Department of Basic Psychology, Faculty of Psychology, Campus de Teatinos, University of Málaga, Málaga, Spain.
Department of Developmental and Educational Psychology, Faculty of Psychology, Campus de Teatinos, University of Málaga, Málaga, Spain.
J Adolesc. 2022 Oct;94(7):925-938. doi: 10.1002/jad.12075. Epub 2022 Jul 20.
Emotional intelligence (EI) is a psychological protective factor that can improve subjective well-being (WB) in adolescents. This study aims to establish the overall relationship between different EI models (performance-based ability model, self-report ability model, and self-report mixed model) and subjective WB in adolescents, analyze the affective WB and cognitive WB components, and examine the moderating effect of EI models on both types of subjective WB.
We searched PsycINFO and WOS databases. Eligible studies reported an association between EI and subjective WB in adolescents aged 10-19 years using instruments that directly measure subjective WB. In addition, two meta-analyses were conducted, one for the relationship between EI and affective WB and the other for EI and cognitive WB.
A total of 41 studies were included, of which 37 were pooled in the meta-analyses. We found a significant positive relationship between EI and affective WB (estimated effect size = 0.35) and between EI and cognitive WB (estimated effect size = 0.27). Regarding EI models, self-report ability showed an estimated effect size of 0.33 for affective WB and 0.27 for cognitive WB. For the self-report mixed model, we obtained an estimated effect size of 0.42 for affective WB and 0.37 for cognitive WB.
Establishing a quantitative relationship between EI and subjective WB makes it possible to implement clinical and educational prevention measures. Introducing EI training in educational and clinical settings can increase subjective WB, significantly impacting the prevention of emotional disorders in adolescents.
情商（EI）是一种心理保护因素，可以提高青少年的主观幸福感（WB）。本研究旨在建立不同 EI 模型（基于表现的能力模型、自我报告能力模型和自我报告混合模型）与青少年主观 WB 之间的整体关系，分析情感 WB 和认知 WB 成分，并检验 EI 模型对这两种类型的主观 WB 的调节作用。
我们检索了 PsycINFO 和 WOS 数据库。合格的研究使用直接测量主观 WB 的工具报告了 EI 与 10-19 岁青少年主观 WB 之间的关联。此外，还进行了两项荟萃分析，一项是 EI 与情感 WB 的关系，另一项是 EI 与认知 WB 的关系。
共纳入 41 项研究，其中 37 项进行了荟萃分析。我们发现 EI 与情感 WB（估计效应大小=0.35）和 EI 与认知 WB（估计效应大小=0.27）之间存在显著正相关。关于 EI 模型，自我报告能力对情感 WB 的估计效应大小为 0.33，对认知 WB 的估计效应大小为 0.27。对于自我报告混合模型，我们得到了情感 WB 的估计效应大小为 0.42，认知 WB 的估计效应大小为 0.37。
建立 EI 和主观 WB 之间的定量关系，使得实施临床和教育预防措施成为可能。在教育和临床环境中引入 EI 培训可以提高主观 WB，这对预防青少年情绪障碍有重大影响。
