Intrapersonal Emotional Intelligence during Adolescence

Sex Differences, Connection with other Variables, and Predictors

Bibliographic Data

ID16946148
AuthorsMaite Garaigordobil (0000-0002-8621-6245, University of the Basque Country, corresponding author)
Year2020
Volume10
Issue3
Pages899-914
Publication date2020-09-18
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEuropean Journal of Investigation in Health, Psychology and Education (JOURNAL)
Journal identifiersISSN: 2174-8144 • E-ISSN: 2254-9625
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/ejihpe10030064
PMID34542518
OpenAlexW3087165729
LanguageEN
Citations received12
References cited39

This study explores Intrapersonal Emotional Intelligence (IEI) with the objectives of: (1) analyzing possible differences due to sex and age, and the request for psychological assistance for behavioral and emotional problems; (2) finding evidence of personality traits, social behaviors, and parental socialization styles that are characteristic of adolescents with low IEI; and (3) identifying variables that predict high IEI. The sample comprised 2283 participants aged 12–17 years from the Basque Country (northern Spain). Results: (1) Females had greater emotional attention capacity but there were no sex differences in emotional comprehension and emotion regulation; (2) adolescents aged 12–14 showed higher scores in comprehension and emotion regulation than those aged 15–17; (3) adolescents who consulted a psychologist for problems (anxiety, depression, violence, etc.) had lower emotion regulation; (4) adolescents with low IEI had less empathy, self-esteem, extroversion, openness, agreeableness, and responsibility, and lower use of cooperative and passive conflict-resolution strategies, and their parents had a low level of acceptance-affection towards their children. They also engaged in more bullying/cyberbullying and antisocial behaviors. (5) High IEI predictor variables were: using cooperative conflict-resolution strategies; traits such as extroversion, responsibility, openness, and empathy; and a high level of maternal acceptance-affection. The work identifies relevant variables for designing intervention programs and shows the importance of promoting IEI and interpersonal emotional intelligence as a factor in the development and prevention of bullying/cyberbullying

Affection · Anxiety · Big Five personality traits · Developmental psychology · Emotional intelligence · Empathy · Extraversion and introversion · Interpersonal communication · Intrapersonal communication · Openness to experience · Personality · Bullying, Victimization, and Aggression · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Emotional Intelligence and Performance · Psychology · Social Psychology

Tools

Open DOIOpen Access