Department of Psychology, Educational Science and Human Movement (Dipartimento di Scienze Psicologiche, Pedagogiche, dell'Esercizio Fisico e della Formazione), University of Palermo (Università degli Studi di Palermo), Viale delle Scienze, Edificio 15, 90128 Palermo, Italy.
Department of Psychology, Educational Science and Human Movement (Dipartimento di Scienze Psicologiche, Pedagogiche, dell'Esercizio Fisico e della Formazione), University of Palermo (Università degli Studi di Palermo), Viale delle Scienze, Edificio 15, 90128 Palermo, Italy.
Acta Psychol (Amst). 2022 Jul;227:103594. doi: 10.1016/j.actpsy.2022.103594. Epub 2022 Apr 28.
The study focuses on sex differences in emotional and meta-emotional intelligence in a sample of 355 pre-adolescents and 164 adolescents. Emotional and meta-emotional intelligence were measured using the multi-trait multi-method IE-ACCME test, allowing to define individuals' profiles of ability EI, emotional self-concept, meta-emotional knowledge, meta-emotional ability in self-evaluation and meta-emotional beliefs. Meta-emotional dimensions refer to the awareness of individuals about their emotional abilities and to their beliefs about the functioning of emotions in everyday life. Results demonstrated that girls scored better than boys in ability-EI, in particular in adolescents' group, whereas boys reported higher score than girls in emotional self-concept in both groups of age. Result about meta-emotional knowledge and meta-emotional ability in self-evaluation revealed that boys systematically overestimate their emotional abilities whereas girls, particularly in the adolescent group, tend to underestimate them. Finally, in both age groups, girls scored higher than males in metaemotional beliefs. The adoption of the meta-emotional intelligence framework may help to explain the discordances about sex differences found in previous studies using self-report vs. performance measures of EI. Moreover, it may contribute to shed light on the nature-nurture debate and on the role of meta-emotional variables for explaining sex differences in EI.
这项研究关注了 355 名青春期前儿童和 164 名青少年样本中情绪和元情绪智力的性别差异。使用多特质多方法 IE-ACCME 测试来测量情绪和元情绪智力，该测试可以定义个体的能力 EI、情绪自我概念、元情绪知识、自我评价中的元情绪能力和元情绪信念的个体能力概况。元情绪维度是指个体对自己情绪能力的意识，以及他们对情绪在日常生活中作用的信念。研究结果表明，女孩在能力 EI 方面的得分高于男孩，特别是在青少年组中，而在两个年龄组中，男孩在情绪自我概念方面的得分均高于女孩。关于元情绪知识和自我评价中元情绪能力的结果表明，男孩系统地高估了他们的情绪能力，而女孩，特别是在青少年组中，往往低估了他们的能力。最后，在两个年龄组中，女孩在元情绪信念方面的得分均高于男孩。采用元情绪智力框架可以帮助解释之前使用自我报告和 EI 表现测量方法的研究中发现的性别差异的不一致性。此外，它可能有助于阐明先天与后天的争论，以及元情绪变量在解释 EI 中的性别差异方面的作用。
