000108500 001__ 108500
000108500 005__ 20240319080945.0
000108500 0247_ $$2doi$$a10.1007/s12144-020-01208-y
000108500 0248_ $$2sideral$$a121213
000108500 037__ $$aART-2022-121213
000108500 041__ $$aeng
000108500 100__ $$0(orcid)0000-0002-8072-2390$$aSalavera, C.$$uUniversidad de Zaragoza
000108500 245__ $$aThe relationship between eudaimonic wellbeing, emotional intelligence and affect in early adolescents
000108500 260__ $$c2022
000108500 5060_ $$aAccess copy available to the general public$$fUnrestricted
000108500 5203_ $$aThis study aims to analyse the relationship between eudaimonic well-being, emotional intelligence and affects in early adolescents. Eudaimonic well-being is based on the development of personal skills, based on the premise that people are happy if they have a life purpose, challenges and growth. Emotional intelligence and affects can play a key role in this. The sample analysed comprised 344 first- and second-year secondary school students, aged 12 to 15 years (49.13% boys; M age = 12.86 years), and the relationship between the three target constructs – eudaimonic well-being, affects and emotional intelligence – was analysed. The survey was designed as a lateral study based on natural groups. The instruments used were the Eudaimonic well-being questionnaire, the Emotional intelligence questionnaire and the Positive and negative affect scale for children and adolescents. The results show that these constructs are related to one another. One in three participants yielded low scores in terms of eudaimonic well-being, emotional intelligence and positive affects. One in three yielded high values. The study also analysed the mediating role that emotional intelligence plays in well-being, which is increased when affects play a mediating role. According to our research, the emotional intelligence has a direct positive effect on well-being of 0.31 (p < 0.001), with a total effect (direct + indirect effects) mediated by positive and negative affects of 0.48 (p < 0.001), which suggests that positive and negative affects directly mediate the relationship between EI and eudaimonic well-being. Regression analysis revealed that three of the components of emotional intelligence (emotional self-awareness, emotional regulation and the use of emotions in problem-solving) and positive and negative affects can be used to predict eudaimonic well-being, with an aggregate variance of 70.2%. It is concluded that emotional intelligence and affects play a role in eudaimonic well-being in early adolescents. Therefore, early emotional and affective training can lead to an increase in eudaimonic well-being, which opens interesting avenues for future research.
000108500 536__ $$9info:eu-repo/grantAgreement/ES/DGA/FSE$$9info:eu-repo/grantAgreement/ES/DGA/S46-20R
000108500 540__ $$9info:eu-repo/semantics/openAccess$$aAll rights reserved$$uhttp://www.europeana.eu/rights/rr-f/
000108500 590__ $$a2.8$$b2022
000108500 591__ $$aPSYCHOLOGY, MULTIDISCIPLINARY$$b56 / 147 = 0.381$$c2022$$dQ2$$eT2
000108500 594__ $$a4.6$$b2022
000108500 592__ $$a0.661$$b2022
000108500 593__ $$aPsychology (miscellaneous)$$c2022$$dQ2
000108500 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000108500 700__ $$0(orcid)0000-0003-3789-3781$$aUsán, P.$$uUniversidad de Zaragoza
000108500 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000108500 773__ $$g41 (2022), 6945–6953$$pCurr. psychol.$$tCurrent Psychology$$x1046-1310
000108500 8564_ $$s479698$$uhttps://zaguan.unizar.es/record/108500/files/texto_completo.pdf$$yPostprint
000108500 8564_ $$s2489902$$uhttps://zaguan.unizar.es/record/108500/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint
000108500 909CO $$ooai:zaguan.unizar.es:108500$$particulos$$pdriver
000108500 951__ $$a2024-03-18-12:31:52
000108500 980__ $$aARTICLE