Subjective well-being and gender-typed attributes in adolescents: The relevance of emotional intelligence

Background: The link between subjective well-being (SWB), gender and emotional intelligence (EI) has been studied; however, it is not clear what kind of relationship has been established between these variables. The objective of this study was to examine the direct and indirect effects of EI in the relationship between gender-typed attributes and SWB. Method: The participants were 365 Spanish schoolchildren with a mean age of 13.9. The instruments used were the Spanish version of GRI-JUG (GRI-JUG-SP15) for gender-typed attributes, TMMS-24 for EI, PANASN for positive and negative affects, and SWLS for satisfaction with life. A mediational analysis was carried out using EI (attention, repair and clarity) as mediator in order to find out the effects on well-being. Results: The findings yielded that EI significantly mediated the relationship between gender-typed attributes and SWB. Particularly, clarity and repair are positively associated with SWB, whereas attention is negatively associated with SWB. Also, clarity and repair can be considered more important than attention in promoting SWB, according to the models of mediation and their effect size. Moreover, clarity and repair were mediators in feminine and masculine attributes while attention only was mediator for positive feminine attributes. Conclusion: For adolescents who claim to have positive feminine attributes, an aspect that would improve SWB is through the increase of clarity and repair and the decrease in attention. Further research is needed to examine the extent to which the pattern of results generalises in other contexts, and to explore the relevance of negative emotions in the development of affective-related issues.     

女性医务社会工作者情感劳动的质性研究

研究对10名女性医务社会工作者进行了深度访谈,运用扎根理论的方法分析访谈资料。研究发现：女性医务社会工作者在情感体验和整饰中呈现出医务情境下的情感传递和专业场域下的情感抑制之间的多元矛盾;存在着专业缝隙中的无权感、需求回应时的无助感和工作环境中的无力感表现出来的职业倦怠;情感能量来源于专业赋能和自我赋能,并能够对其进行正向转化,在工作中充分发挥女性特质中的优势和同伴支持进行情感调适。

     

青春期情感自主性与学业成绩相关研究

本研究采用斯腾伯格和斯尔弗伯格编制的情感自主性量表 (EmotionalAutonomyScale)研究青春期情感自主性与学业成绩之间的关系。研究结果表明 :1.青春期表现出较为明显的情感自主性 ;2 .情感自主性对学业成绩的影响呈显著性水平 ;3.青春期情感自主性与学业成绩呈现相关关系。父母形象的非理想化与学业成绩成正相关 ,即父母的非理想化程度越高 ,学业成绩越差 ;而个体化与学业成绩成负相关 ,即个体化程度越高 ,学业成绩越差。 4 .青春期情感自主性存在明显的性别差异 ,女生的得分明显高于男生     

社会性发展迟滞大学生的情绪韵律识别特点

情绪韵律识别指个体通过对他人话语中除语义以外的声学线索进行分析,推断他人情绪状态的过程。本研究通过2个实验对社会性发展迟滞大学生的情绪韵律识别特点进行探索。结果发现：（1）社会性发展迟滞组厌恶和恐惧韵律的识别正确率显著低于对照组,两组在其他情绪韵律识别正确率上无显著差异;且两组被试情绪韵律识别趋势一致：高兴、愤怒、悲伤、恐惧和厌恶韵律识别正确率依次递减;（2）当语义与韵律矛盾时,迟滞组比对照组更易受语义干扰。     

Relationships between Machiavellianism, emotional intelligence and theory of mind in children

The current study investigates the associations of Machiavellianism (Mach) with trait and ability emotional intelligence (EI), and theory of mind (ToM) in 109 primary school children. Consistent with previous research with adults, negative associations were found between Mach and social and emotional understanding. Subsequent multiple regression analyses for girls showed that being more adept at emotional and social understanding does not lead them to manipulate others in social encounters. This was not the case for boys. These findings are discussed in relation to other social and individual difference variables that impact on Mach, particularly amongst boys.     

The role of fluid and emotional intelligence in malingering

The purpose of the present study was to examine the role of fluid (gf), social (SI) and emotional intelligence (EI) in faking the Beck Depression Inventory (2nd ed., BDI‐II). Twenty‐two students and 26 non‐students completed Raven's Advanced Progressive Matrices (APM), a social insight test, the Schutte et al. self‐report EI scale, and the BDI‐II under honest and faking instructions. Results were consistent with a new model of successful faking, in which a participant's original response must be manipulated into a strategic response, which must match diagnostic criteria. As hypothesised, the BDI‐II could be faked, and gf was not related to faking ability. Counter to expectations, however, SI and EI were not related to faking ability. A second study explored why EI failed to facilitate faking. Forty‐nine students and 50 non‐students completed the EI measure, the Marlowe‐Crown Scale and the Levenson et al. Psychopathy Scale. As hypothesised, EI was negatively correlated with psychopathy, but EI showed no relationship with socially desirable responding. It was concluded that in the first experiment, high‐EI people did fake effectively, but high‐psychopathy people (who had low EI) were also faking effectively, resulting in a distribution that showed no advantage to high EI individuals.     

Experiential and rational processing styles,emotional intelligence and wellbeing

This research examined a model specifying precursors of emotional intelligence and subjective wellbeing. The model proposes that experiential and rational processing styles influence level of trait emotional intelligence, which in turn influences subjective wellbeing. One hundred and fifty‐four adult Australian participants completed measures of preference for rational and experiential processing, trait emotional intelligence, and indicators of subjective wellbeing (affect and life satisfaction). Structural equation path analysis identified a model for predicting wellbeing. Preference for experiential and rational processing both significantly predicted higher levels of emotional intelligence, which in turn predicted greater subjective wellbeing. Emotional intelligence fully mediated the effect of rational processing on wellbeing, and partially mediated the effect of experiential processing.     

Cognitive dissonance induced by writing a counterattitudinal essay facilitates performance on simple tasks but not on complex tasks that involve working memory

This article examines how performance is facilitated with simple tasks and is impaired with complex ones in individuals experiencing dissonance. Experiment 1 measured the performance of dissonance participants at a simple reaction time task. Reaction times were shortest in the dissonance condition. This facilitation effect was interpreted as resulting from increased arousal with dissonance. In Experiment 2, participants performed a more complex secondary memory task that required to memorize and to recall short and long series of numbers. Participants in the dissonance condition performed less well than participants in the no-dissonance condition only under a high memory load and did not differ with a low load. It is suggested that dissonance requires some working memory resources. Accordingly, it is assumed that the arousal properties of dissonance facilitate performance with simple task that do not involve working memory and require a dominant response, but that dissonance impairs performance with tasks that strongly involve working memory.