Mérida-López Sergio, Quintana-Orts Cirenia, Rey Lourdes, Extremera Natalio
Department of Social Psychology, Social Work, Social Anthropology and East Asian Studies at the University of Malaga, Málaga, Spain.
Department of Developmental and Educational Psychology at the University of Seville, Seville, Spain.
Psychol Res Behav Manag. 2022 Feb 16;15:317-326. doi: 10.2147/PRBM.S350191. eCollection 2022.
Emotional intelligence (EI) is typically linked to higher subjective happiness scores in human service professionals. It is unknown which EI facets are more predictive in explaining subjective happiness beyond that accounted for by other key predictors such as perceived stress. This study investigated which EI facets were the most predictive in explaining subjective happiness above perceived stress in a relatively large sample of Spanish teachers.
The sample was composed of 1323 Spanish teaching professionals (821 females and 529 secondary school teachers) from different educational centers located in Southern Spain. A student-recruited sampling technique was used, and the surveys included the Wong and Law Emotional Intelligence Scale, the Subjective Happiness Scale, and the Perceived Stress Scale. Predictive and incremental validity was assessed with SPSS, and hierarchical regression analysis was used to predict subjective happiness from EI facets beyond that accounted for by perceived stress.
The results showed that all four EI facets correlated significantly with each other. Also, they all were positively and significantly associated with subjective happiness, whereas perceived stress was negatively associated with happiness scores. Moreover, self-emotion appraisal, use of emotions and regulation of emotions accounted for a significant amount of variance in the prediction of satisfaction with life beyond the effects of sociodemographic variables and perceived stress.
This study extends the specific contribution of EI facets in predicting subjective happiness, rather than EI as a unified construct, in a relatively large sample of Spanish teachers. Self-focused dimensions involving appraisal, use and regulation of emotions appeared to be the most important predictors of happiness beyond stress experienced by teachers. Improved knowledge of the link between specific dimensions of EI and global subjective happiness might improve training in a well-being prevention program for professional development.
在人类服务专业人员中，情商（EI）通常与更高的主观幸福感得分相关。目前尚不清楚在解释主观幸福感方面，哪些情商维度比其他关键预测因素（如感知压力）更具预测性。本研究调查了在相对较大规模的西班牙教师样本中，哪些情商维度在解释高于感知压力的主观幸福感方面最具预测性。
样本由来自西班牙南部不同教育中心的1323名西班牙教学专业人员（821名女性和529名中学教师）组成。采用学生招募抽样技术，调查包括王和Law情商量表、主观幸福感量表和感知压力量表。使用SPSS评估预测效度和增量效度，并采用层次回归分析从感知压力之外的情商维度预测主观幸福感。
结果表明，所有四个情商维度之间均显著相关。此外，它们均与主观幸福感呈显著正相关，而感知压力与幸福感得分呈负相关。此外，自我情绪评估、情绪利用和情绪调节在预测生活满意度方面，除了社会人口统计学变量和感知压力的影响外，还解释了大量的变异。
本研究在相对较大规模的西班牙教师样本中，扩展了情商维度在预测主观幸福感方面的具体贡献，而非将情商作为一个统一的构念。涉及情绪评估、利用和调节的自我关注维度似乎是教师压力之外幸福感的最重要预测因素。提高对情商特定维度与整体主观幸福感之间联系的认识，可能会改善专业发展的幸福预防计划中的培训。
