Search Results (218)

This study examines the relationship between Emotional Intelligence (EI) and Immediate Auditory Memory (IAM) in primary-school students aged 10–12 years. Through a neuroeducational perspective, it explores how emotional competencies, particularly emotional meta-knowledge, interact with cognitive retention processes. Standardized instruments were administered to a sample of 175 students from schools in Southern Spain. The findings indicate a positive association between Emotional Clarity—a key subdimension of EI—and IAM, with Emotional Clarity emerging as a modest predictor of auditory retention. No notable associations were observed for Emotional Attention or Emotional Repair. These results suggest that the ability to understand one’s emotions may subtly facilitate the processing and retention of auditory information. From neuroscientific and technological viewpoints, the study highlights the potential benefits of integrating emotional education and digital tools in the classroom to enhance student well-being and cognitive development, while calling for cautious interpretation due to the multifaceted nature of these variables. Full article

This study aimed to analyze the relationship between moderate to vigorous physical activity (MVPA) and dimensions of emotional intelligence (EI) in Spanish adolescents aged 12 to 16 years, controlling for variables such as gender, age, and body mass index (BMI). A total of 171 students (92 boys; mean age = 13.73 ± 1.34 years) were analyzed, measuring MVPA using the PACE + Adolescent PA Measure and EI using the TEIQue-SF, which includes well-being, self-control, emotionality, and sociability. Physically active adolescents (>4 days/week with ≥60 min of MVPA) showed significantly higher scores in well-being and sociability compared to their inactive peers (p < 0.05), with no differences in emotionality or self-control. Regression analyses confirmed that weekly MVPA was positively associated with well-being and sociability, independent of gender, age, and BMI. These findings suggest that regular MVPA is associated with emotional balance and social competence in adolescents, highlighting the importance of integrating structured PA programs in and out of school. Furthermore, the study underscores the potential of digital and gamified interventions, such as exergames and mobile apps, as promising tools to support the emotional and social correlates of PA by promoting motivation, social interaction, and emotional regulation, offering innovative approaches to support adolescents’ social-emotional development. Full article

Parental overprotection before adulthood can have enduring consequences for offspring, yet the mechanisms underlying its association with adult physical health are not fully understood. This study proposes trait emotional intelligence (trait-EI) as a pivotal mediating factor in this relationship. A sample of 459 university students (mean age = 22.42 years, SD = 1.43; 50.3% female, 49.7% male) completed measures assessing their recalled parental overprotection, trait-EI and physical health. Results from regression and mediation analyses revealed that parental overprotection was significantly negatively associated with both overall trait-EI and physical health. Critically, trait-EI was found to be a significant mediator, indicating that overprotective parenting impedes the development of trait-EI, which in turn translates into poorer health outcomes. Further analysis of the facets of trait-EI demonstrated that the intrapersonal and stress management dimensions were unique contributors to physical health, whereas interpersonal and adaptability skills were not. What’s more, a moderated mediation analysis showed that gender significantly moderated the pathway from parental overprotection to trait-EI, with the negative effect of overprotection on trait-EI being substantially stronger for male than for female offspring. These findings underscore the role of trait-EI as a central psychological mechanism translating early parenting experiences into long-term physical health and point to the need for gender-sensitive approaches in preventive health interventions. Full article

Background: Emotional intelligence (EI), particularly the ability to regulate one’s emotions, is a key protective factor against stress and burnout in high-demand occupations, including leadership and healthcare. Compassion and gratitude practices have been proposed as brief, scalable methods to strengthen emotion regulation, yet empirical evidence from randomised controlled trials remains limited. Objective: This study evaluated whether a four-week, self-directed online programme combining daily loving-kindness meditation and gratitude journaling improves EI among leaders. Methods: Forty-five leaders in Germany from diverse occupational sectors were recruited via LinkedIn and Xing and were randomised using a computer-generated random sequence to an intervention or wait-list control group. EI was measured pre- and post-intervention with the Emotional Competence Questionnaire (EKF), comprising recognising one’s own feelings (RU), recognising others’ feelings (RO), regulating one’s own feelings (RC; primary outcome), and expressing feelings (RE). Adherence was reported in categorical form (e.g., daily, 3–5×/week, 1–2×/week). Treatment effects were tested using mixed-design ANOVAs. Results: A significant Group × Time interaction emerged for emotion regulation (RC), indicating greater improvement in the intervention group compared with the control group. No significant interaction effects were found for RU, RO, or RE. Adherence data did not permit dose–response analysis. Conclusions: A brief, self-directed online compassion and gratitude programme selectively improved emotion regulation—the EI facet most strongly linked to stress buffering and resilience. Although effects did not extend to other EI dimensions, findings suggest that low-threshold digital practices may strengthen a core emotional skill relevant to psychological well-being in leadership roles. Because the sample did not primarily comprise healthcare professionals, implications for healthcare settings re-main conceptual; targeted trials in clinical populations are warranted. Full article

Emotional intelligence (EI), specifically the capacity to recognize and understand one’s own emotions and those of others, is pivotal for developing the interpersonal skills that foster effective collaboration. This is especially crucial for developing trust in others, which serves as the necessary foundation for functioning in our increasingly impersonal contemporary society. Although extensive research has been conducted on trust in adults, empirical evidence for children remains limited. Quantifying the extent to which trust exists in young children, whether it differs from trust in adults, and how it changes with age, gender, and various psychological and school culture factors is essential for understanding how educational environments can foster its development. In this article, we analyze trust among almost 3000 fourth-grade children from 135 schools, measured based on behaviors exhibited during a Public Goods Game. The results align with other studies, showing that trust is substantially higher towards the in-group (classmates) than the out-group. A notable gender effect was observed, with boys exhibiting significantly higher levels of trust than girls. Trust was also higher in municipal schools compared to state-subsidized private schools. Personality traits, measured via the Big Five model using the Pictorial Personality Traits Questionnaire for Children (PPTQ-C), also emerged as influential. Specifically, elevated levels of Agreeableness and Conscientiousness predicted increased trust in both in-groups and out-groups. Extraversion and Openness to Experience also played a role, although to a lesser extent. Full article

The interaction between two critical resources, emotional intelligence (EI) and perceived organizational support (POS), is studied to understand how they come together to associate resilience and well-being among healthcare professionals. Based on the Conservation of Resources (COR) theory and the Job Demands–Resources (JD-R) model, we explore whether these resources are synergistic or whether there is a substitutive relationship when combined. Data were collected from 304 healthcare professionals in Saudi Arabia, both local and foreign. Using structural equation modeling, we examined a moderated mediation model in which resilience was examined as a mediator of the associations of EI and POS with well-being, and their interaction was included as a correlate of both resilience and well-being. EI and POS both individually showed positive association with resilience and well-being. However, in interaction, they significantly negatively associated with both resilience and well-being, suggesting a substitution effect—i.e., high levels of one resource are linked to a lower marginal value of the other. This suggests a nonlinear dynamic to resource accumulation among pressured healthcare workers. This study advances COR and JD-R theories by uncovering a substitution effect between emotional intelligence and organizational support, offering fresh insights into resource dynamics among healthcare professionals. Full article

Background: This research describes the influence of emotions on primary school students in a public school in Andalusia, southern Spain. The objectives include determining self-reported emotional intelligence scores, establishing correlations between the instruments, analysing differences according to gender, and studying the influence of an intervention programme on students’ self-reported emotional intelligence scores, by means of pre-test and post-test. Methods: The study design combines descriptive and correlational approaches through a quasi-experimental study. The sample consists of 149 primary education students. A socio-demographic questionnaire was used to assess self-reported Emotional Intelligence, short version in Spanish of the Emotional Education Questionnaire and subscale of the WLEIS-S (version in Spanish) instrument to assess emotional regulation. Results: The experimental group in this study showed a significant increase (pre-test vs. post-test) in emotional intelligence scores following the intervention program (p < 0.05, p < 0.01) with a large effect size (r > 0.5). Conclusions: The findings suggest that emotional education and EI among primary school students have a significant and positive influence on their emotional well-being. Full article

This study analyzes the relationship between emotional intelligence (EI) profiles and the use of artificial intelligence (AI) among university students, considering its use as an academic, informational, and emotional support resource. It also explores whether there are statistically significant differences between the identified EI profiles and the purposes for which AI is used. Finally, it examines the association between EI and AI use. A total of 352 students from the University of Alicante participated (184 women, 168 men; mean age = 21.4, SD = 2.3). EI was assessed using the TMMS-24 scale (Attention, Clarity, and Emotional Repair). To evaluate AI use, a 12-item ad hoc questionnaire was developed and validated, comprising three dimensions: educational support, informational support, and emotional support. Cluster analysis identified three EI profiles: (1) high and balanced EI, with high scores across all three dimensions; (2) regulatory EI, characterized by moderate attention and high emotional understanding and regulation; (3) repair-deficit EI, showing difficulties in emotional regulation despite moderate perception and understanding. ANCOVA analyses assessed differences between profiles, showing that students with high and balanced EI perceived greater usefulness of AI for educational and informational support, as well as greater emotional support benefits, compared to other profiles. Finally, positive correlations were found between EI and AI use across all three types of support. These findings suggest that EI influences AI use in differentiated ways, highlighting its role as a facilitator of learning, information management, and emotional well-being in higher education. Full article

This study examined the associations among emotional intelligence (EI), grit, motivation, and second language (L2) learning performance, with particular attention to the mediating roles of grit and motivation. A sample of 801 Chinese university students completed validated measures of EI, grit, and motivation, and their English test scores were collected as an indicator of performance. Using structural equation modeling (SEM), EI was positively associated with grit (β = 0.574, p < .001) and motivation (β = 0.426, p < .001), while grit was also positively related to motivation (β = 0.515, p < .001). In relation to performance, significant positive associations were observed with motivation (β = 0.635, p < .001), EI (β = 0.185, p < .001), and grit (β = 0.165, p < .001). Bootstrap analyses confirmed robust indirect associations of EI with performance through grit (β = 0.095), through motivation (β = 0.271), and via the sequential chain EI → grit → motivation → performance (β = 0.188). The model accounted for 33% of the variance in grit, 55% in motivation, and 79% in performance. These findings indicate that EI, grit, and motivation are closely interrelated constructs that jointly contribute to L2 performance, highlighting the importance of socio-emotional and motivational resources in second language learning. Full article

In the field of second language acquisition, there is a growing recognition of the importance of emotional factors, particularly emotional intelligence (EI), in influencing learners’ willingness to communicate (WTC) in a second language (L2). However, previous studies have predominantly adopted a variable-centered approach, often overlooking individual heterogeneity and the mediating role of foreign language enjoyment (FLE) in the relationship between EI and WTC. To address these gaps, this study integrated variable-centered and person-centered approaches to examine 1111 students from Chinese private colleges, representing a distinct educational ecology. Questionnaires were used to measure EI, FLE, and L2 WTC, followed by mediation analysis and latent profile analysis (LPA). Results indicated that EI positively predicted WTC (β = 0.217, p < 0.001), with FLE partially mediating this relationship (indirect β = 0.135, p < 0.001), accounting for 38.3% of the total effect (β = 0.352, p < 0.001). LPA identified three learner profiles—“High EI–High Enjoyment,” “Moderate EI–Moderate Enjoyment,” and “Low EI–Low Enjoyment.” These profiles differed significantly in L2 WTC (p < 0.005), although the effect size was small (η² = 0.002). The findings revealed that learners with higher emotional intelligence and enjoyment tended to report greater willingness to communicate. However, the overall effect was small, suggesting that emotional factors may serve as facilitators rather than decisive determinants of L2 communication. Despite the modest magnitude of these differences, the pattern highlights subtle yet meaningful emotional dynamics underlying L2 communication behavior. By integrating person- and variable-centered perspectives, this study contributes methodological refinement and provides cautiously framed pedagogical implications for fostering emotional engagement and communicative willingness among diverse L2 learners. Full article

Technological developments have profoundly transformed healthcare, compelling institutions to adapt rapidly to digital transformation. This shift has increased job pressure and uncertainty, thereby heightening the risk of burnout. Emotional intelligence (EI), as an individual capacity, plays a critical role in coping with these demands. This study examines the relationship between EI and burnout during the digital transformation process using a mixed-methods design. Specifically, it combines (1) a bibliometric analysis of 540 studies on EI and burnout (2004–2025) retrieved from the Web of Science database to identify conceptual gaps, and (2) a survey of 590 employees from four public hospitals at advanced stages of digital transformation (HIMSS Stages 6–7), analyzed with SPSS 23.0. The results reveal a significant negative correlation between EI and burnout, indicating that employees with higher EI experience lower burnout levels. Regression analyses and effect size estimates (standardized β coefficients and R² values) further support the robustness of this relationship. Taken together, the bibliometric and empirical findings indicate that the intersection of EI and burnout constitutes an emerging yet underexplored field, particularly in digital contexts. This study contributes to the literature by integrating theoretical insights and empirical evidence to provide a comprehensive understanding of how digital transformation influences healthcare professionals’ psychological well-being through the interplay of EI and burnout. Full article

Although athletes who have disabilities face unique challenges, little is known about the interaction between mindfulness and emotional intelligence in the context of their psychological self-feeling. This study is among the first to systematically examine how mindfulness and emotional intelligence are related to stress, anxiety and depression in this population and to reveal the pathways through which the mediating effect of emotional intelligence manifests itself. A total of 95 athletes who have various types of disabilities were surveyed. The research instrument consisted of several scales: Depression, Anxiety, and Stress Scale (DASS-21), the Mindfulness Inventory for Sport (MIS), and the Emotional Intelligence Scale for Use in Sport (EIS). The data were analysed by employing descriptive statistical methods, performing correlation analysis, creating regression models, and through mediation analysis. Several significant trends were identified: professional athletes demonstrated higher mindfulness than amateurs, and higher education was associated with lower mindfulness and emotional intelligence. Mindfulness predicted better emotional competencies (B = 0.511, p < 0.001), which were related to lower levels of stress, anxiety, and depression (B = −0.310, p = 0.001), confirming a partial mediating effect (B = −0.158, 95% PI [−0.273; −0.065]). These findings add to the existing knowledge, demonstrating that in the context of sport for people with disabilities, mindfulness can improve mental health not only directly but also indirectly—through emotional intelligence. This study lays the foundation for individually tailored psychological interventions that would correspond to the specific needs of athletes who have disabilities. Full article

Industry 4.0 is steadily advancing a reality of deepening integration between humans and technology, a phenomenon aptly described by the metaphor of the “technologically augmented human”. This study identifies the digital and personal factors that predict a preference for the “digital centaur” strategy among adolescents and young adults. This strategy is defined as a model of human–AI collaboration designed to enhance personal capabilities. A sample of 1841 participants aged 14–39 completed measures assessing digital centaur preference and identification, emotional intelligence (EI), mindfulness, digital competence, technology attitudes, and AI usage, as well as AI-induced emotions and fears. The results indicate that 27.3% of respondents currently identify as digital centaurs, with an additional 41.3% aspiring to adopt this identity within the next decade. This aspiration was most prevalent among 18- to 23-year-olds. Hierarchical regression showed that interpersonal and intrapersonal EI and mindfulness are personal predictors of the digital centaur preference, while digital competence, technophilia, technopessimism (inversely), and daily internet use emerged as significant digital predictors. Notably, intrapersonal EI and mindfulness became non-significant when technology attitudes were included. Digital centaurs predominantly used AI functionally and reported positive emotions (curiosity, pleasure, trust, gratitude) but expressed concerns about human misuse of AI. These findings position the digital centaur as an adaptive and preadaptive strategy for the technologically augmented human. This has direct implications for education, highlighting the need to foster balanced human–AI collaboration. Full article

Emotional intelligence (EI) and its meta-cognitive counterpart, meta-emotional intelligence (MEI), have increasingly been recognized as key factors in helping students understand, regulate, and reflect on their emotional experiences. MEI expands upon EI by incorporating meta-cognitive beliefs and awareness about one’s own emotional functioning, thereby influencing both emotional regulation and positive behavioral choices. This study examined the relationship between MEI and the knowledge of positive behavioral rules among 198 students aged 9 to 12. Participants completed the IE-ACCME-B, which assesses meta-emotional beliefs, emotional self-conceptualization, and emotional abilities, along with the PBIS-KGVE, a tool developed ad hoc to measure knowledge, generalization, and value-based understanding of school rules. Findings highlight that almost all considered variables are intercorrelated, with meta-emotional beliefs being the best predictor of the students’ knowledge, generalization, and value-based interpretation of behavioral rules. These results suggest the opportunity to establish interventions focused on meta-emotional beliefs to enhance behavioral rule knowledge and foster prosocial development within educational contexts. Full article

Sustainable urban transportation relies on safe interactions between motor vehicles and vulnerable road users (VRUs) such as bicyclists and pedestrians. This study evaluates how drivers’ risk-taking and emotional intelligence (EI) influence their interactions with VRUs in urban environments. A driving simulator study with 40 participants examined nine bicycle-passing events and one pedestrian-crossing scenario. The results show that higher risk-taking is significantly associated with more hazardous behaviors: each unit increase in risk-taking predicted a 4.02 mph higher passing speed and a 60% lower likelihood of braking for pedestrians. Event context also shaped behavior: drivers reduced their speed by 2.52 mph when passing cyclists on the road and by 2.33 mph for groups of cyclists, compared to single cyclists in bike lanes. Across all risk categories, the participants expressed discomfort when sharing the road, preferring to pass bicyclists on sidewalks, although the ‘risk-avoidant’ group reported significant discomfort even in these scenarios. EI did not significantly predict driving outcomes, likely reflecting limited score variability rather than an absence of influence. These insights support sustainable urban mobility by informing risk-based driver training and safer infrastructure design. Improving driver–VRU interactions helps create safer streets for walking and cycling, an essential condition for reducing car dependence and advancing sustainable transportation systems. Full article