Search Results (174)

We examined the effects of emotional intelligence (EI) and the Big Five on students’ performance in collaborative problem solving (CPS). 162 secondary-school students completed the Mayer-Salovey-Caruso Emotional Intelligence Test and the Big Five Inventory. Divided into 54 triads (64.8% female), they then collaboratively solved a complex social problem. Based on video-recordings of the CPS sessions, we assessed four CPS processes: the team’s socio-cognitive exchange, socio-emotional interaction, task management, and relationship management. The CPS product (solution) of each team was judged by two independent raters. Using structural equation modelling (1) with team-level EI abilities as predictors, we found a small indirect effect (via CPS processes) of both understanding and managing emotions on the CPS product, and a medium-size direct effect of understanding emotions on the same criterion; (2) with team-level traits as predictors, a medium-size positive effect of neuroticism on task management, a small negative effect of extraversion on relationship management, and a small positive effect of openness on the CPS product. A model including both EI and personality confirmed their independent contributions to CPS performance, with EI abilities contributing both directly and indirectly to the CPS product, and the contribution of personality narrowed down to neuroticism positively affecting task management. Full article

Artificial Intelligence (AI) profoundly shapes adolescents’ digital experiences, presenting both developmental opportunities and risks related to privacy and psychological well-being. This study investigates first the possible generational gap between adolescents and their parents in AI use and trust, and then the associations between the Trait Emotional Intelligence (trait EI), parenting styles, perceived social support, and parental involvement on adolescents’ use and trust in AI-based technologies. Participants were 170 adolescents (aged 13–17) and 175 parents from southern Italy, who completed standardized questionnaires assessing parenting styles, Trait Emotional Intelligence (Trait EI), social support, digital literacy, and use and trust in AI. Adolescents used AI more frequently than parents, especially for school- or work-related support and were more likely to seek behavioral advice from AI. They also showed higher trust in AI data security and the quality of behavioral advice than parents. Moreover, greater trait EI and more authoritative (vs. authoritarian) parenting were associated with less frequent AI use and lower use and trust in AI. In 47 matched parent–adolescent dyads, cluster analysis identified Balanced Users (higher trait EI, authoritative parenting, stronger support, cautious AI use) and At-Risk Users (lower trait EI, authoritarian parenting, lower support, heavier and more trusting AI use) Despite no causal inferences can be drawn due to the correlational nature of the data, the results suggested the importance of considering adolescents’ trait EI and authoritative parenting practices in supporting balanced and critical digital engagement, highlighting the concept of a “digital secure base” as essential for navigating the evolving digital landscape. Full article

Background: Emotional intelligence refers to individuals’ ability to recognize and manage their own emotions as well as those of others, playing a crucial role in stress management. This study aimed to investigate the relationship between different dimensions of emotional intelligence and stress management strategies in patients undergoing hemodialysis. Methods: In this cross-sectional study, 468 patients on hemodialysis completed the (i) Wong and Law Emotional Scale (WLEIS) and (ii) Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF) for the assessment of emotional intelligence as an emotional ability or as a personality trait, respectively; (iii) the Brief COPEQuestionnaire (Brief- COPE) for the assessment of stress management strategies; and (iv) a questionnaire about demographic characteristics. Spearman’s correlations coefficients were used to explore associations between two continuous variables. Multiple linear regression analysis was used with Brief-COPE dimensions as the dependent variable. Results: High levels of emotionality were associated with an active approach to coping with stress (p = 0.018), while increased well-being and high regulation of emotions were associated with decreased behavioral disengagement (p < 0.001). Moreover, high emotional appraisal of others was linked to an increased use of humor (p = 0.042), while self-control and use and regulation of emotions were associated with decreased expression of negative feelings (p < 0.001). Conclusions: The current findings suggest potential links between emotional intelligence and stress management strategies in patients undergoing hemodialysis. Full article

Toxic leadership in educational settings is a pervasive issue that negatively impacts both educators’ well-being and organizational effectiveness. While previous research has largely focused on defining toxic leadership traits, fewer studies have examined how contextual factors—such as school size, cultural norms, and leadership demographics—can obscure or normalize these behaviors. This narrative review aims to address the following research questions: (i) What are the key factors contributing to the emergence of toxic leadership in educational contexts? (ii) How do toxic leadership behaviors impact teachers and students? (iii) What strategies and interventions can mitigate the negative effects of toxic leadership in schools? Using a structured literature search in Scopus (2014–2024), this review synthesizes existing evidence on toxic leadership traits, including authoritarianism, narcissism, and abusive supervision. The analysis highlights the role of emotional intelligence as a critical resilience factor, emphasizing how self-awareness, empathy, and self-regulation can mitigate toxic leadership’s harmful effects. The findings suggest that promoting leadership development programs, emotional intelligence training, and ethical decision-making frameworks can help schools counteract toxic leadership and create more inclusive and supportive environments. Full article

Nursing students often face emotional challenges related to death and dying, affecting their psychological well-being, emotional intelligence, and academic success. Cultural and educational factors may influence how they experience and manage these stressors. This study aimed to compare fear of death, emotional intelligence, coping with death, and academic burnout among second-year nursing students in Spain and Portugal to identify cross-cultural differences. A cross-sectional study was conducted among 174 second-year nursing students from the University of Extremadura (Spain) and the University of Évora (Portugal) during the 2023/2024 academic year. The instruments used included the Collett–Lester Brief Fear of Death Scale, the Trait Meta-Mood Scale—24 ítems, the Bugen’s Coping with Death Scale, and the Maslach Burnout Inventory—Student Survey. Descriptive statistics were calculated, and group comparisons were performed using independent samples t-tests and Welch’s t-tests, depending on variance homogeneity. A two-way ANOVA was also conducted to explore interactions between gender and nationality. The Spanish sample comprised 86 women and 21 men, and the Portuguese sample included 58 women and 9 men. The mean age across the sample was 21.5 years (SD = 4.15). No significant differences were observed in fear of death or emotional intelligence between the two groups. However, Portuguese students showed significantly better coping with death, but also higher academic burnout and cynicism. Spanish students reported greater perceived efficacy. Although emotional intelligence and death anxiety were similar, Portuguese students demonstrated stronger coping skills but experienced more burnout. This suggests that coping alone may not buffer academic stress, emphasizing the need for culturally tailored interventions to enhance emotional readiness and reduce burnout. Full article

Alexithymia is a trait-like deficit in the cognitive processing of emotions, characterized by difficulty identifying and describing feelings, externally oriented thinking, and limited imaginal capacity. It reflects a deficit in emotional intelligence, specifically in the intrapersonal ability to understand and manage one’s own emotional states and to similarly recognize how others might view them. Emotional intelligence has been conceptualized as a distinct form of intelligence that involves emotion-related mental abilities and meets standard psychometric criteria for inclusion within the broader taxonomy of human intelligences. Increasingly, alexithymia is also understood as a failure of affect-focused mentalization, or the ability to perceive emotions in oneself and others as intentional states. This study examined alexithymia using a multi-informant approach to assess intrapersonal and interpersonal emotional awareness. A sample of 211 university students and their informants completed the Toronto Alexithymia Scale (TAS-20), an informant version (TAS-20-IF), and a novel meta-perception version (TAS-20-Meta). Two hypotheses were tested and supported: (1) participants underestimated their alexithymia traits relative to informant ratings and (2) self- and meta-perception ratings were more strongly correlated than either was with informant ratings. These findings support the view that alexithymia reflects deficits in both affective mentalization and a specific domain of human intelligence. Full article

Emotional intelligence is a crucial determinant of socioemotional adaptation, psychological well-being and healthy habits in a population, although it has been barely studied in Generation Z. Therefore, the following research objectives were established: (1) to measure the levels of attention, clarity and emotional repair of Spanish university students in teaching undergraduates and (2) to design predictive models of emotional intelligence considering sex, anthropometric measurements, physical activity and the use of social networks as factors. A cross-sectional study was conducted with the involvement of Spanish teaching undergraduates. An online questionnaire integrating sociodemographic questions, the International Physical Activity Questionnaire Short Form, Trait Meta-State Mood Scale TMMS-24 and Social Network Addiction Scale SNAddS-6S were administered. University students exhibited higher levels of emotional attention (30.32 ± 6.08) than those of emotional clarity (28.18 ± 6.34) and emotional repair (28.51 ± 6.02). Most students use X, Pinterest, TikTok, Instagram, YouTube and WhatsApp most days of the week. There are positive relationships between attention and emotional clarity (r = 0.33; p ≤ 0.001), attention and emotional repair (r = 0.18; p ≤ 0.001) and clarity and emotional repair (r = 0.44; p ≤ 0.001). In conclusion, males have higher levels of emotional clarity and emotional repair, but females show higher levels of emotional attention. The model with the highest explanatory power is the one obtained for men’s emotional attention. Full article

Mental health is an increasing concern, particularly among the younger population. Given that university life is a critical stage in the personal and academic development of some young individuals, identifying the factors that contribute to their well-being is essential. This study focused on exploring the role of emotional intelligence and resilience in the perceived stress of a sample of 338 university students from the University of Alicante. To this end, a structural equation analysis was used to evaluate the direct and indirect effects of the variables included in the model. The instruments used were the Trait Meta-Mood Scale, the Connor–Davidson Resilience Scale, and the Perceived Stress Scale. Based on the dimensions of the cascading model of emotional intelligence, the results indicate that emotional attention had a direct and positive effect on stress, while both emotional clarity and emotional repair influenced resilience directly and positively. In turn, resilience had a direct and negative effect on stress, acting as a mediator between the dimensions of emotional intelligence and stress. The final proposed model explained 49.3% of the variance in stress. This study provides empirical evidence regarding how these variables interact and underscores the importance of emotional abilities in stress regulation in the university setting. Full article

Background: Emotional intelligence is the ability to make decisions and adapt to life changes. This capacity may be conditioned by emotional states. Evidence shows that postpartum women experience these changes, which affect an estimated 80% of postpartum women and their parenting management. The purpose of this study was to analyze the impact of interventions based on reinforcing emotional intelligence in pregnant and postpartum women and their relationship with the different sociodemographic and clinical characteristics of the mother and newborn. Methods: We conducted a quasi-experimental experiment between August 2016 and December 2018. We recruited a total of 69 pregnant women (35 women in the intervention group and 34 women in the control group). The pregnant women in the intervention group were exposed to hybrid interventions through a mobile health application and in-person interventions as part of a training and emotional management program. The Trait-Meta Mood Scale (TMMS-24) evaluation questionnaire was administered to measure emotional intelligence across its three dimensions. Results: The results showed important clinical significance, although not statistical significance in all TMMS domains. Postpartum scores for clarity (mean: 29.20; SD 6.36 vs. 24.91; SD 6.67; p > 0.05), repair (mean: 28.43; SD 5.58; vs. 24.62; SD 7.04; p > 0.05), and attention (mean: 26.03; SD 6.08 vs. 23.29; SD 5.14; p > 0.05) were higher in the intervention group compared to the control group. The duration of gestation notably influenced “Clarity”, while work situations and parental support affected “emotional repair”. Conclusions: Educational training increased emotional competencies and equipped women with the emotional mechanisms needed to adopt new adaptation strategies. Training in emotional self-management during pregnancy has a greater impact on the “Clarity” of emotions. Full article

Scientific research has examined relationships between various emotional factors in teachers; however, few studies have analyzed these relationships jointly. This study aimed to explore mechanisms through which emotional intelligence, resilience, stress, and burnout influence the psychological well-being of 338 trainee teachers (comprising 72.8% women) from the University of Alicante. Structural equation modeling was used to assess the direct and indirect effects among the variables included in the model. The instruments employed were the Trait Meta-Mood Scale, the Connor–Davidson Resilience Scale, the Perceived Stress Scale, the Maslach Burnout Inventory, and Ryff’s Psychological Well-being Scale. The results indicated that resilience had a direct and positive effect on psychological well-being, while burnout had a direct but negative effect. In addition, emotional intelligence and stress influenced psychological well-being indirectly: emotional intelligence exerted a positive impact through resilience, whereas stress had a negative impact through burnout. The model explained a high percentage (85.3%) of variance in psychological well-being. This study provides empirical evidence on how these variables interact and highlights the importance of incorporating these abilities into teacher training programs to enhance teachers’ psychological well-being and thereby improve the quality of the educational process. Full article

This cross-sectional study investigates the association between the behavior of children aged 8–12 years old and key factors such as body mass index (BMI), sleep quality, and emotional intelligence (EI). It aims to explore how these variables interrelate and impact children’s overall behavior during a crucial developmental stage. A sample of children was assessed using standardized measures for BMI, sleep quality, and emotional intelligence (EI), while their behaviors were evaluated using behavioral scales. Statistical analyses were conducted to determine significant associations between these factors. For the data collection, we used sociodemographic questionnaire and the family affluence scale (FAS), and for the evaluation of sleep quality, we used the Children’s Sleep Habits Questionnaire (CSHQ). Moreover, the Trait Emotional Intelligence Questionnaire—Child Short Form (TEIQue-CSF) and Child Behavior Checklist (CBCL) were used for the evaluation of emotional intelligence and behavior. The findings reveal noteworthy correlations between high BMI, poor sleep quality, and lower emotional intelligence with certain behavioral challenges, including emotional regulation and social interaction difficulties. The study underscores the importance of addressing these factors to support the healthy psychological and physical development of children. Further research is suggested to explore potential interventions. Full article

In the era of Artificial Intelligence, the magic of achieving results at the “speed of light” for tasks that until recently required a lot of work and effort shocks, arouses enthusiasm and generates fears at the same time. Therefore, starting from this reality of our days, we proposed within the current research to study the relationship between the factors of technostress (techno-overload, techno-invasion, techno-complexity, techno-insecurity, techno-uncertainty) perceived as a result of the implementation of AI at the societal level and the quality of life, filtering the relationship through the “lens” of the positive and negative affect mediators. The mediation analyses, conducted on a sample of 217 adult Romanian citizens (18–62 years old), suggested that although AI-related technostress does not directly influence quality of life, it has a significant indirect impact through affective traits—general tendencies to frequently experience positive or negative emotions. This indicates that technostress contributes to variations in quality of life by influencing emotional experiences, which mediate the relationship. These findings emphasize not only the absence of a direct effect, but also the importance of the indirect pathway in understanding how individuals are affected by AI-related stress. We believe that the results of the current study can be equally useful in raising awareness of the psychological mechanisms responsible for the quality of life and in understanding the importance of implementing official programs, both technically, regarding the development of skills to understand and work with AI, and psychological support programs, considering the management of emotions, with reference to this technology. Full article

This study aimed to develop the Five Cognitive Biases in Risk-Taking Scale (5 CBR-S) to measure five cognitive biases associated with risk-taking: overconfidence, illusion of control, belief in the law of small numbers, escalation of commitment, and optimism. Firefighters completed a series of five questionnaires: cognitive biases related to risk-taking, emotional intelligence, self-regulation behaviors, personality traits, and mental toughness. Data were collected from two distinct samples, each consisting of 202 firefighters. A series of exploratory and confirmatory factor analyses conducted on an initial version of the 5 CBR-S with 50 items provided structural evidence supporting a 5-factor, 19-item solution. Evidence of validity and reliability for the 5 CBR-S scores was provided by examining correlations with emotional intelligence, personality traits, and mental toughness. Overall, despite certain limitations, the 5 CBR-S constitutes a robust measure, offering the advantage of highlighting the five main cognitive biases related to risk-taking. It can be used both among firefighters and in other professional contexts involving high-intensity emergency decision-making. Full article

Trait Emotional Intelligence (Trait EI) is considered a protective factor for adolescents’ psychological well-being and may play a critical role in mitigating the risk of developing eating disorders (EDs), particularly in the context of pervasive social media use. However, the psychological mechanisms underlying this relationship, such as the driving factors of social media engagement, remain underexplored. This cross-sectional study aimed to examine whether motivating factors for social media use mediate the relationship between Trait EI and ED risk, as well as whether perceived social support moderates this relationship. A total of 388 Italian adolescents (Mage = 14.2; 50.7% girls) completed self-report questionnaires, including the Trait Emotional Intelligence Questionnaire—Adolescent Short Form (TEIQue-ASF), the Eating Attitudes Test (EAT-26), the Multidimensional Scale of Perceived Social Support (MSPSS), and the Motivations for Social Media Use Scale (MSMU). Data were collected between November 2023 and June 2024. Mediation and moderation analyses were conducted using the PROCESS macro (Model 5). The results showed that lower Trait EI scores were significantly associated with higher EAT-26 scores (β = −11.03, p < 0.001). Motivation for social media use in terms of popularity, (β = −0.35, p < 0.05), appearance (β = −0.68, p < 0.01), and connection (β = −0.44, p < 0.05) significantly mediated this relationship. Perceived social support moderated this relationship in all models (β range = 0.08–0.10, p < 0.05), suggesting a buffering effect. The findings highlight the importance of Emotional Intelligence and social support as key psychological resources that may protect adolescents from disordered eating behaviors. Moreover, understanding the motivating factors behind social media use, particularly those centered on appearance and popularity, may help identify adolescents at greater risk and inform tailored prevention strategies. Full article

This paper discusses the interrelation between personality and intelligence in acquiring a second language (L2). From 13 studies and the available literature, it determines that extraversion, openness, and conscientiousness, as well as subdomains of emotional intelligence (well-being, empathy, and sociability) are important in predicting L2 motivation, perseverance, and achievement. The interpretation also outlines L2-specific trait emotional intelligence (TEI) and cultural intelligence as the key factors explaining why learning may be consistent with various measures other than general variables. Furthermore, it elaborates on how self-control, perseverance, and mindset assist in coping with language learning anxiety and promoting greater engagement with language learning. However, there are some limitations to this study, focusing on cross-sectional data and the homogeneity of the learner population. Therefore, follow-up work should take into account a longitudinal approach, examine the role of IPAs in learning L2, and move towards integrative perspectives in which the dispersive connections between traits of personality and intelligence and L2 proficiency would be adequately captured. Full article