Do core self-evaluations and trait emotional intelligence predict subjective well-being in dental students?

2013 ◽  
Vol 43 (5) ◽  
pp. 1097-1103 ◽  
Author(s):  
Alexander Montasem ◽  
Stephen L. Brown ◽  
Rebecca Harris
Keyword(s):  
Emotional Intelligence ◽  
Well Being ◽  
Dental Students ◽  
Subjective Well Being ◽  
Trait Emotional Intelligence ◽  
Core Self

scholarly journals Longitudinal analysis of subjective well-being in preadolescents: The role of emotional intelligence, self-esteem and perceived stress

2020 ◽  
pp. 135910532095160 ◽  
Author(s):  
Lidón Villanueva ◽  
Vicente Prado-Gascó ◽  
Inmaculada Montoya-Castilla
Keyword(s):  
Life Satisfaction ◽  
Emotional Intelligence ◽  
Perceived Stress ◽  
Qualitative Comparative Analysis ◽  
Well Being ◽  
Self Esteem ◽  
Somatic Complaints ◽  
Hierarchical Regression ◽  
Subjective Well Being ◽  
Trait Emotional Intelligence

Subjective wellbeing has been conceptualized as a person’s cognitive and affective evaluation of their life. In this line, life satisfaction and somatic complaints may be outstanding indicators of well-being. The aim of this longitudinal study was to analyze the combined contribution of trait emotional intelligence, self-esteem and perceived stress to well-being. Participants were 381 pupils aged 12–16 years (56.1% female). Hierarchical regression models and a fuzzy-set qualitative comparative analysis (QCA) were conducted. Trait emotional intelligence, self-esteem and low perceived stress were related in the expected direction to life satisfaction and somatic complaints. Findings support a specific pathway to improve wellbeing in preadolescents.

scholarly journals Improving Subjective Well-Being, Trait Emotional Intelligence and Social Anxiety through a Programme Based on the Sport Education Model in Adolescents

2019 ◽  
Author(s):  
Pablo Luna ◽  
Jerónimo Guerrero ◽  
Javier Cejudo
Keyword(s):  
Emotional Intelligence ◽  
Social Anxiety ◽  
School Context ◽  
Well Being ◽  
Control Group ◽  
Sport Education ◽  
Subjective Well Being ◽  
Trait Emotional Intelligence ◽  
Intervention Programme ◽  
The Impact

The aim of this article has been to evaluate the impact of a physical-sport education programme, based on the pedagogical model of Sport Education within the framework of quality Physical Education and approached from the field of social and emotional learning, on a set of psychological variables: subjective well-being (quality of life related to health, positive affect and negative affect); trait emotional intelligence and social anxiety. A total number of 113 Compulsory Secondary Education students were involved, aged 12 to 15 years old, 44 of whom belonged to the control group (CG) and 69 to the experimental group (EG). A quasiexperimental design of repeated pretest and posttest measures with the CG was used. The results obtained in this investigation revealed that the intervention programme caused significant improvements in the subjective well-being and the trait emotional intelligence for the EG. These findings reinforce the pedagogical efficiency of the programme with regards to the aim that has been set. Likewise, the findings also highlight the suitability and appropriateness in terms of innovative teaching proposals. In the same way, the results showed relevant empirical contributions in this given school context due to its psychological benefits and the encouragement of healthy living.

scholarly journals Using a Mindfulness-Based Intervention to Promote Subjective Well-Being, Trait Emotional Intelligence, Mental Health, and Resilience in Women With Fibromyalgia

2019 ◽  
Vol 10 ◽  
Author(s):  
Javier Cejudo ◽  
Francisco-Javier García-Castillo ◽  
Pablo Luna ◽  
Débora Rodrigo-Ruiz ◽  
Roberto Feltrero ◽  
...  
Keyword(s):  
Mental Health ◽  
Emotional Intelligence ◽  
Well Being ◽  
Subjective Well Being ◽  
Trait Emotional Intelligence

scholarly journals Improving Adolescents’ Subjective Well-Being, Trait Emotional Intelligence and Social Anxiety through a Programme Based on the Sport Education Model

2019 ◽  
Vol 16 (10) ◽  
pp. 1821 ◽  
Author(s):  
Pablo Luna ◽  
Jerónimo Guerrero ◽  
Javier Cejudo
Keyword(s):  
Emotional Intelligence ◽  
Social Anxiety ◽  
Well Being ◽  
Sport Education ◽  
Subjective Well Being ◽  
Trait Emotional Intelligence ◽  
Pilot Programme ◽  
Education Model ◽  
The Impact ◽  
Experimental Group

This study aimed to evaluate the impact of a physical-sport education pilot programme on adolescents’ subjective well-being (health-related quality of life, positive affect and negative affect), trait emotional intelligence and social anxiety. The programme was based on the pedagogical sport education model within a quality physical education framework, and approached from the perspective of social and emotional learning. Participants were 113 compulsory secondary education students aged 12–15 years that were assigned to a control group (n = 44) and an experimental group (n = 69). A quasi-experimental design with repeated pre-test and post-test measures was used. Bonferroni correction was applied for multiple comparisons. The preliminary results obtained in this investigation revealed that the physical-sport education pilot programme promoted significant improvements in a specific indicator of subjective well-being and trait emotional intelligence in the experimental group. These encouraging findings support the pedagogical efficiency of the programme with regard to the programme aim. The findings also highlight the feasibility and appropriateness of the programme in terms of an innovative teaching proposal.

Core self-evaluations and subjective well-being in the U.S. and the Philippines: The moderating role of self-construal

2016 ◽  
Vol 57 (1) ◽  
pp. 50-56 ◽  
Author(s):  
Patrick J. Rosopa ◽  
Jesus Alfonso D. Datu ◽  
Stephen A. Robertson ◽  
Theresa P. Atkinson
Keyword(s):  
Well Being ◽  
The Philippines ◽  
Subjective Well Being ◽  
Self Construal ◽  
Core Self ◽  
Moderating Role ◽  
The U.S

Psychological well-being in childhood: The role of trait emotional intelligence, regulatory emotional self-efficacy, coping and general intelligence

2021 ◽  
pp. 135910452110406
Author(s):  
Marina Pauletto ◽  
Michele Grassi ◽  
Maria Chiara Passolunghi ◽  
Barbara Penolazzi
Keyword(s):  
Emotional Intelligence ◽  
Self Efficacy ◽  
Mental Health Problems ◽  
Coping Styles ◽  
Well Being ◽  
Self Report ◽  
Unique Contribution ◽  
General Intelligence ◽  
Trait Emotional Intelligence ◽  
Psychological Well Being

Given the increase of mental health problems in youth, focusing on the promotion of psychological well-being is essential. Among the variables recognized as linked to children’s psychological well-being, trait emotional intelligence, emotional self-efficacy and coping seem to be crucial, whereas the role played by intelligence is still controversial. In the present study, we explored the combined effects of these variables, aimed at disentangling their unique contribution to psychological well-being of 74 children (41 males, mean age: 9.03 years). We administered verbal and reasoning tests as intelligence measures and self-report questionnaires to assess trait emotional intelligence, regulatory emotional self-efficacy, coping styles, psychological well-being. Correlations revealed two independent clusters of variables: a first cluster including intelligence indexes and a second cluster including psychological well-being, trait emotional intelligence, regulatory emotional self-efficacy and adaptive coping styles. Hierarchical regression analyses showed that only trait emotional intelligence and positive restructuring coping style significantly contributed to psychological well-being. This study highlights that, unlike general intelligence, trait emotional intelligence was associated to psychological well-being, whereas coping styles play a negligible role in explaining this relationship. These findings are valuable in identifying the most relevant factors for children’s adjustment and in enhancing emotion-related aspects in interventions for psychological well-being promotion.

Foundations and Future of Well-Being

2017 ◽  
pp. 279-294 ◽  
Author(s):  
Vidya S. Athota
Keyword(s):  
Emotional Intelligence ◽  
Positive Emotions ◽  
Well Being ◽  
Point Theory ◽  
Subjective Well Being ◽  
Positive Direction ◽  
Set Point ◽  
Set Point Theory

This chapter begins by exploring subjective well-being and its origins dating back to ancient thinkers such as Aristotle. It discusses two main forms of subjective well-being; eudaimonic and hedonic well-being. The chapter then delves into the roles of personality, emotional intelligence, positive emotions, economics and religion in influencing subjective well-being. Measures of well-being are discussed as well as the notion of the Hedonic Treadmill and how it operates with the Set-point Theory of happiness. In addition, this chapter also presents the latest research from neuroscience and discusses how neuroscience potentially challenges personality and set-point theories. A few practical steps for subjective well-being are also discussed. Overall, this chapter covers the historical and contemporary theories of subjective well-being and explores a new positive direction on the association of personality, health and subjective well-being.

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