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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...

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Detalles Bibliográficos
Autor principal: Garaigordobil, Maite
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8314288/
https://www.ncbi.nlm.nih.gov/pubmed/34542518
http://dx.doi.org/10.3390/ejihpe10030064
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author Garaigordobil, Maite
author_facet Garaigordobil, Maite
author_sort Garaigordobil, Maite
collection PubMed
description 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.
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spelling pubmed-83142882021-09-15 Intrapersonal Emotional Intelligence during Adolescence: Sex Differences, Connection with other Variables, and Predictors Garaigordobil, Maite Eur J Investig Health Psychol Educ Article 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. MDPI 2020-09-18 /pmc/articles/PMC8314288/ /pubmed/34542518 http://dx.doi.org/10.3390/ejihpe10030064 Text en © 2020 by the author. https://creativecommons.org/licenses/by/4.0/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/ (https://creativecommons.org/licenses/by/4.0/) ).
spellingShingle Article
Garaigordobil, Maite
Intrapersonal Emotional Intelligence during Adolescence: Sex Differences, Connection with other Variables, and Predictors
title Intrapersonal Emotional Intelligence during Adolescence: Sex Differences, Connection with other Variables, and Predictors
title_full Intrapersonal Emotional Intelligence during Adolescence: Sex Differences, Connection with other Variables, and Predictors
title_fullStr Intrapersonal Emotional Intelligence during Adolescence: Sex Differences, Connection with other Variables, and Predictors
title_full_unstemmed Intrapersonal Emotional Intelligence during Adolescence: Sex Differences, Connection with other Variables, and Predictors
title_short Intrapersonal Emotional Intelligence during Adolescence: Sex Differences, Connection with other Variables, and Predictors
title_sort intrapersonal emotional intelligence during adolescence: sex differences, connection with other variables, and predictors
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8314288/
https://www.ncbi.nlm.nih.gov/pubmed/34542518
http://dx.doi.org/10.3390/ejihpe10030064
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