Emotional awareness, empathy, and generosity in high-risk youths

Dickerson, Kelli L; Quas, Jodi A.

doi:10.1016/j.jecp.2021.105151

Cited by 9 publications

(1 citation statement)

References 88 publications

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“…Such a pattern potentially alludes to the existence of distinct life phases where attentiveness to emotions experiences amplification. Dickerson and Quas (2021) have theorized that emotional awareness might be particularly amplified both in youth-attributed to the transitions and revelations inherent to this life stage-and in older age, characterized by heightened reflection and self-awareness.…”

Section: Resultsmentioning

confidence: 99%

Comparative analysis of psychological well-being and emotional education in graduate students

Moreira-Choez,

Lamus de Rodríguez,

Espinoza-Solís

et al. 2023

F1000Res

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Background: 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. Methods: 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). Results: 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. Conclusions: 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.

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Section: Resultsmentioning

confidence: 99%