Perfectionism and Emotional Intelligence: A Person-Centered Approach

Abstract

This study examined the relationship between perfectionistic concerns (PC) and perfectionistic strivings (PS) with the subcomponents of emotional intelligence (EI) through a latent class person-centered approach. A sample of 1582 Ecuadorian adolescents (619 females) aged from 12 to 18 was employed. The trait meta-mood scale-24 (TMMS-24) and the child and adolescent perfectionism scale (CAPS) were used, respectively, for assessing three subcomponents of EI (i.e., emotional attention, emotional clarity, and mood repair) and two perfectionist dimensions (PC and PS). A three-class solution (High perfectionism, moderate perfectionism, and nonperfectionism) was identified by using latent class analysis. High perfectionism significantly scored higher on emotional attention in comparison with the moderate and nonperfectionism classes, with small and moderate effect sizes. Overall, results suggest that people with high perfectionism might be at greater risk of developing maladaptive emotional self-regulation strategies, such as rumination, because of their tendency to excessively attend their negative mood states.

The role of emotional intelligence on academic motivation of schoolchildren

“…Emotional intelligence is defined as the ability to understand and manage one's own emotions, as well as the emotions of others (Mayer and Salovey, 1990;Goleman, 1996;Bar-On, 2006;Lyusin, 2006). Recently, the relationship of emotional intelligence in the lives of students and adolescents has been studied in various aspects: the relationships with subjective well-being (Martínez-Marín and Martínez, 2019;Azpiazu et al, 2022;Llamas-Díaz et al, 2022;Salavera and Usán, 2022), happiness (Abdollahi et al, 2019), optimism, andpessimism (Tejada-Gallardo et al, 2022), personal-social competence (Mavroveli et al, 2011;Vicent et al, 2022). Early research also highlights the relationship between emotional intelligence and academic achievement (Vidal Rodeiro et al, 2012;Jiménez-Blanco et al, 2020;Chamizo-Nieto et al, 2021;Bueno-Villaverde et al, 2022).…”