Conciencia emocional, estados de ánimo e indicadores de ajuste individual y social en niños de 8-12 años

Abstract

Resumen: La conciencia emocional o experiencia consciente de la emoción es un concepto clave relacionado con diferentes indicadores de ajuste individual del menor, como las quejas somáticas. Esta relación, mediatizada por los estados de ánimo, se ha demostrado en población preadolescente y adolescente. Sin embargo, apenas se ha analizado en franjas de edad más bajas e incluyendo otros indicadores de ajuste a diferentes contextos, como la adaptación. Por ello, el objetivo de este trabajo es el de analizar la contribución de la conciencia emocional y los estados de ánimo, sobre diferentes indicadores de ajuste individual (quejas somáticas) y de adaptación (evaluada a través del test TAMAI), en niños de 8-12 años. Para ello, se administraron diferentes cuestionarios de autoinforme a 1423 menores con una media de 9.8 años. Los resultados apoyan la influencia de la conciencia emocional (principalmente de la habilidad de diferenciar y comunicar verbalmente las emociones y analizar las propias emociones), reforzada por los estados de ánimo, no sólo sobre las quejas somáticas, sino sobre la inadaptación personal y social. Todo ello subraya la importancia, tanto de las habilidades emocionales como de los estados afectivos que las acompañan, en la vida cotidiana del menor. Palabras clave: Conciencia emocional; estados de ánimo; quejas somáticas; adaptación; diferenciar emociones; conciencia corporal.Title: Emotional awareness, mood and individual and social adjustment outcomes in children aged 8-12 years old. Abstract: Emotional awareness or conscious experience of emotion is a key concept related to different individual adjustment child outcomes, such as somatic complaints. This relationship, moderated by mood, has been found in preadolescent and adolescent population. However, little is known in younger children and including other adjustment outcomes, such as adaptation. Therefore, the objective of this work is to analyze the contribution of emotional awareness and mood upon different adjustment outcomes: somatic complaints and inadaptation (assessed by the test TAMAI), in children aged 8-12 years old. Different self-reported questionnaires were administered to 1423 children, with a mean age of 9.8 years old. Results support the influence of emotional awareness (mainly the ability to differentiate and verbally communicate emotions and analyze the own emotions), strengthened by mood, not only upon somatic complaints, but also upon personal and social inadaptation. These results come to outline the importance of emotional abilities and the corresponding affective moods, in children daily life.

Empathy and Emotional Intelligence in Adolescent Cyberaggressors and Cybervictims

“…We examined the three dimensions of EI proposed by Salovey and Mayer [ 70 ], and also the different dimensions of empathy (i.e., perspective-taking, empathetic understanding, empathic stress, and empathetic joy). In general, the results of this study regarding cyberaggressors indicated the existence of a relationship between low empathy and low emotion regulation with aggressive behavior against peers, with this finding coinciding with the results of previous research [ 71 , 72 , 73 ].…”

Relationship between Emotional Intelligence, Social Skills and Peer Harassment. A Study with High School Students

“…Those with more aggressive behaviour are clearly more likely to become bullies, and those who are more shy are more likely to become victims. In addition, some studies suggest that a good deal of bullying problems may be caused by poor emotional management [36]. In this sense, it is considered that EI could become a protective variable against bullying.…”

Emotional intelligence and empathy in aggressors and victims of school violence.

“…In recent years, there has been an increase of interest in the role played by emotion regulation in the explanation of some problems of psychosocial school adjustment (Adrian, Zeman, & Veits, 2011; Humphrey, Curran, Morris, Farrell, & Woods, 2007). In fact, some authors have suggested that a large part of the problems of violence could originate in the deficient self-regulation of emotions (Villanueva, Prado-Gascó, González, & Montoya, 2014). Accordingly, the benefits of social and emotional learning (SEL) interventions have been corroborated in recent studies (Taylor, Oberle, Durlak, & Weissberg, 2017), indicating the enhancement of students’ behavioral adjustment in the form of increased prosocial behaviors and reduced conduct problems (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011).…”