The relationship between eudaimonic wellbeing, emotional intelligence and affect in early adolescents
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The relationship between eudaimonic wellbeing, emotional intelligence and affect in early adolescents Carlos Salavera 1,2
&
Pablo Usán 1,2
Accepted: 17 November 2020 # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract This study aims to analyse the relationship between eudaimonic well-being, emotional intelligence and affects in early adolescents. Eudaimonic well-being is based on the development of personal skills, based on the premise that people are happy if they have a life purpose, challenges and growth. Emotional intelligence and affects can play a key role in this. The sample analysed comprised 344 first- and second-year secondary school students, aged 12 to 15 years (49.13% boys; M age = 12.86 years), and the relationship between the three target constructs – eudaimonic well-being, affects and emotional intelligence – was analysed. The survey was designed as a lateral study based on natural groups. The instruments used were the Eudaimonic well-being questionnaire, the Emotional intelligence questionnaire and the Positive and negative affect scale for children and adolescents. The results show that these constructs are related to one another. One in three participants yielded low scores in terms of eudaimonic well-being, emotional intelligence and positive affects. One in three yielded high values. The study also analysed the mediating role that emotional intelligence plays in well-being, which is increased when affects play a mediating role. According to our research, the emotional intelligence has a direct positive effect on well-being of 0.31 (p < 0.001), with a total effect (direct + indirect effects) mediated by positive and negative affects of 0.48 (p < 0.001), which suggests that positive and negative affects directly mediate the relationship between EI and eudaimonic well-being. Regression analysis revealed that three of the components of emotional intelligence (emotional self-awareness, emotional regulation and the use of emotions in problemsolving) and positive and negative affects can be used to predict eudaimonic well-being, with an aggregate variance of 70.2%. It is concluded that emotional intelligence and affects play a role in eudaimonic well-being in early adolescents. Therefore, early emotional and affective training can lead to an increase in eudaimonic well-being, which opens interesting avenues for future research. Keywords Eudaimonic well-being . Emotional intelligence . Affects . Early adolescents
Well-being and positive psychology are an important focus for many educational professionals. The ability of this approach to improve people’s psychological health is now beyond question (Seligman & Csikszentmihalyi, 2000). Positive psychology maintains that health goes beyond the absence of disease and seeks to identify the factors that contribute to the well-being of adolescents, as well as to improve their academic performance.
* Carlos Salavera [email protected] 1
Investigation Research Group OPIICS, Universidad de Zaragoza, Zaragoza, Spain
2
Facultad d
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