Background and aim:This study is about the influence of each one of the dimensions of the Perceived Emotional Intelligence (EI) on coping strategies deployed in face of daily stress. Material and methods:The sample was set up of 50 people between 18 and 25 years old. Emotional intelligence was assessed through the TMMS-24 that contains three dimensions: emotional attention, emotional clarity and emotional repair. Coping with daily stress was assessed through a momentary ecological assessment. Four types of coping were evaluated: Coping focused on the problem, seeking social support, acceptance of emotions and rejection. Results:The results showed that: a) People with high emotional clarity used more coping focused on the problem, acceptance of emotions and less rejection, b) people with high emotional repair used more coping focused on the problem, searching for social support and less rejection; and c) people with high emotional attention used more both acceptance of emotions and social support search. Conclusions:These results support the hypothesis of emotional intelligence strengthens emotional well-being because it promotes the adaptive coping of daily stress.
Psychiatric symptoms have consistently been associated with negative educational outcomes. However, possible confounding variables, such as comorbid mental and environmental conditions, have not been well addressed. This study examined whether mental health problems were significantly linked to academic performance in a Spanish school-based sample, after adjustment for co-occurring psychiatric symptoms and multiple contextual factors. Parents completed a questionnaire regarding child’s sociodemographic characteristics (i.e., gender, age, type of school, socioeconomic status, ethnicity), stressful events (i.e., adoption, parental divorce/separation, grade retention) and lifestyle (i.e., diet, sleep, screen time), along with the Child Behavior Checklist (CBCL). Academic performance was obtained from school records. The sample comprised 7036 students aged 5–17 with full data on the CBCL. Mixed-effects ordinal logistic regression analyses were conducted to investigate the association between psychopathology and academic achievement, controlling for potential confounders. When examined separately, higher scores on the CBCL scales were related to lower grades, regardless of sociodemographic factors. However, after controlling for the presence of other psychiatric symptoms, we found that students who reported more anxious/depressed and thought problems were less likely to perform poorly, while those with increased levels of attention problems and delinquent behavior had higher risk for academic underachievement. These associations remained mainly the same once stressful events and lifestyle were taken into account. This investigation demonstrates that anxious/depressed symptoms, thought problems, attention problems, and delinquent behavior are independently associated with academic performance, which emphasize the need for preventive and treatment interventions targeted at students’ mental health to improve their psychological well-being and functioning at school.
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