Do Trait Emotional Intelligence and Dispositional Mindfulness Have a Complementary Effect on the Children’s and Adolescents’ Emotional States?

Frontiers in Psychology

article

Jose M. Mestre¹  Jorge Turanzas³  Maria García-Gómez⁴  Joan Guerra⁵  Jose R. Cordon⁶  Gabriel G. De La Torre⁶  Victor M. Lopez-Ramos⁵ 

[1] Instituto Universitario para el Desarrollo Social Sostenible (INDESS), Universidad de Cádiz;Department of Psychology, Universidad de Cádiz;Universidad Nacional de Educación a Distancia (UNED), Algeciras Centre;Department of Psychobiology, Universidad de Murcia;Department of Psychology and Anthropology, University of Extremadura;Instituto de Investigación e Innovación en Ciencias Biomédicas de la Provincia de Cádiz (INiBICA), Universidad de Cádiz

关键词: trait emotional intelligence;    ability emotional intelligence;    dispositional mindfulness;    emotional Intelligence;    adolescents;   

DOI  :  10.3389/fpsyg.2019.02817

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

Mindfulness is both a non-judgmental and present-centered awareness, which has been applied to reduce negative emotions. On the other hand, Trait Emotional Intelligence (TEI) is the way of how good people perceive their emotional intelligence abilities (perceiving, expressing, understanding, and regulating emotions), which are involved in people’s social functioning. This empirical study was designed to analyze whether dispositional mindfulness (DM) and TEI have a potential combined role for children and adolescent’s emotional states. In a sample of primary school students ( N = 318), age ranged from 8 to 16 years old ( M = 11.25, SD = 2.20), participants filled a TEI measure (ESCQ, Emotional skills and competence questionnaire) and two measures of DM (CAMM, Child and Adolescent Mindfulness Measure and AFQ-Y, Avoidance and Fusion Questionnaire for Youth). Measures selected included: PANAS (Positive affect and negative affect schedule), White Bear Suppression Inventory (a thought suppression inventory), and STAIC (State-Trait Anxiety for Children). Findings pointed out that TEI measures (labeling and expression, understanding, and managing emotions) were positively and significantly related to positive emotional states (especially, positive affect and balance) and negatively with a lower association with state anxiety. However, DM measures were both negatively and strongly associated with negative emotional states (thought suppression, negative affect, and anxiety). Conclusions indicate that a combined effect of both TEI skills and DM based interventions would be more complete than each one separately for better social functioning of children and teenagers.

【 授权许可】

CC BY