Intrapersonal Emotional Intelligence Research Articles

CHARACTERISTICS OF THE EMOTIONAL INTELLIGENCE OF YOUNG PEOPLE WITH DIFFERENT ACCENTUATIONS OF CHARACTER

The purpose of the work is to show the results of a theoretical and empirical study of the features of the emotional intelligence of young people with different accents and styles of humor. Methodology. 88 young men of late adolescence took part in the study - students of Kyiv secondary schools. Methods: 1) theoretical analysis and generalization of scientific literature on research issues; 2) diagnostic standardized methods: diagnostic test of character accentuation types (A.E. Lychko); emotional self-awareness test (O.I. Vlasova); questionnaire of emotional intelligence (D.V. Lusin); empathy questionnaire (Mehrabiana); questionnaire "Styles of humor" (Martin; 3) Descriptive statistics and the Pearson correlation coefficient were used to analyze the relationships between the results of the empirical study. The results. The researchers found that the most developed interpersonal emotional intelligence is characteristic of young people with a labile accentuation type, who are characterized by low self-awareness and high mood variability. High intrapersonal emotional intelligence is significantly associated with the astheno-neurotic type of accentuation, which is characterized by increased mental and physical fatigue and irritability in everyday life. This type of accentuation of the character turned out to be predominant among the researched (22%). Regarding the use of humor by the researched people, it was found that young men with demonstrative and hyperthymic types of character accentuations prefer an aggressive style of humor, which is destructive in content and directed at others. This significantly distinguishes them from young men of the age-standard development, for whom the most characteristic is a self-supporting style of humorous attitude to life events, which has a constructive meaning and productively affects the personality of the young man and his environment.

Pacific perspectives on Health Professions Education leadership – An interpretivist case study

Introduction: Health Professions Education (HPE) leadership development is advocated for success at the individual, team, and institutional levels. Many leadership theories exist informed mainly by Western perspectives, however, Pacific HPE leadership has not been investigated. Therefore, this research aimed to understand Pacific HPE leaders’ perspectives to develop substantive theory to guide faculty development in this setting and add nuanced perspectives to the international HPE leadership discourse. Methods: Using an interpretivist case-study methodology, seven HPE leaders were purposefully recruited. Data collection tools included Rich Pictures, Talanoa Zoom interviews, and reflective journals. Participants drew a picture on ‘Being an HPE leader’, subsequently explaining their depiction, and then reflected on leadership events in their journals over six months. Codes and themes were identified using Miles, Huberman and Saldaña’s approach. Results: Metaphors were assigned to three HPE leadership styles identified: The ‘Bridge’- helping students from novice to competent; the ‘Coconut Tree’- multiple roles and sturdy in the storm; and the ‘Boat’ - navigating towards the vision. Conclusions: Rich Pictures, interviews and reflective journals allowed HPE leaders to reflect on ‘Being an HPE Leader’ and revealed tacit perspectives. This study suggests there are different styles of leadership, pertinent to the Pacific context, depending on the aims, strategies, and attributes of different HPE leaders. Although grounded in the Pacific, certain aspects may resonate in similar contexts. Notwithstanding that many facets of leadership identified align with current leadership models, intrapersonal emotional intelligence and cultural aspects of HPE leadership should be considered when designing contextually embedded faculty development. Keywords: Medical Education, Health Professions Education, Leadership, Qualitative Research, Case Study, Pacific

Contemporary psychological perspectives on personal readiness for professional activity

The article highlights the results of the theoretical analysis of the concept of "psychological readiness" as a state of readiness to act or react to a trigger. "Psychological readiness for professional activity", in turn, is seen as a positive attitude towards the value and meaning of the professional role and acceptance of one's ability to perform it. The main structural components of the psychological readiness of an individual for professional activity, which includes operational, emotional, socio-psychological, psychophysiological components, have been considered. It has been indicated that psychological readiness for the profession is an important component of the student's self-improvement, promotes self-realisation in the professional sphere. The peculiarity of psychological readiness for professional activity of military personnel has been highlighted. The importance of emotional intelligence and empathy as a component of a person's psychological readiness for professional activity has been noted. A high correlation between the development of emotional intelligence and the components of psychological readiness has been determined, namely: the influence of intrapersonal emotional intelligence on the cognitive-target component of psychological readiness; the influence of interpersonal emotional intelligence on the behavioural component of psychological readiness as a factor in ensuring the successful professional activity of specialists of different profiles. The mandatory inclusion of methods of studying emotional intelligence and empathy in the study of psychological readiness of a person for professional activity has been suggested.

Translation and adaptation of youth version of the Bar-On emotional quotient: short (EQi: Short-RU): testing internal consistency, convergent validity, and test-retest reliability

This article presents the results of the translation and adaptation of the youth version of the Bar-On short test of emotional intelligence EQi: Short-RU. The Bar-On Emotional Intelligence Questionnaire is by far the most popular and widely used method for assessing emotional intelligence. The main goal of our work was to expand the tools for assessing emotional intelligence in Russian with its further adapta-tion to the Kazakh language. As part of the adaptation of the methodology, the internal consistency of the scales was tested using the Cronbach alpha method, convergent validity was tested using the emo-tional intelligence test by D.V. Lyusin (EmIn) and a shortened version of the big five TIPI-RU on student youth of the University of International Business in Almaty. The test was found to be internally consistent when measuring intrapersonal emotional intelligence, stress tolerance and adaptation (Cronbach's alpha above 0.7) and inconsistent in interpersonal emotional intelligence and general mood (Cronbach's alpha below 0.7), which may be due to the generalized nature of the definition of these scales and cultural characteristics of the perception of Kazakhstani youth of certain statements regarding the understanding and awareness of emotional states in interpersonal contact. The Pearson correlation test for measuring convergent validity shows significant correlations between the main scales of emotional intelligence EQi: Short-RU and Lyusin’s EmIn at a significance level of p<0.01, as well as with the main personality traits according to the TIPI-RU. Based on our results, we recommend EQi:Short-RU as a reliable diag-nostic tool for the emotional intelligence of young people aged 16 to 29. Key words: emotional intelligence, adaptation, internal consistency, validity, reliability.

Психологические ресурсы работников организаций для детей-сирот с разным уровнем эмоционального интеллекта

<p>The results of the study of psychological resources of educators of organizations for orphans with different levels of emotional intelligence (EI) are presented. The study involved 186 employees from 39 regions of the Russia. 3 groups were identified: high (N=57), medium (N=83) and lowered (N=34) levels of EI. It is established that the degree of severity and content of psychological resources depend on the level of EI. A group with a high level can be considered as a model. Representatives of the average and lowered level of EI have adaptation mechanisms that compensate for the lack of EI. In a medium group excessively high requirements for their involvement in activities increase the risk of professional burnout, reduce satisfaction with instrumental resources, and increase vulnerability "to a conflict of roles". The specificity of psychological resources is noted, which is expressed in: 1) the predominance of interpersonal EI (hereinafter MEI) over intrapersonal EI (hereinafter WEI); 2) a certain specificity of the structure of psychological resources, which included 5 components: a) the EI resource as the key; b) the resources of stability and self-regulation in relation to subjective well-being; c) motivational resources associated with the potential of compassion; d) environmental resources and the self-efficacy of emotional self-regulation; e) instrumental resources negatively associated with the conflict of roles.</p>

Features of emotional intelligence of Сhinese and Russian student-athletes engaged in oriental martial arts

Emotional intelligence of athletes is considered as a condition for the success of sports activities therefore it is important to study the factors influencing its development. The purpose of the study was to study cultural differences in the development of emotional intelligence of Chinese and Russian student-athletes engaged in martial arts. The study involved 28 student-athletes, including 14 Chinese athletes, the average age of 20 years, the duration of sports (Wushu, Tai-Chi) is from 4 to 10 years, as well as 14 Russian student-athletes engaged in Wushu, Karate, Taekwando, Jiu-Jitsu the average age of 18 years, the duration of sports- from 4 years to 10 years. D. V. Lyusin's Emotional Intelligence test was used to study the level of emotional intelligence. The results of the emotional intelligence study have not revealed significant differences between athletes, but prove the presence of cultural differences affecting the development of emotional intelligence. It has revealed that intrapersonal emotional intelligence does not have strong individual differences in Chinese student-athletes, while Russian student-athletes have significant individual differences in this indicator. The data show that the Eastern sports culture has a greater influence on the development of intrapersonal emotional intelligence and control of the external manifestation of emotions. The obtained data require further research, since it reveals the role of cultural differences in the development of emotional intelligence of athletes.

The relationship of emotional intelligence with academic performance of university students

Background. The problem of the development of emotional intelligence and the search for its relationship with various factors remains relevant, since in modern research there are contradictory data on the nature of the relationship of emotional intelligence with academic performance.Aims: to clarify the magnitude and sign of the relationship between the level of development of emotional intelligence of university students and their academic performance.Materials and methods. Eighty-three 83 students from 18 to 47 years old participated in the study. They all were students of 1–4th years of bachelor’s degree in Moscow universities in the areas of “Psychological and pedagogical education”, “Pedagogical education with two training profiles”, “Pediatrics”, “Nursing”. The research method applied was a written survey (methods of D.V. Lyusin, N. Hall, questionnaire). The Spearman correlation method was used to study the relationship between variables.Results. The sample was dominated by female undergraduate students (n = 75). The average level of emotional intelligence development prevails among students, the level of interpersonal emotional intelligence development is higher than the level of intrapersonal emotional intelligence development. The trend in increasing academic performance of master’s degree students in comparison with undergraduate students has been revealed. A correlation was found between students’ academic performance and general emotional intelligence (r = 0.331; p˂0.01). The closeness of the correlation between the components of emotional intelligence and academic performance is more pronounced in relation to interpersonal emotional intelligence (r = 0.3407) than to intrapersonal (r = 0.3251; p˂0.01).Conclusion. We have found that the higher the level of academic performance of students, the higher the level of emotional intelligence; interpersonal emotional intelligence of students is more closely related to academic performance.

СОЦИАЛЬНО-ПСИХОЛОГИЧЕСКИЕ УСТАНОВКИ ЛИЧНОСТИ СТАРШЕКЛАССНИКОВ С РАЗНЫМ УРОВНЕМ ЭМОЦИОНАЛЬНОГО ИНТЕЛЛЕКТА

The paper emphasizes the important role of socio-psychological attitudes of the individual in various spheres of life. Socio-psychological attitudes have a huge impact on motivation, professional self-determination, and other aspects of the high schooler. Adolescence is a sensitive period for the development of emotional intelligence. Depending on the extent to which the emotional intelligence of the student is expressed, there can be various manifestations of the socio-psychological attitudes. Materials and methods. The study aims to explore the features of socio-psychological attitudes in high school students with various levels of emotional intelligence. The main method of research is testing. The study also relies on the emotional intelligence questionnaire ”Emin” (D. V. Lyusin), the Methodology for diagnosing socio-psychological attitudes of a person in the motivation-and-need sphere (O. F. Potemkina), and the Scale of optimism and activity (N. Vodopyanova, M. Stein). Students of grades 10-11 took part in the diagnostic tests. Results. The findings have revealed that intrapersonal emotional intelligence is better developed in high school students, whereas some indicators of emotional intelligence show their insufficient level of their development. These are understanding of other people’s emotions, sensitivity to the inner state of another person and, in general, interpersonal emotional intelligence. The integral indicator of emotional intelligence is average for the majority of respondents. Altruism orientation and money orientation predominate in the socio-psychological attitudes of the individual. In our opinion, altruism for high school students is a way to acquire the moral experience of humanity, and their money attitude is connected with the values and attitudes of their family. Discussion and Conclusion. The study has proved that there are specific features of the socio-psychological attitudes of high school students with different levels of emotional intelligence, namely: students with a high level of emotional intelligence focus on the process and altruism, their expression of optimism and activity is also higher than that in the students with low emotional intelligence.

The Association of Intrapersonal Trait Emotional Intelligence and Resilience with Suicidal Ideation in University Students.

Suicidal ideation is not restricted to psychiatric patients. To the contrary, it is not uncommon in the general population and constitutes a precursor for suicide attempts and completed suicides. While risk factors for suicidality have extensively been described, much less attention has been devoted to the investigation of protective factors. In the current study we investigated two of such potential protective factors in combination, namely trait emotional intelligence (EI) and resilience in a sample of university students. We recruited 277 university students without an active physical or mental disorder requiring medical attention via an online questionnaire and assessed lifetime and four-week suicidal ideation. Resilience was measured with the Connor-Davidson Resilience Scale, EI with the Self-report Emotional Ability Scale and stressful life events with the Social Readjustment Rating Scale. Logistic regression was used to investigate the effect of EI and resilience on lifetime and four-week suicidal ideation. Resilience as well as intrapersonal trait EI factors were significantly lower in individuals who reported lifetime suicidal ideation. The regression analysis revealed the EI facet "Regulation of one's own emotions" and the resilience factor "Control" to be significant predictors of lifetime and/or four-week suicidal ideation. Neither trait EI nor resilience had a moderating effect on the relationship between life events and suicidality. Low intrapersonal EI and low resilience are associated with lifetime and, in part, four-week suicidal ideation.

Emotional intelligence as a factor in averting on burnout in ambulance professionals

The article examined the relationship between professional burnout and emotional intelligence in emergency medical professionals. The author of the article outlined the directions of research on the relationship between emotional intelligence and professional burnout in order to revise the forms of prevention in order to prevent unwanted consequences from professional activity. Correlation analysis was obtained demonstrates the relationship between indicators of intrapersonal emotional intelligence and professional burnout. The correct approach to organization and adherence to preventive practices measures are contributed to the formation of the skills of conscious processing of emotional states in ambulance medical workers, the identification of stress factors, on which the quality of their professional activities depends.

Interpersonal Support, Emotional Intelligence and Family Function in Adolescence.

Background: During adolescence, although the peer group exerts a strong influence on how the individual thinks and feels and on personal social values, the family still exerts a sustaining and supporting role. This study analyzed the relationships established between family function, emotional intelligence and perceived interpersonal support in adolescence. Method: The sample was made up of 1287 high school students aged 14 to 18 (M = 15.11; SD = 0.91) in the province of Almeria (Spain). Results: The results showed moderate correlations between the intrapersonal emotional intelligence dimension and perceived availability of support (advice or orientation), and between the mood dimension of emotional intelligence and the three interpersonal support dimensions (appraisal, belonging and tangible). In addition, significant positive correlations were found between family function and the intrapersonal and mood dimensions of emotional intelligence, with medium and large effect sizes, respectively. Apart from that, the data revealed that students who could count on a more functional family referred to high empathy and acceptance by others and greater support in material or financial matters, followed by those with moderate family function. In addition, students from homes with severely dysfunctional families perceived less available support. Finally, students who said they could count on strong family function also scored higher on the intrapersonal factor of emotional intelligence. Conclusions: The implications of these findings for the development of emotional intelligence in early adolescence are discussed from the family context, considering the relationship between emotional intelligence and social support.

Impact of intrapersonal and interpersonal emotional intelligence and self-directed learning on academic performance among pre-university science students

Provision of equitable access to university education is the primary goal of pre-university education. Academically weak students stand to benefit more from pre-university program. However, available literature on effectiveness of the program revealed that high percentage of students still fail pre-university courses. Although the role of psycho-emotional factors on student academic performance has been highlighted, mechanism through which psycho-emotional factors impact on academic performance of pre-university science students is still not clear to offer adequate insights for proper intervention program. Therefore, we examined the pre-university students' academic performance in sciences in relation to Emotional Intelligence (EI) (Interpersonal EI and Intrapersonal EI) and Self-directed Learning (SDL). Specifically, a correlational study design was conducted to measure and gauge the level of relationships amongst Interpersonal EI, Intrapersonal EI, SDL and academic performance of pre-university students. The participants were 443 Nigerian students enrolled in pre-university science program. Students' self-report on EI and SDL were gathered and analyzed using SPSS 26 and AMOS 24. Exploratory and confirmatory factor analysis were performed to determine cross-cultural validity of the instruments in the Nigerian context. After controlling for gender and age, the hierarchical regression analysis reveals that student academic performance was positively predicted by perceived Interpersonal and Intrapersonal EI, whereas self-directed learning has an inconsistent predictive impact at different steps in the model. Overall, the predictor variables were able to explain substantial proportion of students’ academic performance in pre-university program. Insightful suggestions were made.

Взаимосвязь лидерских качеств и характеристик эмоционального интеллекта у подростков

The current stage of the development of national education in Russia requires formation of practice-oriented competencies in the younger generation — in particular, the so-called soft-skills which, among other things, include leadership qualities and emotional intelligence. This research is aimed at studying the interrelationships between emotional intelligence and leadership qualities in middle and older adolescents. The main hypothesis of the study was that there is a relationship between the degree of leadership qualities and the characteristics of emotional intelligence in adolescents. The main hypothesis was split into two more specific ones: 1. older adolescents have higher indicators of emotional intelligence and leadership qualities compared to middle adolescents; 2. there are differences in the degree of indicators of emotional intelligence and leadership qualities in adolescents of different sexes. The respondents included 90 teenagers aged 13–17 years studying in the 8th and 10th grades. All indicators of emotional intelligence of adolescents are significantly positively associated with indicators of leadership qualities — i. e., the higher a teenager’s interpersonal and intrapersonal emotional intelligence and empathy are, and the better a teenager understands his own and other people’s emotions and knows how to regulate them, the more developed the characteristics of his leadership qualities will be. In 96% of the respondents, there was a direct correspondence between the level of expression of leadership qualities and the development of emotional intelligence. Older adolescents have significantly higher indicators of intrapersonal emotional intelligence compared to younger subjects and are much more aware of their own and other people’s emotions. Older adolescents also recognise and manage emotions more effectively than younger subjects. The remaining indicators of emotional intelligence and leadership qualities do not have significant differences between middle and older adolescents. There were no statistically significant differences in the expression of indicators of emotional intelligence and leadership qualities in boys and girls.

СИСТЕМА ПСИХИЧЕСКОЙ САМОРЕГУЛЯЦИИ УЧЕБНОЙ ДЕЯТЕЛЬНОСТИ: МЕТАКОГНИТИВНЫЙ ПОДХОД

The study was carried out using the integrative approach, in which the human psyche is con-sidered as a self-organizing system. The goal of this study was to describe in a consistent manner the mental self-regulatory system of educational activities in the context of the metacognitive approach. Our objectives were the following: to determine the impact of gender and age on the indicators of metacognitive awareness in educational activities; to describe the factor structure of the mental self-regulatory system of educational activities including metacognitive awareness. To assess the parameters of the self regulatory mental activity we used the following methods: The Self organization of Activity Questionnaire by E. Mandrikova (2010); Тhe dif-ferential reflectivity test by D. Leontiev and E. Osin (2014); The Еmotional Intelligence Questionnaire by D. Lyusin (2004), short version of the questionnaire “Metacognitive Aware-ness Inventory” by G. Schraw and R.S. Dennison, adapted by A. Karpov and I. Skityaeva (2005). The study involved 354 respondents, including 257 women and 97 men aged 18 to 45. The study was conducted on the basis of St. Petersburg University (BA students and occupa-tional re training students). The data was analyzed using means, standard deviations, Student's t test correlation, and factor analysis. During the study we found out that metacognitive awareness indicators were not associated significantly with the age of the general sample or in male and female groups. The male group was characterized by higher indicators of knowledge about cognition, and the female group was characterized by higher indicators of metacogni-tive regulation “Debugging strategies”. We described the factor structure of the mental self regulatory system of educational activities including metacognitive awareness. There are 4 factors: Metacognitive processes, Reflective processes, Planning and realization, and Opera-tional performance temporal perspective. Our research confirms that metacognitive aware-ness, emotional intelligence, and purposefulness are the main characteristics in the mental self regulatory system of educational activities and their development can increase the effec-tiveness of education. Reflection was at second rank in importance in the mental self regulatory process. The third and fourth factors are associated with the processes of realiza-tion and implementation of self regulatory activities. Thus, we recommend the teachers to develop students' metacognitive processes, such as metacognitive knowledge and metacognitive regulation, interpersonal and intrapersonal emotional intelligence, and purposefulness for optimizing their self regulatory system.

Emotional Intelligence and the Perception of Stressors at Work Among Healthcare Employees in Neonatology and Paediatrics

Addressing the stress of medical staff has become a priority in the health sector due to the high prevalence of professional exhaustion among healthcare employees and due to the negative outcomes associated with burnout of medical personnel. By measuring workplace stressors, the management of medical organizations can identify the most important sources of physicians’ exhaustion and can change different administrative policies to reduce them. Another widespread practice in stress management is the measurement of individual differences that could be vulnerability or protection factors for the occurrence of exhaustion, such as emotional intelligence. This study explored the relationship between physicians' emotional intelligence and their perceived level of the most significant stressors. One hundred nine physicians ( Mage = 35.42, SD = 7.05, 7.3% males, 92.7% females) from the field of neonatology, pediatrics, or anesthesiology, recruited from the South-West, South-East, and the North of Romania completed measures of emotional intelligence and perceived work-related stressors. Emotional intelligence (intrapersonal emotional intelligence, interpersonal emotional intelligence, stress management, adaptability, and general mood) was measured with the Romanian version of Bar-On Emotional Quotient Inventory (EQ-i) and perceived stressors at work (work relationship, aspects of the job, overload, control, lack of job security, lack of resources and communication, lack of work-life balance) were measured with the Romanian version of Organizational Stress Screening Tool (ASSET). The zero-order correlations among study variables were conducted, followed by a series of hierarchical multiple regressions. Stress management explained 11% of the extent to which work relationships were perceived as a stressor. Intrapersonal emotional intelligence accounted for 6.4% of the variance in the extent to which the lack of work-life balance was perceived as a stressor. Stress management accounted for 17% of the variance in the extent to which the lack of resources and poor communication were perceived as stressors. Intrapersonal emotional intelligence accounted for 6.6% of the variance in the extent to other aspects of the job were perceived as stressors. There were no differences regarding the perceived stressors between the considered geographic regions (South-West, South-East, and North). Drawing on these findings, decision-makers may develop training programs to enhance the level of emotional intelligence with the aim of decreasing work-related stress in the medical field in Romania.

الذکاء الوجدانی وعلاقته بنمو الحکم الخلقی لدى المراهقات بمدینة الریاض. Emotional Intelligence and Its Correlation with the Development of Moral Judgment among Adolescent Girls in Riyadh

هدفت الدراسة إلى التعرف على مظاهر نمو الذکاء الوجداني (الدرجة الکلية للمقياس والأبعاد الأساسية) ونمو الحکم الخلقي والتعرف على درجة العلاقة بين الذکاء الوجداني ( الدرجة الکلية والأبعاد الأساسية) ونمو الحکم الخلقي، والکشف الفروق بين المراهقات مرتفعات الذکاء الوجداني والمراهقات منخفضات الذکاء الوجداني في نمو الحکم الخلقي، وتکونت عينة الدراسة من (300) طالبة من الطالبات المراهقات في مراحل المراهقة بمراحلها الفرعية (مبکرة-متوسطة - متأخرة)، وتوصلت الدراسة إلى وجود فروق ذات دلالة إحصائية في درجات الأبعاد الرئيسة لمقياس الذکاء الوجداني (الذکاء الوجداني داخل الشخص، الذکاء الوجداني بين الأشخاص، القدرة على التوافق، المزاج العام) والدرجة الکلية للذکاء الوجداني، وعدم وجود فروق ذات دلالة إحصائية في درجات البعد الوجداني (ادارة الضغوط) لدى عينة الدراسة تعود لاختلاف مراحل المراهقة، کما أشارت النتائج الى عدم وجود فروق ذات دلالة إحصائية في درجات مقياس نمو الحکم الخلقي لدى عينة الدراسة تعود لاختلاف مراحل المراهقة، ووجود علاقة موجبة بين درجات الطالبات في الأبعاد الرئيسة لمقياس الذکاء الوجداني: (الذکاء الوجداني داخل الشخص، الذکاء الوجداني بين الأشخاص، القدرة على التوافق، إدارة الضغوط)، والدرجة الکلية للذکاء الوجداني, وبين درجاتهم في مقياس نمو الحکم الخلقي, وعدم وجود علاقة بين درجات الطالبات في بعد مقياس الذکاء الوجداني: (المزاج العام)، وبين درجاتهم في مقياس نمو الحکم الخلقي. This study aimed at recognizing the aspects of emotional intelligence (total score of the scale and the main dimensions) and developing moral judgment among female teenagers. The study also aimed at recognizing the relationship between emotional intelligence (total score) and the development of moral judgment. The study also aimed at discovering the differences between the teenagers with high intelligence and teenagers with low intelligence in moral judgment. The sample of the study consisted of (300) female teenagers who were different in age (early, middle and late teenage). The results of the study revealed that there were statistically significant differences in the scores of main dimensions of emotional intelligence scale (personal emotional intelligence, intrapersonal emotional intelligence, ability to adjust, general mode) and the total score of the emotional intelligence. There were no significant differences for the emotional dimension (pressures management) among the study sample and it is attributed to the differences in ages. There were no significant differences in the scores of moral judgment scale among the study sample because of the differences in ages. There was a positive correlation between the students’ scores on the emotional intelligence scale (personal emotional intelligence, intrapersonal emotional intelligence, ability to adjust, general mode) and the total score of the emotional intelligence and their scores on the scale of developing moral judgment. There was no correlation between students’ scores in emotional intelligence (for general mode) and their scores in moral judgment scale.

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

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.

الذکاء الوجدانی البینــ - ذاتی والدافعیة للعلاج کمتغیرین وسیطین بین فعالیة برنامج مراحل التغییر لعلاج الإدمان، ومنع الانتکاسة:دراسة على عینة من المتعافین من المؤثرات العقلیة.

الذکاء الوجدانی البینــ - ذاتی والدافعیة للعلاج کمتغیرین وسیطین بین فعالیة برنامج مراحل التغییر لعلاج الإدمان، ومنع الانتکاسة:دراسة على عینة من المتعافین من المؤثرات العقلیة.

Взаимосвязь внутриличностного эмоционального интеллекта и самопринятия студентов вузов

The paper argues the need to create conditions for students to realize their internal potential in the learning process. The importance of developing their personal characteristics, such as emotional intelligence, and ensuring the appropriate level of psychological well-being is emphasized. A hypothesis is put forward that there is a connection between the intrapersonal emotional intelligence of students and their self-acceptance as structural components of emotional intelligence and psychological well-being respectively. The study highlights the main provisions of the empirical study, which confirmed the presence of a statistically significant direct relationship between these psychological constructs. Correlation analysis data specified this relationship and its strength in the form of the obtained correlation coefficients. The result of the study confirms the significance of the influence of students’ emotional and cognitive abilities on the level of their self-acceptance.

Validez y confiabilidad de la escala rasgo de metaconocimiento emocional (TMMS-24) en profesores universitarios

Algunos estudios apoyan la concepción de que la inteligencia emocional (IE) constituye una variable predictora del desempeño laboral, siendo también útil en los procesos de selección del mejor candidato para las organizaciones. Es decir, personas con alto nivel de IE tienen una mayor probabilidad de ser exitosas en el campo profesional, al ser más adaptables a los acontecimientos vitales estresantes, empleando para ello estrategias de afrontamiento adecuadas, sumado a la capacidad que desarrollan para el trabajo en equipo. El objetivo de este estudio fue examinar la fiabilidad y validez de la escala rasgo de metaconocimiento emocional TMMS, en una muestra de docentes universitarios de instituciones privadas de educación superior, con el fin de aportar al conocimiento sobre su viabilidad en la evaluación de los niveles de inteligencia emocional inter e intrapersonal de esta población. En el estudio participaron 235 profesores universitarios con experiencia mínima de dos años, y vinculados a una institución de educación superior privada de la ciudad de Bucaramanga. El proceso comprendió la validación de contenido a través del criterio de jueces, prueba piloto, medición de la confiabilidad de la prueba por consistencia interna y la determinación de la validez de constructo, mediante el análisis factorial. Los resultados indican que la estructura factorial de la Escala TMMS-24 en la muestra evaluada está conformada por las tres dimensiones definidas en la versión española y que la escala reducida a 20 ítems constituye un instrumento con adecuados valores de validez y confiabilidad en la medición de la inteligencia emocional en profesores universitarios. En conclusión, se considera que esta escala constituye un instrumento útil para la medición e investigación del constructo inteligencia emocional como una variable organizacional importante para mejorar la calidad de vida laboral de los trabajadores y la dinámica organizacional de las instituciones de educación superior. Se sugiere hacer estudios en otras regiones del país con el fin de fortalecer la generalización de los resultados.