Posgrado, State University of Milagro, Milagro, Guayas, 091706, Ecuador.
F1000Res. 2024 Aug 6;12:1403. doi: 10.12688/f1000research.141849.2. eCollection 2023.
The growing importance of emotional intelligence in academic and professional contexts has generated a need to explore its linkage with psychological well-being. Furthermore, understanding how various demographic and academic factors can influence students' emotional perception and management is crucial for optimizing educational and intervention strategies. In this context, the primary purpose of this study was to analyze the existing relationship between emotional education and psychological well-being in graduate students.
The objective was to conduct a comparative analysis of perceived emotional intelligence (PEI) in different study programs offered at a specific university. The methodology, framed within a positivist paradigm, was based on a quantitative approach and examines the responses of 1,522 university students using the Trait Meta-Mood Scale (TMMS-24).
This tool, which is divided into three dimensions (emotional attention, emotional clarity, and emotional repair), was analyzed using descriptive statistics, correlation analysis, and ANOVA tests to determine demographic and academic influences on the scores. The findings indicate deficiencies in the areas of Emotional Attention and Emotional Repair, contrasting with a marked prevalence in Emotional Clarity. Variables such as sex, age, and field of study demonstrated an influence on the dimensions of PEI. Notably, significant differences in emotional perception were found between sex and academic fields.
Specifically, training directed towards empathy proved to be a prominent factor in the perception of emotional competencies. This study highlights the influence of demographic and academic variables on emotional competencies, underscoring the need to adapt strategies in education and therapy.
情绪智力在学术和专业环境中的重要性日益增加，这使得人们需要探索其与心理健康的关系。此外，了解各种人口统计学和学术因素如何影响学生的情绪感知和管理对于优化教育和干预策略至关重要。在这种情况下，本研究的主要目的是分析研究生情绪教育与心理健康之间的现有关系。
旨在对特定大学提供的不同专业的感知情绪智力（PEI）进行比较分析。该方法基于实证主义范式，采用定量方法，使用特质元情绪量表（TMMS-24）对 1522 名大学生的反应进行了检验。
该工具分为三个维度（情绪注意、情绪清晰和情绪修复），使用描述性统计、相关分析和方差分析来分析这些维度，以确定人口统计学和学术因素对分数的影响。研究结果表明，在情绪注意和情绪修复方面存在不足，而在情绪清晰方面则明显占优势。性别、年龄和学科等变量对 PEI 的维度有影响。值得注意的是，性别和学科之间在情绪感知方面存在显著差异。具体而言，同理心培训被证明是感知情绪能力的一个重要因素。本研究强调了人口统计学和学术变量对情绪能力的影响，突出了在教育和治疗中需要适应策略的必要性。
