Emotions as Predictors of Life Satisfaction among University Students
Abstract
:1. Introduction
2. Materials and Methods
2.1. Participants
2.2. Instrument
- –
- Satisfaction with Life Scale. The Satisfaction with Life Scale -SWLS- was used to evaluate life satisfaction [39]. In particular, the five-item version of the Life Satisfaction Scale of Vázquez, Duque and Hervás [40] was used. The scale in the Spanish version reports an internal consistency of α = 0.82. The reliability of the scale scores obtained in our study is α = 0.80 and the Omega coefficient ω = 0.79.
- –
- WLEIS-S. The Wong Law Emotional Intelligence Scale (WLEI-S) instrument, in its Spanish version [41], was used to measure EI. It is based on the Wong and Law WLEIS EI scale [42], and it includes 16 items and 4 dimensions: Intrapersonal Perception (Evaluation of own emotions), Interpersonal Perception (Evaluation of the emotions of others), Assimilation (Use of emotions) and Emotional Regulation. A Likert-type scale of 7 points (1 to 7 points) was used, the reliability of the scores for the variable “Evaluation of own emotions” ranging from α = 0.77 and ω = 0.76; α = 0.80 and ω = 0.76; for “Evaluation of the emotions of others”; “Use of emotions” with indexes of α = 0.78 and ω = 0.80; and α = 0.78 and ω = 0.75 for “Emotional regulation”.
- –
- Trait Meta-Mood Scale-24-. The Trait Meta-Mood Scale-24 (TMMS-24), by Fernández-Berrocal, Extremera and Ramos [43], was used to measure EI. Its original version is the one developed by Salovey, Mayer, Goldman, Turvey and Palfai [12]. This tool has been used in many social science research contexts. The reliability obtained in our study is of α = 0.80 and ω = 0.74 for the dimension “Attention”; α = 0.77 and ω = 0.84 for “Clarity”; and for “Repair” some indexes of α = 0.78 and ω = 0.86.
- –
- Emotional Quotient Inventory. The Spanish adaptation of the EQi-C scale of Bar-On [22], by López-Zafra, Pulido-Martos and Berrios [44], was used to measure the EI. The reliability for each subscale of the EQi-C is shown in our sample as α = 0.76 and ω = 0.65 for “Interpersonal”; α = 0.72 and ω = 0.64 for “Adaptability”; α = 0.84 and ω = 0.72 for “Stress Management”; and α = 0.77 and ω = 0.70 for “Intrapersonal”.
2.3. Procedure
2.4. Data Analysis
3. Results
3.1. Relationship between Life Satisfaction and Emotional Intelligence
3.2. Differences According to Socio-Demographic Variables
3.3. Multilevel Regression Study
3.4. Multi-Group or Multi-Sample Structural Equation Model
4. Discussion
5. Conclusions
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
References
- Gilar-Corbi, R.; Pozo-Rico, T.; Castejón-Costa, L. Desarrollando la inteligencia emocional en educación superior: Evaluación de la efectividad de un programa en tres países. Educ. XX1 2019, 22, 161–187. [Google Scholar] [CrossRef]
- Ausubel, D.P.; Novak, J.D.; Hanesian, H. Psicología Educativa un Punto de Vista Cognoscitivo; Editorial Trillas: Ciudad de México, Mexico, 2019. [Google Scholar]
- Saddki, N.; Sukerman, N.; Mohamad, D. Association between Emotional Intelligence and Perceived Stress in Undergraduate Dental Students. Malays. J. Med. Sci. MJMS 2017, 24, 59–68. [Google Scholar] [CrossRef] [PubMed]
- Extremera, N.; Sánchez-Álvarez, N.; Rey, L. Pathways between Ability Emotional Intelligence and Subjective Well-Being: Bridging Links through Cognitive Emotion Regulation Strategies. Sustainability 2020, 12, 2111. [Google Scholar] [CrossRef] [Green Version]
- Wang, Y.; Xie, G.; Cui, X. Effects of emotional intelligence and self-leadership on students’ coping with stress. Soc. Behav. Pers. Int. J. 2016, 44, 853–864. [Google Scholar] [CrossRef]
- Parhiala, P.; Torppa, M.; Vasalampi, K.; Eklund, K.; Poikkeus, A.; Aro, T. Profiles of school motivation and emotional well-being among adolescents: Associations with math and reading performance. Learn. Ind. Differ. 2018, 61, 196–204. [Google Scholar] [CrossRef]
- Luy-Montejo, C. El Aprendizaje Basado en Problemas (ABP) en el desarrollo de la inteligencia emocional de estudiantes universitarios. Prop. Represent 2019, 7, 353–383. [Google Scholar] [CrossRef]
- Zhang, H.H.; Li, R.; Schutte, N.S. Friendship network mechanisms linking emotional intelligence and subjective well-being: Beyond a mediation model. J. Soc. Psych. 2019, 160, 428–444. [Google Scholar] [CrossRef]
- Alonso-Ferres, M.; Berrocal de Luna, E.; Jiménez-Sánchez, M. Estudio sobre la inteligencia emocional y los factores contextuales en estudiantes de cuarto de educación primaria de la provincia de Granada. Rev. de Investig. Educ. 2018, 36, 141–158. [Google Scholar] [CrossRef] [Green Version]
- Gebler, S.; Nezlek, J.B.; Schütz, A. Training emotional intelligence: Does training in basic emotional abilities help people to improve higher emotional abilities? J. Posit. Psych. 2020, 1–10. [Google Scholar] [CrossRef]
- Barraza-López, R.J.; Muñoz-Navarro, N.A.; Behrens-Pérez, C.C. Relación entre inteligencia emocional y depresión-ansiedad y estrés en estudiantes de medicina de primer año. Rev. Chil. Neuro-Psiq. 2017, 55, 18–25. [Google Scholar]
- Salovey, P.; Mayer, J.D.; Goldman, S.L.; Turvey, C.; Palfai, T.P. Emotional attention, clarity and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale. In Emotion, Disclosure and Health; Pennebaker, J.W., Ed.; American Psychological Association: Washington, DC, USA, 1995; pp. 125–154. [Google Scholar] [CrossRef]
- Mayer, J.D.; Caruso, D.R.; Salovey, P. The Ability Model of Emotional Intelligence: Principles and Updates. Emot. Rev. 2016, 8, 290–300. [Google Scholar] [CrossRef]
- Salovey, P.; Mayer, J. Emotional Intelligence. Imagin. Cogn. Pers. 1990, 9, 185–211. [Google Scholar] [CrossRef]
- Gavín-Chocano, Ó.; Molero, D. Valor predictivo de la Inteligencia Emocional Percibida y Calidad de Vida sobre la Satisfacción Vital en personas con Discapacidad Intelectual. Rev. Investig. Educ. 2020, 38, 131–148. [Google Scholar] [CrossRef]
- Fernández-Berrocal, P.; Ruiz-Aranda, D.; Salguero, J.M.; Palomera, R.; Extremera, N. The Relationship of Botín Foundation’s Emotional Intelligence Test (TIEFBA) with Personal and Scholar Adjustment of Spanish. Psicodidáctica 2018, 23, 1–8. [Google Scholar] [CrossRef]
- Pérez-González, J.C.; Petrides, K.V.; Furnham, A. La medida de la inteligencia emocional rasgo. In Manual de Inteligencia Emocional; Mestre Navas, J.M., Fernández Berrocal, P., Eds.; Pirámide: Madrid, Spain, 2007; pp. 81–97. [Google Scholar]
- Mayer, J.; Salovey, P. What is emotional intelligence? In Emotional Development and Emotional Intelligence: Implications for Educators; Salovey, P., Sluyter, D., Eds.; Basic Books: New York, NY, USA, 1997; pp. 3–31. [Google Scholar]
- Puigbó, J.; Edo, S.; Rovira, T.; Limonero, J.T.; Fernández-Castro, J. Influencia de la inteligencia emocional percibida en el afrontamiento del estrés cotidiano. Ansiedad Estrés 2019, 25, 1–6. [Google Scholar] [CrossRef] [Green Version]
- Hodzic, S.; Scharfen, J.; Ripoll, P.; Holling, H.; Zenasni, F. How efficient are emotional intelligence trainings: A meta-analysis. Emot. Rev. 2018, 10, 138–148. [Google Scholar] [CrossRef]
- MacCann, C.; Jiang, Y.; Brown, L.E.R.; Double, K.S.; Bucich, M.; Minbashian, A. Emotional intelligence predicts academic performance: A meta-analysis. Psych. Bull. 2020, 146, 150–186. [Google Scholar] [CrossRef]
- Bar-On, R. The Emotional Quotient Inventory (EQ-i). A Test of Emotional Intelligence; Multi-Health Systems: Toronto, ON, Canada, 1997. [Google Scholar]
- Petrides, K.V.; Furnham, A. Trait emotional intelligence: Psychometric investigation with reference to established trait taxonomies. Eur. J. Personal. 2001, 15, 425–448. [Google Scholar] [CrossRef]
- Petrides, K.V.; Sanchez-Ruiz, M.J.; Siegling, A.B.; Saklofske, D.H.; Mavroveli, S. Emotional intelligence as personality: Measurement and role of trait emotional intelligence in educational contexts. In Emotional Intelligence in Education: Integrating Research with Practice; Keefer, K., Parker, J., Saklofske, D., Eds.; Springer: Cham, Switzerland, 2018; pp. 49–81. [Google Scholar]
- Ginevra, C.; Magnano, P.; Lodi, E.; Annovazzi, C.; Camussi, E.; Patriz, P.; Nota, L. The role of career adaptability and courage on life satisfaction in adolescence. J. Adolesc. 2018, 62, 1–8. [Google Scholar] [CrossRef]
- Muñoz-Campos, E.M.; Fernández-González, A.; Jacott, L. Bienestar subjetivo y satisfacción vital del profesorado. REICE 2018, 16, 105–117. [Google Scholar] [CrossRef] [Green Version]
- Veloso-Besio, C.; Cuadra-Peralta, A.; Antezana-Saguez, I.; Avendaño-Robledo, R.; Fuentes-Soto, L. Relación entre inteligencia emocional, satisfacción vital, felicidad subjetiva va y resiliencia en funcionarios de Educación Especial. Estud. Pedagóg. 2013, 39, 355–366. [Google Scholar] [CrossRef] [Green Version]
- Fiori, M.; Vesely-Maillefer, A. Emotional intelligence as an ability: Theory, challenges, and new directions. In Emotional Intelligence in Education; Keefer, K.V., Parker, J.D.A., Saklosfke, D.H., Eds.; Springer Publishing: New York, NY, USA, 2018; pp. 23–47. [Google Scholar]
- Vergara-Morales, J.; Del Valle, M.; Díaz, A.; Pérez, M.V. Adaptación de la escala de satisfacción académica en estudiantes universitarios chilenos. Psico. Educ. 2018, 24, 99–106. [Google Scholar] [CrossRef] [Green Version]
- Gavín-Chocano, Ó.; Molero, D. Estudio sobre inteligencia emocional, satisfacción vital y optimismo disposicional en un centro de día ocupacional de personas con discapacidad intelectual. Siglo Cero 2019, 50, 47–65. [Google Scholar] [CrossRef] [Green Version]
- Millstein, R.A.; Chung, W.-J.; Hoeppner, B.B.; Boehm, J.K.; Legler, S.R.; Mastromauro, C.A.; Huffman, J.C. Development of the State Optimism Measure. Gen. Hosp. Psychiatry 2019, 58, 83–93. [Google Scholar] [CrossRef]
- Vera-Villarroel, P.; Urzúa, A.; Beyle, C.; Contreras, D.; Lillo, S.; Oyarzo, F.; Sanín-Posada, A. Relación entre optimismo y salud bajo la influencia de las creencias religiosas en dos muestras latinoamericanas. Rev. Latin. Psic. 2017, 49, 213–221. [Google Scholar] [CrossRef]
- Ruvalcaba, N.A.; Gallegos, J.; Solís, O.; Gabriela, M.; Bravo, H.R. Validez predictiva de las competencias socioemocionales sobre la resiliencia en adolescentes mexicanos. Divers. Persp. Psicol. 2019, 15, 89–101. [Google Scholar] [CrossRef]
- Gavín-Chocano, O.; Molero, D.; García-Martínez, I. Relación entre Satisfacción Vital, Burnout e Inteligencia Emocional de profesionales de atención directa a personas con discapacidad intelectual. Electron. J. Res. Educ. Psychol. 2020, 18, 425–446. [Google Scholar] [CrossRef]
- Nieves-Gutiérrez, Á. Perceived Emotional Intelligence in Higher Education Students: Analysis of Differences in the Different Dimensions. Actual. Psicol. 2019, 34, 17–33. [Google Scholar] [CrossRef]
- Villanueva, L.; Montoya-Castilla, I.; Prado-Gascó, V. The importance of trait emotional intelligence and feelings in the prediction of perceived and biological stress in adolescents: Hierarchical regressions and fsQCA models. Stress 2017, 20, 31–33. [Google Scholar] [CrossRef]
- McDonald, R.P. Test theory: A Unified Treatment; Lawrence Erlbaum Associates, Inc.: Mahwah, NJ, USA, 1999. [Google Scholar]
- Stone, L.L.; Janssens, J.M.; Vermulst, A.A.; Van Der Maten, M.; Engels, R.C.; Otten, R. The Strengths and Difficulties Questionnaire: Psychometric properties of the parent and teacher version in children aged 4–7. BMC Psychol. 2015, 3, 4. [Google Scholar] [CrossRef] [Green Version]
- Diener, E.; Emmons, R.A.; Larsen, R.J.; Griffin, S. The satisfaction with life scale. J. Personal. Assess. 1985, 49, 71–75. [Google Scholar] [CrossRef] [PubMed]
- Vázquez, C.; Duque, A.; Hervás, C. Escala de Satisfacción con la Vida (SWLS) en una muestra representativa de españoles adultos: Validación y datos normativos. Span. J. Psychol. 2013, 16. [Google Scholar] [CrossRef]
- Pacheco, N.E.; Rey, L.; Sánchez-Álvarez, N. Validation of the Spanish version of the Wong Law Emotional Intelligence Scale (WLEIS-S). Psicothema 2019, 31, 94–100. [Google Scholar] [CrossRef]
- Wong, C.-S.; Law, K.S. The effects of leader and follower emotional intelligence on performance and attitude: An exploratory study. Leadersh. Perspect. 2017, 13, 97–128. [Google Scholar]
- Fernández-Berrocal, P.; Extremera, N.; Ramos, N. Validity and Reliability of the Spanish Modified Version of the Trait Meta-Mood Scale. Psychol. Rep. 2004, 94, 751–755. [Google Scholar] [CrossRef] [PubMed]
- López-Zafra, E.; Pulido-Martos, M.; Berrios, P. EQi Versión Corta (EQI-C). Adaptación y validación al español del EQ-i en universitarios. Bol. Psicol. 2014, 110, 21–36. [Google Scholar]
- World Medical Association. Declaration of Helsinki. Ethical principles for medical research involving human subjects. Jahrb. Wiss. Ethik 2009, 14, 233–238. [Google Scholar]
- Kline, R.B. Principles and Practice of Structural Equation Modeling; Guilford Press: New York, NY, USA, 2015. [Google Scholar]
- Domínguez-Lara, S.A.D.; Merino-Soto, C.M. ¿Por qué es importante reportar los intervalos de confianza del coeficiente alfa de Cronbach? Rev. Latin. Cienc. Socia. Niñez Juven. 2015, 13, 1326–1328. [Google Scholar]
- Akaike, H. Factor analysis and AIC. Psychometrika 1987, 52, 317–332. [Google Scholar] [CrossRef]
- Hu, L.T.; Bentler, P.M. Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psych. Methods 1998, 3, 424–453. [Google Scholar] [CrossRef]
- Steiger, J.H.; Lind, J.C. Statistically based tests for the number of common factors. In Proceedings of the Annual Meeting of the Psychometric Society, Iowa City, IA, USA, 30 May 1980; Volume 758, pp. 424–453. [Google Scholar]
- Ventura-León, J.L. ¿Es el final del alfa de Cronbach? Adicciones 2019, 31, 80–81. [Google Scholar] [CrossRef] [PubMed]
- Suriá-Martínez, R. Redes virtuales y apoyo social percibido en usuarios con discapacidad: Análisis según la tipología, grado y etapa en la que se adquiere la discapacidad. Escr. Psicol. 2017, 10, 31–40. [Google Scholar] [CrossRef] [Green Version]
- López-Cassá, E.; Pérez-Escoda, N.; Alegre, A. Competencia emocional, satisfacción en contextos específicos y satisfacción con la vida en la adolescencia. Rev. Investig. Educa. 2018, 36, 57–73. [Google Scholar] [CrossRef] [Green Version]
- Tacca-Huamán, D.R.; Tacca-Huamán, A.L.; Cuarez-Cordero, R. Inteligencia emocional del docente y satisfacción académica del estudiante universitario. Rev. Dig. Investig. Doc. Univ. 2020, 14, 1085. [Google Scholar] [CrossRef] [Green Version]
- Merino-Soto, C.; Ruiz-del Castillo, C.G. Explorando el vínculo de la inteligencia emocional y la satisfacción con la vida en adultos peruanos. Ansiedad Estrés 2018, 24, 140–143. [Google Scholar] [CrossRef]
- González-Peiteado, M.; Pino-Juste, M.; Penado-Abilleira, M. Estudio de la satisfacción percibida por los estudiantes de la UNED con su vida universitaria. Rev. Iberoam. Educ. Distancia 2017, 20, 243–260. [Google Scholar] [CrossRef] [Green Version]
- Kahn, J.H. Factor analysis in Counseling Psychology research, training and practice: Principies, advances and applications. Counsel. Psychol. 2006, 34, 1–36. [Google Scholar] [CrossRef]
- Vizoso-Gómez, C.; Arias-Gundín, O. Resiliencia, optimismo y burnout académico en estudiantes universitarios. Europ. J. Educa. Psychol. 2018, 11, 47–59. [Google Scholar] [CrossRef]
- Navarro-Guzmán, C.; Casero-Martínez, A. Análisis de las diferencias de género en la elección de estudios universitarios. Estud. Sobre Educ. 2012, 22, 115–132. [Google Scholar]
- Ariza-Hernández, M.L. Influencia de la inteligencia emocional y los afectos en la relación maestro-alumno, en el rendimiento académico de estudiantes de educación superior. Educ. Educ. 2017, 20, 193–210. [Google Scholar] [CrossRef] [Green Version]
Dimension | α | ω | M (SD) | SV | SEA | OEA | UOE | ROE | ATT | CL | REP | INTER | ADAP | STR | INTRA |
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
SWL | 0.8 | 0.79 | 19.39 (±4.9) | - | 0.50 ** | 0.11 * | 0.56 ** | 0.48 ** | 0.12 * | 0.45 ** | 0.44 ** | 0.14 ** | 0.17 ** | −0.18 ** | 0.25 ** |
SEA | 0.77 | 0.76 | 11.30 (±2.3) | - | 0.40 ** | 0.67 ** | 0.66 ** | 0.43 ** | 0.84 ** | 0.57 ** | 0.33 ** | 0.37 ** | −0.14 ** | 0.28 ** | |
OEA | 0.8 | 0.76 | 18.17 (±2.7) | - | 0.22 ** | 0.33 ** | 0.39 ** | 0.40 ** | 0.24 ** | 0.61 ** | 0.38 ** | −0.17 ** | 0.19 ** | ||
UOE | 0.78 | 0.8 | 14.39 (±3.4) | - | 0.62 ** | 0.30 ** | 0.56 ** | 0.76 ** | 0.22 ** | 0.32 ** | −0.26 ** | 0.25 ** | |||
ROE | 0.78 | 0.75 | 13.36 (±3.1) | - | 0.41 ** | 0.61 ** | 0.62 ** | 0.25 ** | 0.40 ** | −0.44 ** | 0.17 ** | ||||
ATT | 0.8 | 0.74 | 26.40 (±5.3) | - | 0.53 ** | 0.36 ** | 0.41 ** | 0.25 ** | −0.05 | 0.08 | |||||
CL | 0.77 | 0.84 | 30.31 (±6.0) | - | 0.52 ** | 0.34 ** | 0.35 ** | −0.13 * | 0.24 ** | ||||||
REP | 0.78 | 0.86 | 26.16 (±5.7) | - | 0.20 ** | 0.39 ** | −0.25 ** | 0.09 | |||||||
INTER | 0.76 | 0.65 | 29.33 (±3.2) | - | 0.36 ** | −0.03 | 0.26 ** | ||||||||
ADAP | 0.72 | 0.64 | 18.23 (±2.9) | - | −0.11 * | 0.22 ** | |||||||||
STR | 0.84 | 0.72 | 21.50 (±7.0) | - | −0.14 * | ||||||||||
INTRA | 0.77 | 0.7 | 26.78 (±3.4) |
Variables | <25 Years M (SD) | >25 Years M (SD) | Z | p | Effect Size (r) | |
---|---|---|---|---|---|---|
SWLS | SWL | 19.81 (±4.7) | 17.86(±4.9) | −2.758 | 0.006 ** | 0.15 |
WLEIS-S | SEA | 11.20 (±2.2) | 11.73 (±2.4) | −1.856 | 0.064 | 0.1 |
OEA | 18.19 (±2.7) | 18.02 (±2.8) | −0.373 | 0.709 | 0.02 | |
UOE | 14.25 (±3.5) | 14.91 (±3.2) | −1.214 | 0.225 | 0.06 | |
ROE | 13.49 (±3.1) | 12.73 (±3.3) | −1.257 | 0.209 | 0.06 | |
TMMS-24 | ATT | 26.48 (±5.2) | 25.87 (±6.0) | −0.686 | 0.493 | 0.03 |
CL | 30.13 (±5.9) | 30.99 (±6.7) | −1.42 | 0.156 | 0.07 | |
REP | 25.81 (±5.8) | 27.37 (±4.9) | −1.666 | 0.096 | 0.09 | |
EQi-C | INTER | 29.47 (±3.1) | 28.70 (±3.8) | −1.211 | 0.226 | 0.06 |
ADAP | 18.16 (±3.0) | 18.46 (±2.7) | −0.427 | 0.67 | 0.01 | |
STR | 21.32 (±6.9) | 21.95 (±7.0) | −0.263 | 0.792 | 0.04 | |
INTR | 26.77 (±3.2) | 26.71 (±4.3) | −1.267 | 0.205 | 0.06 |
Variables | University of Jaén M (SD) | University of Granada M (SD) | Z | p | Effect Size (r) | |
---|---|---|---|---|---|---|
SWLS | SWL | 20.20 (±4.5) | 17.78(±5.0) | −4.334 | 0.001 ** | 0.23 |
WLEIS-S | SEA | 11.53 (±2.3) | 10.78 (±2.2) | −3.547 | 0.006 ** | 0.19 |
OEA | 18.40 (±2.6) | 17.62 (±2.7) | −2.437 | 0.015 * | 0.13 | |
UOE | 14.47 (±3.5) | 14.17 (±3.2) | −0.863 | 0.388 | 0.04 | |
ROE | 13.65 (±3.1) | 12.67 (±3.2) | −2.467 | 0.014 * | 0.13 | |
TMMS-24 | ATT | 26.76 (±5.3) | 25.51 (±5.5) | −2.123 | 0.034 * | 0.11 |
CL | 30.93 (±5.7) | 28.87 (±6.6) | −3.158 | 0.002 ** | 0.17 | |
REP | 26.47 (±5.7) | 25.27 (±5.6) | −2.034 | 0.042 * | 0.11 | |
EQi-C | INTER | 29.50 (±3.2) | 28.94 (±3.3) | −1.502 | 0.133 | 0.08 |
ADAP | 18.56 (±2.8) | 17.44 (±3.1) | −3.291 | 0.001 ** | 0.18 | |
STR | 21.12(±6.8) | 22.16 (±7.4) | −1.211 | 0.226 | 0.06 | |
INTR | 26.79 (±3.4) | 26.70 (±3.5) | −0.417 | 0.676 | 0.02 |
Criteria Variable | R | R2 | R2 Corrected | F | Predicting Variables | β | t |
---|---|---|---|---|---|---|---|
Satisfaction with life | 0.64 | 0.41 | 0.403 | 33.248 | |||
SEA | 0.508 | 10.769 ** | |||||
UOE | 0.4 | 7.091 ** | |||||
ROE | 0.199 | 3.351 ** | |||||
ATT | 0.184 | 3.667 ** | |||||
CL | 0.215 | 3.563 ** | |||||
INTER | 0.151 | 2.798 ** | |||||
ADAP | 0.183 | 3.406 ** |
Relationships between Variables | Estimations | R.W. E.E. | C.R. | p | S.R.W. Estimations | ||
---|---|---|---|---|---|---|---|
SWL | <--- | EI | 0.673 | 0.159 | 4.227 | *** | 0.658 |
SEA | <--- | EI | 0.496 | 0.091 | 5.466 | *** | 0.871 |
UOE | <--- | EI | 0.393 | 0.112 | 3.516 | *** | 0.513 |
ROE | <--- | EI | 1 | 0.63 | |||
ATT | <--- | EI | 0.274 | 0.13 | 2.103 | *** | 0.309 |
CL | <--- | EI | 0.711 | 0.134 | 5.289 | *** | 0.845 |
INTER | <--- | EI | 0.165 | 0.107 | 1.54 | 0.124 | 0.216 |
ADAPT | <--- | EI | 0.123 | 0.084 | 1.471 | 0.141 | 0.206 |
Relationships between Variables | Estimations | R.W. E.E. | C.R. | p | S.R.W. Estimations | ||
---|---|---|---|---|---|---|---|
SWL | <--- | EI | 0.496 | 0.147 | 3.385 | *** | 0.497 |
SEA | <--- | EI | 1.174 | 0.13 | 9.054 | *** | 0.968 |
UOE | <--- | EI | 1.312 | 0.162 | 8.081 | *** | 0.711 |
ROE | <--- | EI | 1.129 | 0.14 | 8.062 | *** | 0.707 |
ATT | <--- | EI | 0.665 | 0.103 | 6.471 | *** | 0.488 |
CL | <--- | EI | 1.398 | 0.157 | 8.858 | *** | 0.877 |
INTER | <--- | EI | 0.301 | 0.086 | 3.498 | *** | 0.227 |
ADAPT | <--- | EI | 0.517 | 0.09 | 5.778 | *** | 0.414 |
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. |
© 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
Share and Cite
Gavín-Chocano, Ó.; Molero, D.; Ubago-Jiménez, J.L.; García-Martínez, I. Emotions as Predictors of Life Satisfaction among University Students. Int. J. Environ. Res. Public Health 2020, 17, 9462. https://doi.org/10.3390/ijerph17249462
Gavín-Chocano Ó, Molero D, Ubago-Jiménez JL, García-Martínez I. Emotions as Predictors of Life Satisfaction among University Students. International Journal of Environmental Research and Public Health. 2020; 17(24):9462. https://doi.org/10.3390/ijerph17249462
Chicago/Turabian StyleGavín-Chocano, Óscar, David Molero, Jose Luis Ubago-Jiménez, and Inmaculada García-Martínez. 2020. "Emotions as Predictors of Life Satisfaction among University Students" International Journal of Environmental Research and Public Health 17, no. 24: 9462. https://doi.org/10.3390/ijerph17249462