Research on the relationship of students' emotional and personal well-being with intelligence indicators

Abstract

Introduction. The current socio-economic situation is characterized by complexity, inconsistency, instability, which negatively affects the psycho-emotional state of citizens, reduces their level of satisfaction with life. To solve the problem of maintaining the internal balance of the individual, more and more psychological scientists are paying close attention to the study of well-being and identifying factors for its optimization. Scientists have found numerous proofs of the relationship between well-being and psychological qualities of the individual, while the question of the relationship with intellectual characteristics belongs to the category of little-studied. This topic is particularly relevant for the student audience, which is the professional potential of modern society. The aim of the study is to identify the relationship between emotional and personal well-being and intelligence of students. Methods. The methodology of self-assessment of emotional and personal well-being (SEPWB) and the cultural-free intelligence test of R. Kettell (CFIT) were used as research tools. Results of the study. The study allowed us to identify 4 typological groups with a pronounced positive, weak positive, weak negative and pronounced negative self-assessment of emotional and personal well-being. The results of the distribution of the sample of students into the selected groups showed that 62.5% of students positively assess their emotional and personal well-being. At the same time, students with intermediate types (weak positive and weak negative) have the highest values on the intelligence test. Correlation analysis of the parameters of the SEPWB method and the CFIT method showed the specificity of correlation structures in groups with different types of emotional and personal well-being, which is proof of the ambiguity, non-linearity of the relationship between emotional and personal well-being and intelligence. Conclusion. The novelty of the study is to establish the relationship between the expression of intelligence and the level of emotional and personal well-being. The results obtained can be used by university teachers, as well as psychologists of enterprises involved in the organization of students ' industrial practice.

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

“…Participants’ demographic data, including information about gender, grade level, and major, were collected with our questionnaire. Previous research showed that those demographic variables may have a direct or mediated effect on basic Psychological needs satisfaction and emotional intelligence ( Madjar et al, 2013 ; Martin and Collie, 2019 ; Cebrian et al, 2020 ; Karapetyan, 2021 ), so they were considered as controls in the present study.…”

“…In the current study, EI is conceptualized from the ability model developed by Mayer et al (2008) , which is defined as a mental ability for perceiving, understanding, regulating, and using one’s own and others’ emotions in thinking and action. Research literature suggests that emotionally intelligent people with higher EI also show more positive mood, higher levels of life satisfaction, well-being, flourishing, better psychological adjustment, and lower levels of psychological stress across different samples (e.g., Chu, 2010 ; Su and Reeve, 2011 ; Szczygieł and Mikolajczak, 2017 ; Mérida-López and Extremera, 2020 ; Karapetyan, 2021 ).…”

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

“…Second, participants were recruited from the western cities of China, which may limit the generalization of the findings. Compared with the eastern coastal cities, the economy of northwest China is relatively backward, and previous studies have indicated that the economic level is closely related to SWB ( Ngamaba et al, 2018 ; Ding et al, 2021 ) and EI ( Shukla and Srivastava, 2016 ; Karapetyan, 2021 ). Future studies should expand the city of the participants.…”