Influencia de la inteligencia emocional percibida en el afrontamiento del estrés cotidiano

Abstract

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.

Emotions as Predictors of Life Satisfaction among University Students

“…Finally, there are non-significant values in the dimensions of EI care, interpersonal and adaptability, which are higher for women. According to other studies [ 26 ], we note that women are more sensitive to better recognizing emotions and to face day-to-day situations adaptively [ 16 , 19 ].…”

“…Nowadays, the most commonly agreed upon conceptual categorization in EI distinguishes between capability model, measured through maximum performance tests and based on information processing, and mixed model, measured through self-report questionnaires [ 17 ]. The first one, called the capacity model [ 18 ], is focused on the ability to process information based on emotions to solve conflicts adaptively [ 16 , 19 ], and its description is relevant for the understanding of internal processes and the acquisition of emotional competencies [ 10 , 13 , 20 , 21 ]. A second approach, the mixed model [ 22 , 23 ], combine mental abilities with personality features, and it is defined as the set of emotional capacities, personal and interpersonal motivations that will condition the way of interacting when faced with external demands and pressures [ 24 ].…”

What If Violent Behavior Was a Coping Strategy? Approaching a Model Based on Artificial Neural Networks

“…The network would have gained in simplicity and processing speed, but would have decreased in predictive capacity, which is why it was decided to include these variables as well [40]. On the other hand, the synaptic weights of the different types of roles in the network invite reflection on the relevance of teachers as positive models [12,[27][28][29]36,37].…”

“…Regarding stress, it is proven that it is a predictive variable, coinciding with the stress model [1] and with further studies [3,34,52,53]. It is necessary to learn to use the most functional coping strategies and to manage emotions and stress [25,26,28,29]. The allocation of different synaptic weights according to the coping strategy supports its factorial structure [23,24,31].…”

“…Under this perspective, the use of a coping strategy in the educational field, even if it is dysfunctional, can be understood as a response set in motion when there is a situation perceived as stressful for the subject [23,24]. In relation to genesis, it is possible that the observation of other people who use certain strategies and their consequences in the environment may favor their learning or have a facilitating effect [12,[25][26][27][28][29][30]. Regardless of its etiology, stress can be a trigger of a dysfunctional coping strategy (such as OEE) and can also function as a predictor of whether or not such a strategy will be used.…”