Department of Pedagogy, University of Jaén, 23071 Jaén, Spain.
Department of Didactics of Musical, Plastic and Corporal Expression, University of Granada, 18012 Granada, Spain.
Int J Environ Res Public Health. 2020 Dec 17;17(24):9462. doi: 10.3390/ijerph17249462.
Emotional management is a decisive factor in building stimulating environments for the comprehensive development of individuals. In this study, 338 students enrolled in education degrees ( = 338), with an average age of 22.88 years (±5.50), participated. The following instruments were used: Satisfaction with Life Scale (SWLS), Wong Law Emotional Intelligence Scale (WLEI-S), Trait Meta Mood Scale 24 (TMMS 24) and Emotional Quotient Inventory (EQi-C). The objective was to determine the complementarity of certain dimensions of EI that predict greater life satisfaction based on the multivariate statistics of structural equations. The multi-group model obtained good structural validity (χ = 103,729; RMSEA = 0.078; GFI = 0.917; CFI = 0.942; IFI = 0.943). In addition, significant correlations were found between life satisfaction and all dimensions were included in the emotional intelligence instruments used ( < 0.01). In terms of gender, we found that women had higher scores in all EI dimensions, in contrast to life satisfaction, where men had higher scores. The findings suggest the importance of working emotions in future educators to become satisfied and effective professionals.
情绪管理是为个体的全面发展构建激励环境的决定性因素。本研究共有 338 名教育学专业的学生（=338）参与，平均年龄为 22.88 岁（±5.50）。采用的工具包括：生活满意度量表（SWLS）、黄氏情绪智力量表（WLEI-S）、特质元情绪量表 24 项（TMMS 24）和情绪商数量表（EQi-C）。目的是根据结构方程的多元统计数据，确定 EI 的某些维度对生活满意度的预测作用的互补性。获得的多群组模型具有良好的结构有效性（χ=103.729；RMSEA=0.078；GFI=0.917；CFI=0.942；IFI=0.943）。此外，在所使用的情绪智力工具中，发现生活满意度与所有维度之间均存在显著相关性（<0.01）。关于性别，我们发现女性在所有 EI 维度上的得分均较高，而在生活满意度方面，男性的得分较高。研究结果表明，未来教育工作者需要重视工作情绪，以成为满意且高效的专业人士。
