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Perceived Emotional Intelligence and Life Satisfaction Among Adolescent Students: The Mediating Role of Resilience

Author

Listed:
  • Estibaliz Ramos-Díaz

    (University of the Basque Country)

  • Arantzazu Rodríguez-Fernández

    (University of the Basque Country)

  • Inge Axpe

    (University of the Basque Country)

  • Margaret Ferrara

    (University of Nevada)

Abstract

Although there is a growing interest in identifying the psychological strengths that enhance students’ life satisfaction, there is a lack of understanding of the mechanisms involved in during adolescence. This study aimed to examine whether resilience serves as mediator in the relationship between perceived emotional intelligence and life satisfaction in adolescence. To prove this hypothesis, nine hundred and forty-five adolescent students were asked to complete several self-report questionnaires: the Trait Meta-Mood Scale, the Connor-Davidson Resilience Scale, and the Satisfaction with Life Scale. Analysis of the hypothesized model indicated that resilience mediated the association between the three dimensions of emotional intelligence (emotional attention, emotional clarity, and emotional repair) and life satisfaction. Results also revealed a direct influence of the sub-scale of emotional repair on life satisfaction. According to the multi-group test, the identified model was invariant across gender so that the resilient processes through which perceived emotional intelligence affects student’s life satisfaction were similar for males and females. The present findings highlight the importance of developing resilience as a possible target for school interventions aimed at improving adolescent’s life satisfaction. In addition to these implications, the article concludes with limitations and directions for further research suggesting the need for longitudinal studies beyond self-reported measures.

Suggested Citation

  • Estibaliz Ramos-Díaz & Arantzazu Rodríguez-Fernández & Inge Axpe & Margaret Ferrara, 2019. "Perceived Emotional Intelligence and Life Satisfaction Among Adolescent Students: The Mediating Role of Resilience," Journal of Happiness Studies, Springer, vol. 20(8), pages 2489-2506, December.
    • Handle: RePEc:spr:jhappi:v:20:y:2019:i:8:d:10.1007_s10902-018-0058-0
    DOI: 10.1007/s10902-018-0058-0
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    References listed on IDEAS

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    1. Runa Saha & E. Huebner & Kimberly Hills & Patrick Malone & Robert Valois, 2014. "Social Coping and Life Satisfaction in Adolescents," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 115(1), pages 241-252, January.
    2. Marco Weber & Lisa Wagner & Willibald Ruch, 2016. "Positive Feelings at School: On the Relationships Between Students’ Character Strengths, School-Related Affect, and School Functioning," Journal of Happiness Studies, Springer, vol. 17(1), pages 341-355, February.
    3. Peizhen Sun & Song Wang & Feng Kong, 2014. "Core Self-evaluations as Mediator and Moderator of the Relationship Between Emotional Intelligence and Life Satisfaction," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 118(1), pages 173-180, August.
    4. Itziar Urquijo & Natalio Extremera & Aurelio Villa, 2016. "Emotional Intelligence, Life Satisfaction, and Psychological Well-Being in Graduates: the Mediating Effect of Perceived Stress," Applied Research in Quality of Life, Springer;International Society for Quality-of-Life Studies, vol. 11(4), pages 1241-1252, December.
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    Cited by:

    1. Raziye Yüksel Doğan & Emine Nilgün Metin, 2023. "Exploring the Relationship between Mindfulness and Life Satisfaction in Adolescents: The Role of Social Competence and Self-Esteem," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 16(4), pages 1453-1473, August.

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