The relationship between emotional intelligence, occupational stress and health in nurses: A questionnaire survey

Landa, José María Augusto; López-Zafra, Esther; Martos, M. Pilar Berrios; Aguilar-Luzón, María del Carmen

doi:10.1016/j.ijnurstu.2007.03.005

Cited by 163 publications

(100 citation statements)

References 42 publications

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“…Likewise, just managing emotional states plays a key role in subjective well-being; however, in the level of perceived stress, the attention and understanding of feelings are as important as emotional management. These results are consistent both with previous research (Augusto-Landa et al, 2008;Extremera et al, 2007;Ferragut & Fierro, 2012;King & Extremera, 2012;King et al, 2011;Vergara et al, 2015), as the characteristic pattern, according to Salovey et al (1999), describes the person with high EI: high clarity, high repair and moderate/low attention. High emotional attention -especially when it is associated with low clarity and repaircould produce a ruminative process on the negative or stressful events, which would increase the duration and intensity of negative emotions and would harm, ultimately, coping (Peña-Sarrionandia, Miko lajczak, & Gross, 2015).…”

Section: Discussionsupporting

confidence: 92%

“…Studies addressing the relationship between perceived stress and PEI have also supported the existence of a negative relationship between these variables in adults and in undergraduated students (Augusto-Landa, López-Zafra, BerriosMartos, & Aguilar-Luzón, 2008) and college students (Extremera, Durán, & Rey, 2007). These results suggest that emotional clarity and repair are negatively associated with stress, while the relationship between emotional attention and stress is positive (Augusto-Landa et al, 2008;Extremera et al, 2007).…”

Section: Introductionmentioning

confidence: 94%

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Perceived Emotional Intelligence, Subjective Well-Being, Perceived Stress, Engagement and Academic Achievement of Adolescents // Inteligencia emocional percibida, bienestar subjetivo, estrés percibido, engagement y rendimiento académico en adolescentes

Serrano

Andreu

2016

REV PSICODIDACT

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This study extends previous research on perceived emotional intelligence (PEI), since it examines the connections between the PEI, perceived stress, subjective well-being, academic engagement, academic performance, age and sex in a sample of adolescents. It also analyses if the relationship between the PEI and performance is mediated by perceived stress, subjective well-being and/or academic engagement. The results obtained on a sample of 626 participants aged 13 to 18 show the existence of relationships between PEI and all the analyzed variables, except for age and academic achievement; as well as all the hypothesized variables as mediators show association with academic perfomance. The indirect effect of the PEI on this last is produced through the greater commitment to the study (engagement) and the least perceived stress. The implication of the results for different relational proposals between PEI and assessed variables is discussed.Keywords: perceived emotional intelligence, academic engagement, subjective well-being, perceived stress, academic achievement. ResumenEl presente estudio extiende la investigación previa sobre inteligencia emocional percibida (IEP), al examinar las conexiones entre IEP, estrés percibido, bienestar subjetivo, engagement académico, rendimiento, edad y sexo en una muestra de adolescentes; al tiempo que explora si estrés percibido, bienestar subjetivo y/o engagement académico median la asociación IEP y rendimiento. Los resultados obtenidos en una muestra de 626 participantes de entre 13 y 18 años muestran la existencia de relaciones entre IEP y todas las variables analizadas, a excepción de edad y rendimiento; al tiempo que todas las variables hipotetizadas como mediadoras sí se asocian con el rendimiento académico. El efecto indirecto de la IEP sobre este último se produce a través del mayor compromiso con el estudio (engagement) y el menor estrés percibido. Se discute la implicación de los resultados para diferentes propuestas relacionales entre IEP y las variables evaluadas.Palabras clave: inteligencia emocional percibida, engagement académico, bienestar subjetivo, estrés percibido, rendimiento académico Correspondence concerning this article should be addressed to Yolanda Andreu. Departamento de Personalidad, Evaluación y Tratamientos Psicológicos. Avda. Blasco Ibáñez, 13, 46010. Valencia (España).

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 94%

Perceived Emotional Intelligence, Subjective Well-Being, Perceived Stress, Engagement and Academic Achievement of Adolescents // Inteligencia emocional percibida, bienestar subjetivo, estrés percibido, engagement y rendimiento académico en adolescentes

Serrano

Andreu

2016

REV PSICODIDACT

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“…The results are alarming and in accordance with previous findings of intense stress problems in social workers [22,23]. In addition, high levels of work disability have been monitored in social workers [24,25] which may be considered as an indirect indication of a lack of appropriate training and education throughout the course of a social worker's career [26].…”

Section: Discussionsupporting

confidence: 85%

Health Care Students’ Needs on Stress Management and Emotional Intelligence

Florou¹,

Alexopoulos²

2017

Health Edu Care

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Objective: to evaluate the levels of stress, anxiety, depression and emotional intelligence in students and to explore the possible impact of specific courses.Subjects and methods: 270 health care students (social workers & nurses) and 275 non-health care students (engineers & technologists) provided relative data by answering the Wong Law Emotional Intelligence Scale, DASS21 and PSS-14.Results: All students scored higher in "others emotion appraisal" and lower in "regulation of emotions" subscale of emotional intelligence (EI). Health care students (HCS) scored higher in both EI subscales compared to others but they also reported higher levels of depression, stress and anxiety (especially the social workers). EI score did not differ significantly by seniority level while only senior nursing students reported lower levels of anxiety and stress. EI score was related to perceived stress, depression and gender. Completion of courses enhancing "empathy" was related to less perceived stress in senior social work students. Conclusion:Our results highlight the need of comprehensive and combined educational curricula on emotional intelligence and stress management in HCS.

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“…In health care work, nurses are often confronted with stressful situations, such as serious diseases and the death of patients (Augusto-Landa et al, 2008), which, in turn, can accelerate psychological pathologies (Görgens-Ekermans and Brand, 2012;Trépanier et al, 2014). A typical mental illness in eldercare nurses is burnout (Augusto-Landa and López-Zafra; 2010; Moroi, 1999); it is referred to as a syndrome characterized by emotional exhaustion, depersonalization and attenuated personal accomplishment (Leiter and Maslach, 1988).…”

Section: Subjective Well-being and Job Performance In Nursingmentioning

confidence: 99%

A latent profile analysis of trait emotional intelligence to identify beneficial and risk profiles in well-being and job performance: a study among Japanese eldercare nurses

Toyama

Mauno

2016

IJWOE

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The relationship between emotional intelligence, occupational stress and health in nurses: A questionnaire survey

Cited by 163 publications

References 42 publications

Perceived Emotional Intelligence, Subjective Well-Being, Perceived Stress, Engagement and Academic Achievement of Adolescents // Inteligencia emocional percibida, bienestar subjetivo, estrés percibido, engagement y rendimiento académico en adolescentes

Perceived Emotional Intelligence, Subjective Well-Being, Perceived Stress, Engagement and Academic Achievement of Adolescents // Inteligencia emocional percibida, bienestar subjetivo, estrés percibido, engagement y rendimiento académico en adolescentes

Health Care Students’ Needs on Stress Management and Emotional Intelligence

A latent profile analysis of trait emotional intelligence to identify beneficial and risk profiles in well-being and job performance: a study among Japanese eldercare nurses

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