Emotions as Predictors of Life Satisfaction among University Students

Abstract

Emotional management is a decisive factor in building stimulating environments for the comprehensive development of individuals. In this study, 338 students enrolled in education degrees (n = 338), with an average age of 22.88 years (±5.50), participated. The following instruments were used: Satisfaction with Life Scale (SWLS), Wong Law Emotional Intelligence Scale (WLEI-S), Trait Meta Mood Scale 24 (TMMS 24) and Emotional Quotient Inventory (EQi-C). The objective was to determine the complementarity of certain dimensions of EI that predict greater life satisfaction based on the multivariate statistics of structural equations. The multi-group model obtained good structural validity (χ2 = 103,729; RMSEA = 0.078; GFI = 0.917; CFI = 0.942; IFI = 0.943). In addition, significant correlations were found between life satisfaction and all dimensions were included in the emotional intelligence instruments used (p < 0.01). In terms of gender, we found that women had higher scores in all EI dimensions, in contrast to life satisfaction, where men had higher scores. The findings suggest the importance of working emotions in future educators to become satisfied and effective professionals.

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

“…We found that our results aligned with other research that found that men perceive themselves to be better at regulating their emotions. Women perceive themselves to be better at appraisal and expression of emotion (see [ 8 , 42 , 68 ]). We can interpret these results in light of the maleness and patriarchal culture implanted in Peru, where the social stereotypes established for men do not allow them to connect with their emotions; however, women are free to appraise and express their emotions.…”

“…We found two models developed for the EI: a model that conceives EI as a personality trait [ 7 ], and another that conceptualizes it as a capacity [ 2 ]. The latter is defined as the cognitive ability to process emotional information to resolve conflicts adaptively [ 8 ], while for Petrides [ 9 ], the Trait Emotional Intelligence (Trait EI) refers to people’s perceptions of their emotional abilities and is located at the lower levels of personality hierarchies.…”

“…Kumar [ 72 ] and Xie et al [ 73 ] found that self-esteem was higher in men than in women. Finally, Gavín-Chocano et al [ 8 ] found that men had higher scores on life satisfaction than women. Studies on sex differences in EI, resilience, self-esteem, and SWL are needed in Peru, where gender perspectives are different from Western cultures.…”

Examinando el impacto del COVID sobre el perfil psicosocial y rendimiento académico de los universitarios. Un estudio pre-post

“…Por esta razón, la educación emocional y su inclusión en los currículums y programas educativos de los niveles educativos se ha convertido en una prioridad (Gavín-Chocano et al, 2020;Gilar-Corbí et al, 2018), con vistas a que el alumnado adquiera las habilidades y competencias necesarias para desarrollarse en todos los ámbitos de su vida, al tiempo que alcance lo necesario para su adecuada entrada a la vida adulta y al mundo laboral (Fernández-Pérez et al, 2019). Sin embargo, más allá de introducir este constructo sin una reflexión profunda sobre lo que se está llevando a cabo, resulta crucial un análisis y evaluación exhaustiva, fundamentado en el diagnóstico de la situación, donde se señalen las condiciones, los contenidos y los factores que determinarán su éxito en su implementación (Sigüenza-Marín et al, 2019).…”

The Effect of Place Attachment on Overseas Students’ Tourism Ambassador Behavior: A Mediation Role of Life Satisfactionrdrd

“…Life satisfaction is a long-term cognitive perception ( Bartram, 2015 ), it refers to the overall quality of an individual’s life ( Pagán, 2015 ). With the development of social cognition and cognitive psychology, affective factors, such as those influencing satisfaction evaluation, have become increasingly important in satisfaction research ( Bradshaw et al, 2011 ; Gavín-Chocano et al, 2020 ). To a certain extent, these affective factors can be explained or predicted to a considerable extent; these include use behavior, complaining behavior, word of mouth and repurchase plan, and so forth ( Westbrook, 1987 ).…”