Valor predictivo de la inteligencia emocional rasgo en los estados afectivosuna comparación de género

  1. Merchán-Clavellino, Ana
  2. Morales-Sánchez, Lucía
  3. Martínez-García, Concha
  4. Gil-Olarte, Paloma
Journal:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Year of publication: 2018

Issue Title: LA PSICOLOGÍA EN EL MUNDO ACTUAL

Volume: 1

Issue: 1

Pages: 137-146

Type: Article

DOI: 10.17060/IJODAEP.2018.N1.V1.1178 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Abstract

A growing body of research suggests that higher levels of Trait Emotional Intelligence (EI) influence an optimal well-being development and psychological adjustment, such as positive affective states. However, few studies relate these variables considering gender differences. Therefore, the aims of this work are to establish if there are differences according to sex, in each dimension of EI and affective states. Moreover, this study aims to check the existence of relationships between EI and affect, showing the EI contribution as a predictor of affective state, for both, the total sample, and differentiating between men and women. Participants were 467 university students, 82.4% women, with an average age of 21.79 years (SD = 5.19). The TMMS-24 questionnaire was used to measure IE, and affective states were assessed with PANAS. The results showed statistically significant differences (p <.05) between men and women in positive affect, being higher for men. In addition, there were statistically significant correlations between EI dimensions and affects (p <.01). Regarding the predictive value of EI, the results showed that the three EI dimensions predicted negative affect in both sexes, with an explained variance of 21.2% in women and approximately the doublé in men (37.5%). However, attention and emotional regulation are the variables that predict 16.7% of the variance of positive affect in women, leaving out of the equation to men. The existence of gender differences is demonstrated, not so much in EI dimensions but in the explanatory role of EI in affect, so it has to be taken into consideration in the face of future interventions.

Bibliographic References

  • Alcalá, V., Camacho, M. y Giner, J. (2007). Affect and depression in the elderly. Psicothema, 19(1), 49-56.
  • Cazalla-Luna, N. y Molero, D. (2014). Inteligencia emocional percibida, ansiedad y afectos en estudiantes universitarios. REOP - Revista Española de Orientación y Psicopedagogía, 25(3), 56-73.
  • Extremera, N. y Fernández-Berrocal, P. (2005). Inteligencia emocional percibida y diferencias individuales en el meta-conocimiento de los estados emocionales: una revisión de los estudios con el TMMS. Ansiedad y estrés, 11(2-3), 101-122.
  • Extremera, N., Fernández-berrocal, P. y Salovey, P. (2006). Spanish version of the Mayer-saloveycaruso Emotional Intelligence Test (msceit). Version 2.0: Reliabilities, age and gender differences. Psicothema, 18, 42-48.
  • Extremera, N. y Rey, L. (2016). Ability emotional intelligence and life satisfaction: Positive and negative affect as mediators. Personality and Individual Differences, 102, 98-101. https://doi.org/10.1016/j.paid.2016.06.051
  • Extremera, N., Fernández-Berrocal, P., Mestre, J. M. y Guil, R. (2004). Medidas de evaluación de la inteligencia emocional. Revista Latinoamericana de Psicología, 36(2). Recuperado a partir de http://www.redalyc.org/resumen.oa?id=80536203
  • Fernández-Berrocal, P., Berrios-Martos, M. P., Extremera, N. y Augusto, J. M. (2012). Inteligencia emocional: 22 años de avances empíricos. Behavioral Psychology/Psicología Conductual, 20(1), 5–13.
  • Fernández-Berrocal, P., Extremera, N. y Ramos, N. (2004). Validity and reliability of the spanish modified version of the trait meta-mood scale. Psychological Reports, 94(3), 751-755. https://doi.org/10.2466/pr0.94.3.751-755
  • Gohm, C. L. y Clore, G. L. (2002). Four latent traits of emotional experience and their involvement in well-being, coping, and attributional style. Cognition & Emotion, 16(4), 495–518.
  • Gómez-Maquet, Y. (2007). Cognición, emoción y sintomatología depresiva en adolescentes escolarizados. Revista Latinoamericana de Psicología, 39(3). Recuperado a partir de http://www.redalyc.org/resumen.oa?id=80539301
  • Gómez-Romero, M. J., Limonero, J. T., Toro, J., Montes-Hidalgo, J. y Tomás-Sábado, J. (2017). Relación entre inteligencia emocional, afecto negativo y riesgo suicida en jóvenes universitarios. Ansiedad y Estrés, 21.https://doi.org/10.1016/j.anyes.2017.10.007
  • Gray, E. K. y Watson, D. (2007). Assessing positive and negative affect via self-report. En J. A. Coan y J. J. B. Allen. Handbook of emotion elicitation and assessment, (pp. 171–183). New York: Oxford University Press.
  • Martins, A., Ramalho, N. y Morin, E. (2010). A comprehensive meta-analysis of the relationship between Emotional Intelligence and health. Personality and Individual Differences, 49(6), 554- 564. https://doi.org/10.1016/j.paid.2010.05.029
  • Mayer, J. D. y Salovey, P. (1997). What is emotional intelligence? En P. Salovey y D. Sluyter. Emotional Development and Emotional Intelligence: Educational Implications, 2nd edn (pp. 3- 31). New York: Basic.
  • Mestre, J. M. y Fernández-Berrocal, P. (2007). Manual de inteligencia emocional.Madrid: Pirámide.
  • Mestre, J. M., Guil, R. G. y Lim, N. (2004). Inteligencia emocional: ¿a qué pueden deberse las diferencias respecto a la variable género? En E. Barberá. Motivos, emociones y procesos representacionales: de la teoría a la práctica (pp. 313-324). Valencia: Fundación universidad-empresa de valencia.
  • Mestre, J. y Guil, R. (2006). Medidas de ejecución versus medidas de autoinformes de inteligencia emocional. Ansiedad y estrés, 12(2-3), 413-425.
  • Mestre, J. M., Gutiérrez, J. M., Guerrero, C. y Guil, R. (2017). Gestión de emociones en el día a día. Madrid: Ediciones Pirámide.
  • Molero, D., Álvarez, F. O. y Ávila, M. R (2010). Diferencias en la adquisición de competencias emocionales en función del género. Revista Electrónica de Investigación y Docencia (REID), 0(3). Recuperado a partir de https://revistaselectronicas.ujaen.es/index.php/reid/article/view/1167
  • Palmer, B., Donaldson, C. y Stough, C. (2002). Emotional intelligence and life satisfaction. Personality and individual differences, 33(7), 1091–1100.
  • Petrides, K. V., Pita, R. y Kokkinaki, F. (2007). The location of trait emotional intelligence in personality factor space. British Journal of Psychology, 98(Pt 2), 273-289. https://doi.org/10.1348/000712606X120618
  • Petrides K.V. (2010). Trait Emotional Intelligence Theory. Industrial and Organizational Psychology, 3(2), 136-139. https://doi.org/10.1111/j.1754-9434.2010.01213.x
  • Prieto-Rincón, D., Inciarte-Mundo, J., Rincón-Prieto, C. y Bonilla, E. (2008). Estudio del coeficiente emocional en estudiantes de medicina. Revista chilena de neuro-psiquiatría, 46(1), 10-15. https://doi.org/10.4067/S0717-92272008000100002
  • Robles, R. y Páez, F. (2003). Estudio sobre la traducción al español y las propiedades psicométricas de las escalas de afecto positivo y negativo (panas). Salud mental, 26(1),69-75.
  • Ros-Morente, A., Mora, C. A., Nadal, C. T., Belled, A. B. y Berenguer, N. J. (2017). An examination of the relationship between emotional intelligence, positive affect and character strengths and virtues. Anales de Psicología / Annals of Psychology, 34(1), 63-67. https://doi.org/10.6018/analesps. 34.1.262891
  • Salguero, J. M., Fernández-Berrocal, P., Ruiz-Aranda, D., Castillo, R. y Palomera, R. (2011). Inteligencia emocional y ajuste psicosocial en la adolescencia: El papel de la percepción emocional. European Journal of Education and Psychology, 4(2), 143–152.
  • Salovey, P. y Mayer, J. D. (1990). Emotional Intelligence. Imagination, Cognition and Personality, 9(3), 185-211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG Salovey, P., Mayer, J. D., Goldman, S. L., Turvey, C. y Palfai, T. P. (1995). Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale. En J. W. Pennerbarker . Emotion, disclosure, and health (pp. 125-154). Washington, D. C.: American Psychological Assn.
  • Sandín, B., Chorot, P., Lostao, L., Joiner, T. E., Santed, M. y Valiente, R. M. (1999). Escalas PANAS de afecto positivo y negativo: validación factorial y convergencia transcultural. Psicothema, 11(1), 37–51.
  • Schutte, N. S., Malouff, J. M., Thorsteinsson, E. B., Bhullar, N. y Rooke, S. E. (2007). A meta-analytic investigation of the relationship between emotional intelligence and health. Personality and Individual Differences, 42(6), 921-933. https://doi.org/10.1016/j.paid.2006.09.003
  • Simon, R. W. y Nath, L. E. (2004). Gender and emotion in the United States: Do men and women differ in self-reports of feelings and expressive behavior? American journal of sociology, 109(5), 1137–1176.
  • Valadez, M. D., Borges, M. Á., Ruvalcaba, N., Villegas, K. y Lorenzo, M. (2013). Emotional intelligence and its relationship with gender, academic performance and intellectual abilities of undergraduates. Electronic Journal of Research in Educational Psychology, v11(n2), 395-412.
  • Watson, D., Clark, L. A. y Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: the PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063-1070.
  • Zeidner, M., Matthews, G. y Roberts, R. D. (2012). The Emotional Intelligence, Health, and Well- Being Nexus: What Have We Learned and What Have We Missed? Applied Psychology: Health and Well-Being, 4(1), 1–30.
Data source: Dialnet