Emotional Intelligence, Emotional Regulation Strategies, and Subjective Well-Being Among University Teachers: A Moderated Mediation Analysis

Abstract

This study aimed to explore the mediating role of emotional regulation strategies in the relationship between emotional intelligence (EI) and subjective well-being (SWB) among Chinese university teachers, and evaluate whether effort-reward imbalance moderated the mediating effect of emotional regulation strategies. A total of 308 Chinese university teachers were recruited for this study. The results showed that emotional regulation strategies played a partial mediating role in the relationship between EI and SWB. Moreover, an effort-reward imbalance moderated the relationship between emotional regulation strategies and SWB. For individuals with more balanced perceptions, EI had a significant effect on SWB via cognitive reappraisal, while for individuals with more imbalanced perceptions, EI did not have a significant effect on SWB via cognitive reappraisal. These findings provide a better understanding of the effects of EI and emotional regulation strategies on SWB, which could provide interventions for promoting SWB among teachers.

The relationship between basic psychological needs satisfaction and university students’ academic engagement: The mediating effect of emotional intelligence

“…This scale is a self-report measure, composed of 16 items, with a 5-point Likert-type scale ranging from 1 (strongly disagree) to 5 (completely agree). The Chinese validation ( Sha et al, 2022 ) proposed a factor solution in four dimensions: (1) Self-emotion appraisal (SEA), with 4 items (e.g., I really understand what I feel); (2) Others’ emotion appraisal (OEA), with 4 items (e.g., I am a good observer of others’ emotions); (3) Use of emotion (UOE), with 4 items (e.g., I am a self-motivated person); and (4) Regulation of emotion (ROE), with 4 items (e.g., I have good control of my own emotions). A higher score on this scale indicates a greater degree of emotional intelligence.…”

“…This scale is a self-report measure, composed of 16 items, with a 5-point Likert-type scale ranging from 1 (strongly disagree) to 5 (completely agree). The Chinese validation (Sha et al, 2022) proposed a factor solution in four dimensions: (1) Self-emotion appraisal (SEA), with 4 items (e.g., I really understand what I feel); (2) Others' emotion appraisal (OEA), with 4 items (e.g., I am a good observer of others' emotions);…”

“…In the field of education, there is an increasing consensus on the idea that EI is an important skill that teachers and students must develop ( Sha et al, 2022 ). For example, with a total of 702 teachers working at different educational levels in southern Spain, Mérida-López et al (2020) found that EI and self-efficacy were positively related to teachers’ work engagement and negatively related to withdrawal intentions.…”

Emotional Intelligence, Resilience, and Self-Esteem as Predictors of Satisfaction with Life in University Students

“…EI, according to the Wong and Law model [ 1 ], uses Mayer and Salovey’s [ 2 ] conceptualization but also incorporates Gross’s model of emotional regulation [ 3 ]. EI is the ability to perceive, understand, and regulate one’s emotions and others [ 4 , 5 , 6 ]. Wong and Law [ 1 ] specify that EI is composed of four dimensions: (a) the ability to appraise and express emotions in self; (b) the ability to appraise and recognize emotion in others; (c) the ability to regulate one’s own emotions, which allows faster recovery from psychological discomfort; and (d) the use of emotion to facilitate performance, which is the ability of individuals to use their emotions to orient themselves towards constructive activities and personal performance.…”

Evolución de la producción científica del síndrome de burnout, inteligencia emocional y práctica de actividad físico-saludable en docentes

“…Además, son diversas las investigaciones emergentes que se han centrado en trabajar la inteligencia emocional en el ámbito docente, para dotar a los mismos de una mejor salud mental, bienestar y satisfacción por el trabajo(Alam y Ahmad, 2018;Fiorilli et al, 2019).En la revisión de literatura realizada, los estudios consideran la inteligencia emocional como base de sustentación de las competencias emocionales y sociales, así como un factor predictor de éxito del proceso de enseñanza-aprendizaje(Shen et al, 2021). Además, cabe destacar que la capacidad de generar un clima adecuado de aula, una mayor relación afectiva con el alumnado, un alto grado de optimismo y la búsqueda eficaz y rápida de soluciones, se asocian con altos niveles de inteligencia emocional(Cece et al, 2022;Valente et al, 2020).Asimismo, durante el desempeño de la labor docente, aparecen diversas situaciones conflictivas o inesperadas que se han de superar de forma resiliente, momento en el que un uso adecuado de las emociones y un adecuado compromiso afectivo permitirá evadirse de los sentimientos de frustración y abordar con eficacia las soluciones a los problemas(Martínez-Monteagudo et al, 2019;Sha et al, 2021; Singh y Ryhal, 2021).En términos de género, los niveles de inteligencia emocional en los docentes suelen ser elevada para ambos, si bien y de forma generalizada, son las mujeres las que presentan unos valores más elevados(Valenzuela et al, International Journal of Developmental and Educational Psychology…”