Relation between psychological flexibility, emotional intelligence and emotion regulation in adolescence
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Relation between psychological flexibility, emotional intelligence and emotion regulation in adolescence Lidia Cobos-Sánchez 1,2 & Juan M. Flujas-Contreras 2,3
&
Inmaculada Gómez Becerra 2,3
Accepted: 10 September 2020 # Springer Science+Business Media, LLC, part of Springer Nature 2020Abstract
The aim of this study is to explore the relationships between components of psychological flexibility and emotional regulation strategies in adolescence. In addition, to find out what emotional dysregulation factors could affect psychological flexibility. The sample was made up of 516 adolescents with an average age of 14 years. Emotional regulation was assessed with emotion intelligence and difficulties in emotion regulation. Psychological flexibility was assessed with experiential avoidance, cognitive fusion and acceptance. Results support the importance of emotion regulation and the psychological flexibility factor in adolescence. We found a clear association between problems regulating emotions and psychological inflexibility. This study point out the importance of psychological flexibility and emotion regulation of youth. In which, behaviors that in the beginning are not dysfunctional or maladaptive can become psychopathological due to psychological inflexibility. These results can be considered for their clinical and educational implications, as they confirm the importance of acceptance and flexible emotion regulation strategies. Keywords Acceptance . Adolescence . Emotion regulation . Psychological flexibility, network analysis
Emotion Regulation is defined as attempts at and ways of influencing and expressing emotions (Diamond and Aspinwall 2003; Gross 2014). According to the Gross (2008) emotion regulation model, strategies for regulating emotions depend on the moment when the person has to influence or modify them. Thus, deployment of attention, cognitive change, reappraisal or suppression strategies for selecting or changing a situation are put to use before the emotion occurs. Related to this construct is Emotional Intelligence (EI) that differs in its definition and components depending on the explanatory model (Cobos-Sánchez et al. 2018). From Salovey and Mayer's (1990) skill model, it refers to the processes involved in the recognition, use, understanding and management of one’s own and other people’s emotional states to solve problems and regulate behavior. These Electronic supplementary material The online version of this article (https://doi.org/10.1007/s12144-020-01067-7) contains supplementary material, which is available to authorized users. * Inmaculada Gómez Becerra [email protected] 1
Ministry of Education, Regional Government of Andalusia, Sol de Portocarrero High School, Almería, Spain
2
Health Research Center, University of Almería, Almeria, Spain
3
Department of Psychology, University of Almería, Almeria, Spain
two processes have been related and integrated by finding relationships between more emotional intelligence and better emotional regulation skills (Peña-Sarrionandia et al. 2015). A
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