, and a better subjective experience at T2 via fewer anxiety and depression symptoms. Depression symptoms appeared to be a stronger mediator than anxiety symptoms on four dimensions (Support from close relatives, feeling of couple cohesion, body image and sexuality, management of children and everyday life), whereas anxiety symptoms appeared to be a stronger mediator on two dimensions (negative affectivity and apprehension about the future, deterioration of relationships). These results support the importance of developing psycho-affective interventions to reinforce the EC of YWBC during chemotherapy in order to facilitate the cognitive and emotional processes necessary for a better adjustment and subjective experience.

Emotional Intelligence: A Systematic Comparison Between Young Athletes and Non-athletes, Gender and Age Groups

Background: Emotional intelligence (EI) and emotional competence (EC) are considered as multidimensional strategies for dealing with various complex situations. There are conflicting results regarding the effect of age, gender and sports status on EI and EC dimensions. Objectives: In the present study, we compared the EI between young athletes and non-athletes, as well as in terms of both genders and different age groups Methods: Four hundred seventy-nine young individuals (239 athletes, 240 non-athletes) aged 12 - 18 years old participated in this study. They were classified according to their age (12 - 15 years and 16 - 18 years) and gender (239 male, 240 female). All participants completed the Profile of Emotional Competence (PEC); for assessing the intra- and interpersonal EC and global EI. Results: Athletes had significantly higher values of global EI and altogether the intra- and interpersonal EC dimensions (all, P &lt; 0.001). The comparison between genre and age groups highlighted those males and younger participants showed significantly higher components for both inter- and intrapersonal EC and global EI than females and older participants respectively (0.05 &lt; P &lt; 0.001). Conclusions: Based on the result of the current study, we conclude that engagement and involvement in sports can be considered as a key factor for developing adequate EI. Psychologists and sport-scientists need to be aware about the specific-related psychological skills for both age and gender requirements, particularly EI.

Influence of personality and emotional competences on academic performance: direct and indirect pathways mediated by perceived stress.

Among the factors influencing academic performance (AP), individual differences at the trait level such as personality and emotional competences (EC) have been found to play a critical role, similarly to state variables such as perceived stress (PS). The aim of this study was to clarify whether the influence of personality (Big Five) and EC on AP (general point average) is direct and/or mediated via PS. 537 undergraduate students from a French university (112 male and 425 female, Mage = 19.84 years, SDage = 1.74 years, range = 18-30 years; first year: n = 293, 55%; second year: n = 162, 30%, third year: n = 82, 15%) filled out the test battery around three weeks before the final examination. Path analysis showed that AP was directly predicted by conscientiousness (+), neuroticism (+), extraversion (-) and perceived stress (-), while perceived stress was predicted by neuroticism (+) and by intrapersonal EC (-). The results illustrate the robust influence of conscientiousness on AP, while EC was not found to influence AP directly, but indirectly via its effect on PS.

The Role of Emotional Competences in Parents' Vaccine Hesitancy.

The role of parents’ emotional competencies on vaccine hesitancy and decision making has been seldom examined. Two studies investigated the relationship between parents’ attitudes towards childhood vaccines and self-reported behavior (Study 1) and between parents’ emotional competence and attitudes towards vaccines (Study 2). In Study 1, predictors of temporal, partial, or complete vaccine refusal (having voluntarily postponed/forgone some/all vaccines) were examined in 2778 parents. In Study 2, psychological predictors of the attitude towards vaccines were examined in 593 parents, using the Profile of Emotional Competence and the valence of mental images spontaneously associated with the term “vaccine”. In Study 1, attitudes were aggregated in three independent factors (concerns about vaccine safety; diseases prevented by vaccines; and naturalistic views) that independently predicted vaccine refusal. In Study 2, a significant mediational analysis showed a positive indirect effect of intrapersonal emotional competences on attitudes towards vaccines, through mental images associated with the word “vaccine”. Parents’ intrapersonal emotional competences affected all dimensions of attitudes towards vaccines, suggesting that being able to manage, identify, and recognize one’s own emotions is central to vaccine acceptance. These findings suggest that intervention strategies, rather than stressing the pro-social benefits of vaccinating, should focus on aspects related to one’s own emotions.

Autorregulación del deseo como competencia básica para el desarrollo emocional

En este artículo se pretende describir cualitativamente las autopercepciones en la competencia de autorregulación de los propios deseos de estudiantes de magisterio en cuatro cursos consecutivos con un total de 224 estudiantes de la Facultad de Educación de entre 18 y 19 años en la asignatura de Psicología del Desarrollo. Igualmente se reflexiona sobre el fenómeno de cómo se manifiesta la presencia o ausencia de esta competencia y sus implicaciones psicológicas, educativas, y socioculturales. Para ello, tras una revisión teórica sobre la literatura científica, se expone una propuesta docente exploratoria y descriptiva en la que se parte de dos fuentes de información. Por un lado, el análisis de contenido cualitativo de un trabajo escrito instrospectivo, personal y confidencial sobre la autopercepción de esta competencia. Por otro lado, la consideración de los resultados de 39 minigrupos de discusión. El análisis descriptivo e interpretativo de los resultados muestra que los participantes reconocen y describen sus dificultades para la autorregulación de sus deseos, y explican sus dificultades, aunque con bastantes atribuciones externas. Además, queda patente las múltiples dependencias que presentan para autorregular sus deseos. Como conclusiones, se destacan la necesidad del entrenamiento en esta competencia dentro del ámbito universitario; esto requiere formación en los docentes; que tanto el trabajo introspectivo como los grupos de discusión son recursos educativos de metodología cualitativa muy valiosos en la formación inicial del docente; y se sugiere investigar la relación de esta competencia con otras competencias emocionales intrapersonales y con los propósitos vitales.

Cognitive and Emotional Empathy in Anorexia Nervosa: The Role of Attachment Insecurity, Intrapersonal, and Interpersonal Emotional Competences.

The present research examined a model that evaluates the mediating role of both intrapersonal and interpersonal emotional competences (ECs) between attachment insecurity and the cognitive and emotional dimensions of empathy in patients with anorexia nervosa (AN). Women with AN completed the Experiences in Close Relationships Scale, the Profile of Emotional Competence, the Interpersonal Reactivity Index, the State-Trait Anxiety Inventory, and the Beck Depression Inventory. The results revealed that intrapersonal EC mediated the relationships between attachment insecurity (i.e., attachment anxiety and attachment avoidance) and emotional empathy in patients with AN. Importantly, a high emotional empathy in AN was associated with increased depression and anxiety symptoms. The results also indicated that a high level of attachment avoidance was indirectly associated with lower cognitive empathy through lower levels of interpersonal EC in AN. The present study emphasizes the importance of differentiating affective empathy from cognitive empathy and suggests clinical interventions in patients with AN.

Cyber bullying victimization and adolescent mental health: The differential moderating effects of intrapersonal and interpersonal emotional competence

IntroductionIndividuals who experience bullying victimization are at increased risk for future health and social problems. Despite this, studies show that not all bullying victims are in ill health, suggesting the importance of investigating protective factors that could counteract the adverse effects. The present study focused on investigating the moderating effects of emotional competence (EC) in the relationship between cyber-bullying victimization (CV) and mental health among adolescents. MethodsResponses from 6403 adolescents aged 12 to 18 (1925 male, 4478 female, Mage = 16.35, SD = 1.46) with no missing data were used for analysis. The cross-sectional data analyzed in the present study was a part of a large longitudinal online survey conducted by the University of Tokyo in Japan. Participants were recruited among adolescent users of a social networking service widely used in Japan for communication. ResultsResults of regression analysis showed significant direct effects of CV on psychological distress/self-esteem, confirming the adverse effects of victimization. Results also suggested that high intrapersonal EC weakened the relationship between CV and psychological distress, whereas high interpersonal EC strengthened the relationship. There were no significant interactions between CV and EC in predicting self-esteem. ConclusionsIntrapersonal and interpersonal EC may play differential moderating roles in the relationship between CV and psychological distress, the former by buffering the effect and the latter by exacerbating it. Interventions targeting abilities to handle one's own emotions may help decrease distress among adolescents with CV experiences.

Cross-Cultural and Gender Measurement Invariance of the Intrapersonal and Interpersonal Emotional Competence Questionnaire

The Intrapersonal and Interpersonal Emotional Competence Questionnaire (IIECQ) was developed from the Emotional Skills and Competence Questionnaire, addressing some of its content issues. Measurement invariance of the two-factor IIECQ model (interpersonal and intrapersonal emotional competence factors) was examined across countries and gender groups using a sample of 998 students from five different countries (Slovenia, Russia, Croatia, India, and theCzech Republic). Our results supported partial scalar invariance of the IIECQ across countries with three items having varying intercepts in different countries. Scalar invariance was fully confirmed across gender groups. Latent means for the two IIECQ factors were compared between the five countries and the two gender groups. While men and women reported similar levels of intrapersonal and interpersonal emotional competences, significant differences were observed between some of the countries. To assess the construct validity of the IIECQ, correlations were examined between the IIECQ subscale scores and the measures of emotion regulation, personality, and well-being. In general, correlations were low to moderate and in accordance with expectations, showing adequate convergent validity of the new scales. Overall, the IIECQ represents a psychometrically sound measure of the intrapersonal and interpersonal emotional competences, which are measured in the same way across the five countries examined as well as across genders.

Effect of intrapersonal emotional competences on the relationship between attachment insecurity and severity of eating disorder symptoms in patients with restrictive anorexia.

Attachment insecurity and emotional competences (EC) form a key part of conceptual models of anorexia nervosa (AN). We explored the relationship between attachment dimensions and EC on the severity of eating disorders in patients diagnosed with restrictive AN. Sixty-three female patients with restrictive AN and 63 healthy participants completed self-report measures (eating symptoms, EC, attachment, depression, and anxiety). Patients with restrictive AN used fewer adaptive and more maladaptive regulation strategies and showed low levels of intrapersonal EC. The partial least squares path modeling analysis showed that high levels of attachment anxiety or avoidance lead to a decrease in intrapersonal EC, which in turn contributes to greater severity of eating symptoms in anorexic patients. Lower intrapersonal EC played an important mediating role in the effects of attachment insecurity on the severity of eating disorders. The joint use of therapeutic programs that target both EC and attachment processes constitutes a promising approach.

Attachment orientation and relational intimacy: The mediating role of emotional competences

Because emotional exchanges are central in couple interactions, individual competences to manage one’s own emotions and those of others are important to develop a good relational intimacy with a romantic partner over time. It is assumed that individual differences in attachment orientation influence the development of emotional competences and intimacy between romantic partners. While emotional competences are important for the proper functioning of romantic relationships, little is known about their mediating role in the relationship between individual’s attachment orientation and relational intimacy. In five hundred and sixty-four heterosexual subjects, the present study aimed to assess the indirect effects of emotional competences (both intrapersonal and interpersonal) on the relationship between insecure attachment orientations (both avoiding and anxious dimensions) and relational intimacy (i.e., engagement, communication and shared friends dimensions). Direct effects between our variables of interest were also explored. The results highlighted a negative association between both insecure avoiding and anxious attachment orientations and intrapersonal emotional competences. However, only the avoiding orientation was negatively related to interpersonal emotional competences. Furthermore, the anxious attachment dimension was negatively related to a feeling of engagement, in contrast to the avoiding attachment dimension that was associated with a low level of engagement, positive communication, and shared friends. Multi-group analysis highlighted gender invariance in the model. The findings suggest that although insecure attachment has a negative effect on the couple relationship, the capacity to manage one’s own emotions appears to be a protective factor for relational intimacy regarding its mediating role in these associations.

The effect of emotional competence on relational quality: Comparing Japan and Myanmar

This study examined cultural influences on relational qualities through intrapersonal and interpersonal emotional competence (EC) for friendship networks (same-sex best friend and opposite-sex best friend), romantic partner, and family members (sibling, mother, and father). Much of the literature on cross-cultural comparison of emotions has been conducted in Western cultures, and a few cross-cultural comparisons have been made between Western cultures and Japan. Relatively little work has been done outside of these countries. This study aimed to compare the significance of EC on interpersonal relationships between Japan, and a Southeast Asian culture, namely, Myanmar, as an exploratory effort outside of the individualism-collectivism continuum, hence focusing on two collectivistic, and Asian cultures. We recruited 721 university students from one East Asian country (Japan) and one Southeast Asian country (Myanmar). We found cultural differences of EC and relational qualities for each target (same-sex best friend, opposite-sex best friend, romantic partner, sibling, mother, and father). Moreover, both interpersonal and intrapersonal EC mediated the impact of culture on positive relational qualities for family members. Intrapersonal EC mediated this effect for same-sex best friend and romantic partner, whereas interpersonal EC did so for opposite-sex best friend. Additionally, interpersonal EC mediated the effect between culture and negative relational qualities for father. Our findings suggest that EC mediates the effect of culture on relational qualities, and that there are cultural differences regarding this effect.

Cross-cultural comparison of university students’ emotional competence in Asia

Emotional competence (EC) refers to individual differences in the identification, comprehension, expression, regulation, and use of one’s own emotions and others’ emotions, (Brasseur et al. in Plos One, 8(5), e62635, 2013) and is known to be culturally construed. Cross-cultural studies involving Asians typically sample one or two cultures as representatives of a collectivistic culture, but we opine to differ, in that these cultures have their distinct character, especially with regard to EC. We investigated the measurement invariance of Profile of Emotional Competence (PEC) with samples collected from four Asian countries, representing three distinct regions of the continent: Myanmar (N = 400), Japan (N = 400), China (N = 436), and Bangladesh (N = 400). We found that the PEC was a robust measure of both intrapersonal and interpersonal EC across these countries. Myanmar showed the highest global EC, followed by Bangladesh, China, and Japan, and significant effects of culture were found in all intrapersonal and interpersonal EC factors. Gender main effect was found in one intrapersonal EC (regulation of own emotions) and four interpersonal EC (identification of, listening to, regulation of, and utilization of others’ emotions), while gender-culture interaction effects were confirmed in two intrapersonal EC (comprehension and expression of own emotions). While cross-cultural studies typically bundle these cultures into one, that of Eastern, we found much variability within them, and they should be deemed independent of one another, especially in terms of EC. The findings enhance our understanding of EC across cultures, in particular with respect to the basis of which interpersonal behavior might differ across these four cultures.