Perceived Emotional Intelligence, Self-Esteem and Life Satisfaction in Adolescents
By Lourdes Rey, Natalio Extremera, Mario Pena. 2011
205 citations recorded by the source corpus.
Abstract The present study examined the relationship between perceived emotional intelligence, selfesteem and life satisfaction in a sample of 316 Spanish adolescents (179 females and 137 males), ranging in age from 14 to 18. Demographic information was collected, along with data through the use of three self-report measures: the Trait Meta-Mood Scale, the Rosenberg Self-Esteem Scale and the Satisfaction with Life Scale. As expected, perceived emotional dimensions, particularly mood clarity and repair, showed positive associations with life satisfaction. Self-esteem also correlated significantly and positively with levels of adolescents satisfaction with life. More interestingly, results of structural equation modeling indicated that mood clarity and emotional repair had a significant direct and indirect link (via selfesteem) with life satisfaction in adolescents. The present study contributes to an emerging understanding of the underlying process between perceived emotional intelligence and life satisfaction. Our findings encourage moving beyond the examination of direct association between perceived emotional intelligence and life satisfaction and focusing on the role of potential mechanisms such as self-esteem involved in the link between perceived emotional intelligence and life satisfaction in adolescents. Implications of the present findings for future research are discussed, as well as potential interventions for increasing subjective well-being in adolescents.
Subfields: Applied Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/7442e8f9395d1dbdae5feb0e16140053c8f9f5da
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In Social Psychology
Citations in the corpus
- Do Teacher Status, Gender, and Years of Teaching Experience Impact Job Satisfaction and Work Engagement? (2020, background): “For instance, while Rey et al. (2011) found that primary teachers reported (a) greater effort and energy in developing teaching tasks and interacting with students, (b) a greater sense of importance and meaning of their work, and (c) higher intellectual engagement in their work relative to…”