000077164 001__ 77164
000077164 005__ 20200716101509.0
000077164 0247_ $$2doi$$a10.1186/s41155-018-0115-y
000077164 0248_ $$2sideral$$a110342
000077164 037__ $$aART-2019-110342
000077164 041__ $$aeng
000077164 100__ $$0(orcid)0000-0002-8072-2390$$aSalavera, C.$$uUniversidad de Zaragoza
000077164 245__ $$aThe relationship of internalizing problems with emotional intelligence and social skills in secondary education students: gender differences
000077164 260__ $$c2019
000077164 5060_ $$aAccess copy available to the general public$$fUnrestricted
000077164 5203_ $$aInternalizing problems (depression, anxiety, social anxiety, somatic complaints, post-traumatic symptoms, and obsession-compulsion) are very important in adolescents’ development. These problems can be related with people who lack social skills and poorly handle their emotions. This study assessed 1358 secondary education students (12–17 years) to analyze the relationship linking internalizing problems, emotional intelligence, and social skills. The results showed not only how these constructs were related, but how students’ internalizing problems varied according to their emotional intelligence and social skills. They also indicated that two in every three males, and just over one in every two females, obtained high scores for internalizing problems. The model showed a good fit: ¿2(85) = 201.161 p < 0.001; ¿2/gl = 2.367; CFI = 0.919; NFI = 0.869; TLI = 0.900; RMSEA = 0.075, IC 95% (0.062–0.089). Finally, gender influenced the way that internalizing problems, emotional intelligence, and social skills were related, and an inverse relation appeared to link internalizing problems, emotional intelligence (r = -.77), and social skills (r = -.52) for females, while this relationship was poorer for males. By way of conclusion, we state that internalizing problems are related with emotional intelligence and social skills in secondary education students, but this relationship differs according to gender.
000077164 536__ $$9info:eu-repo/grantAgreement/ES/DGA/FSE$$9info:eu-repo/grantAgreement/ES/DGA/S46-17R
000077164 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000077164 590__ $$a0.909$$b2019
000077164 591__ $$aPSYCHOLOGY, MULTIDISCIPLINARY$$b100 / 138 = 0.725$$c2019$$dQ3$$eT3
000077164 592__ $$a0.326$$b2019
000077164 593__ $$aPsychology (miscellaneous)$$c2019$$dQ3
000077164 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000077164 700__ $$0(orcid)0000-0003-3789-3781$$aUsán, P.$$uUniversidad de Zaragoza
000077164 700__ $$0(orcid)0000-0001-7126-524X$$aTeruel, P.$$uUniversidad de Zaragoza
000077164 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000077164 773__ $$g32, 1 (2019), 4 [9 pp]$$pPsicologia$$tPsicologia: Reflexao e Critica$$x0102-7972
000077164 8564_ $$s260378$$uhttps://zaguan.unizar.es/record/77164/files/texto_completo.pdf$$yVersión publicada
000077164 8564_ $$s102589$$uhttps://zaguan.unizar.es/record/77164/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000077164 909CO $$ooai:zaguan.unizar.es:77164$$particulos$$pdriver
000077164 951__ $$a2020-07-16-09:17:37
000077164 980__ $$aARTICLE