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Article

The Role of Family Functionality and Its Relationship with Psychological Well-Being and Emotional Intelligence in High School Students

by
Pablo Molina Moreno
1,
Silvia Fernández Gea
1,*,
María del Mar Molero Jurado
1,
María del Carmen Pérez-Fuentes
1 and
José Jesús Gázquez Linares
2
1
Department of Psychology, University of Almería, 04120 Almeria, Spain
2
Department of Psychology, Universidad Autónoma de Chile, Santiago 7500912, Chile
*
Author to whom correspondence should be addressed.
Educ. Sci. 2024, 14(6), 566; https://doi.org/10.3390/educsci14060566
Submission received: 25 April 2024 / Revised: 13 May 2024 / Accepted: 22 May 2024 / Published: 24 May 2024
(This article belongs to the Section Education and Psychology)

Abstract

Adolescence is acknowledged as a critical transition stage in human development, during which factors such as family environment, psychological well-being, and emotional competencies are deemed crucial for optimal growth. Objective: A descriptive study with a quantitative, correlational, and cross-sectional approach was conducted to investigate: (1) how psychological well-being, emotional intelligence, and levels of family functioning are associated with each other; (2) the presence of gender disparities in psychological well-being, emotional intelligence, and family functioning; and (3) the identification of significant differences in psychological well-being and emotional intelligence based on family functioning. Methods: Participants were recruited from six different high schools in Spain. In total, 1092 secondary school students (584 females and 508 males) aged 12–17 years (M = 14.15) completed a series of instruments that were administered in person. Subsequently, data were statistically analysed and processed. Results: A positive correlation between family functioning, psychological well-being, and emotional intelligence was observed. In addition, significant gender differences were found in measures of psychological well-being, emotional intelligence, and family functioning. Finally, higher mean scores were identified for the high-functionality group when compared to the moderate-functionality and severe-dysfunctionality groups in both psychological well-being and emotional intelligence measures. Conclusions: The authors conclude by considering the family context as a key factor in adolescent development and propose future practical applications, such as programmes aimed at improving psychological well-being.
Keywords: family functionality; psychological well-being; emotional intelligence; high school; education; students and adolescence family functionality; psychological well-being; emotional intelligence; high school; education; students and adolescence

Share and Cite

MDPI and ACS Style

Molina Moreno, P.; Fernández Gea, S.; Molero Jurado, M.d.M.; Pérez-Fuentes, M.d.C.; Gázquez Linares, J.J. The Role of Family Functionality and Its Relationship with Psychological Well-Being and Emotional Intelligence in High School Students. Educ. Sci. 2024, 14, 566. https://doi.org/10.3390/educsci14060566

AMA Style

Molina Moreno P, Fernández Gea S, Molero Jurado MdM, Pérez-Fuentes MdC, Gázquez Linares JJ. The Role of Family Functionality and Its Relationship with Psychological Well-Being and Emotional Intelligence in High School Students. Education Sciences. 2024; 14(6):566. https://doi.org/10.3390/educsci14060566

Chicago/Turabian Style

Molina Moreno, Pablo, Silvia Fernández Gea, María del Mar Molero Jurado, María del Carmen Pérez-Fuentes, and José Jesús Gázquez Linares. 2024. "The Role of Family Functionality and Its Relationship with Psychological Well-Being and Emotional Intelligence in High School Students" Education Sciences 14, no. 6: 566. https://doi.org/10.3390/educsci14060566

APA Style

Molina Moreno, P., Fernández Gea, S., Molero Jurado, M. d. M., Pérez-Fuentes, M. d. C., & Gázquez Linares, J. J. (2024). The Role of Family Functionality and Its Relationship with Psychological Well-Being and Emotional Intelligence in High School Students. Education Sciences, 14(6), 566. https://doi.org/10.3390/educsci14060566

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