The Role of Emotional Stability and Competence in Young Adolescents’ Career Judgments

Bubić, Andreja; Ivanišević, Karmen

doi:10.1177/0894845316633779

Cited by 31 publications

(26 citation statements)

References 66 publications

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“…The obtained research results corroborate this hypothesis by explaining how internalizing problems maintain an inverse relationship with social skills and EI, i.e., the higher the scores for internalizing problems, the lower the scores that adolescents obtain for performing social skills and EI, and vice versa. These results indicate how social skills and EI may act as protectors of these internalizing problems, which agrees with former research (Bubic & Ivanisevic, 2016;Martínez-Martí & Ruch, 2017;Trickey, Siddaway, Meider-Stedman, Serpell, & Field, 2012) that indicated the relationship between internalizing problems and the social competence variables. Internalizing problems (depression, anxiety, social anxiety, somatic complaints, post-traumatic symptoms, and obsession-compulsion) have been previously interrelated in recent works (Campos et al, 2014;Senzik, Shäfer, Samson, Naumann, & Tuschen-Caffier, 2017), but these works did not analyze the importance of their relationship with EI and social skills, which the present research indicates.…”

Section: Discussionsupporting

confidence: 92%

The relationship of internalizing problems with emotional intelligence and social skills in secondary education students: gender differences

Salavera

Supervía

Teruel

2019

Psicol. Refl. Crít.

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Internalizing problems (depression, anxiety, social anxiety, somatic complaints, post-traumatic symptoms, and obsessioncompulsion) are very important in adolescents' development. These problems can be related with people who lack social skills and poorly handle their emotions. This study assessed 1358 secondary education students (12-17 years) to analyze the relationship linking internalizing problems, emotional intelligence, and social skills. The results showed not only how these constructs were related, but how students' internalizing problems varied according to their emotional intelligence and social skills. They also indicated that two in every three males, and just over one in every two females, obtained high scores for internalizing problems. The model showed a good fit: χ 2 (85) = 201.161 p < 0.001; χ 2 /gl = 2.367; CFI = 0.919; NFI = 0.869; TLI = 0.900; RMSEA = 0.075, IC 95% (0.062-0.089). Finally, gender influenced the way that internalizing problems, emotional intelligence, and social skills were related, and an inverse relation appeared to link internalizing problems, emotional intelligence (r = − .77), and social skills (r = − .52) for females, while this relationship was poorer for males. By way of conclusion, we state that internalizing problems are related with emotional intelligence and social skills in secondary education students, but this relationship differs according to gender.

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Section: Discussionsupporting

confidence: 92%

The relationship of internalizing problems with emotional intelligence and social skills in secondary education students: gender differences

Salavera

Supervía

Teruel

2019

Psicol. Refl. Crít.

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“…This could be the reason of the Emotional Stability of the students which helped them to show positive growth rate in their educational background [38]. Also, it can be said that over a period of time, the Emotional Stability, which can be gained by stable Emotional Intelligence, has an effect on the career development of the all prospective management officials [10]. Hence, alternative hypothesis 5 can be accepted as both the tests show that the "p-value is less than the presumed alpha value".…”

Section: B Findingsmentioning

confidence: 99%

The Impression of Emotional Intelligence on University Students’ Academic Performance

Pandey

Gupta

Pandey

et al. 2019

IJRTE

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In the present contemporary society, the Emotional Intelligence is a nominal character that has become the part of the debate nowadays, and which acts as the source of most logistic litigation of the one’s character. Emotional Intelligence, though contemplates about one’s behaviouristic approach towards knowledge, skills, and attitude that epitomizes the worth efficiency of the students in the University and that can lead to the optimum utilization of the worth-full resources so that the aims and objectives can be fulfilled and that standard of thinking proceedings can be optimized to a great extent. The role of emotional intelligence in the process of elevating the academic performances of the students has been reviewed in many of the countries and through many of the authors. But, it has been found in this study that there is no to a very limited number of studies who all have investigated the role of emotions in the process of capturing better academic scores through education. The author thus, elucidated about the scenario which states the effect of Emotional Intelligence (EI) on the academic performance of the University Students. The study also assesses the prevailing scenario in-order to suggests some points that excavate the situation to the next level and is targeted at finding the correlation that exists between each of the factors of the Emotional Intelligence. The data that is collected through the well-structured and closed-ended questions that are found to be reliable enough as per statistics. The authors have done the analysis through various tests, i.e., Factor Analysis, Correlation, and MANOVA. After testing, positive and strong correlation is been found between each of the factors of Emotional Intelligence and it leads to the conclusion that the academic performance of the students is affected from Emotional Intelligence on. The resources used for data collection were limited as per the range of access of researcher’s leading to an analysis which can’t be to the complete world. Also, the cross-sectional data is been collected because of time constraint. The whole circumstances state that the different attributes of correlation are matched to the Emotional Intelligence of the University students and though it has been proved that Emotional appearance of the students is the key to understand the permutation and combination of the Intellectual complexities of the work over a period of the time.

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“…The career development literature has increasingly focused on the role played by emotions in the career decision-making processes (Emmerling & Cherniss, 2003, Bubić & Ivanišević, 2016, Di Fabio & Pallazzeschi, 2009, Di Fabio & Kenny, 2012, Kanonuhwa, Rungani, & Chimucheka, 2018. Bubić & Ivanišević (2016) showed that emotional competence is a significant predictor of career decision selfefficacy in eight graders. The transition to high school is associated with emotional distress related to career indecision.…”

Section: The Role Of Emotions In Vocational Orientationmentioning

confidence: 99%

“…Giving the importance of EI in obtaining success through all live, including in career (Goleman, 1985), and the first vocational choice eight graders must to do at finish of secondary school, we focused in this research on the emotional intelligence in relation with vocational interests and choices in eight graders. We focused on gender differences because literature (Bubić & Ivanišević, 2016) indicated that girls experience more concern about career choice, although they have the same level of career decision self-efficacy as boys. In line with Holland's vocational theory (1985) and Spokane et al (2002), we considered important the congruence, the consistence, and the differentiation of vocational profile for the future professional satisfaction.…”

Section: Problem Statementmentioning

confidence: 99%

Relationships Between Emotional Intelligence And Vocational Orientation In Preadolescence: Gender Differences

Butnaru¹

2019

The European Proceedings of Social and Behavioural Sciences

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The aim of this study was to explore the relationships between emotional intelligence (EI) and vocational orientation in preadolescence and gender differences within these relationships. In this study participated 116 eight grade students from urban area (46.6% female). The data referring to vocational interests were collected using Vocational Interests Inventory based on Holland's hexagon model, and completed options for the preferred future studies and profession. Based on individual scores in vocational interests, indicators of vocational choice (consistence, differentiation and congruence) were computed. Emotional Intelligence Test for children, adapted from Bar-On and Goleman was administered to measure the emotional development. Positive correlation was found between EI and differentiation of interests. Gender differences were revealed: girls obtained higher scores in EI, in social and artistic interests, and in differentiation of vocational profile, while boys had higher scores in realistic interests. Results indicated significant effect of interaction between gender and EI on congruence: girls with a medium and high level of EI expressed more congruent professional choices than boys in the same condition, but boys with low-level of EI, expressed more congruent professional choices than girls in the same condition. Despite of small number of respondents participating in this study, the results endorse the necessity of EI, the importance of more permissive socialisation encouraging boys and girls to shape their vocational interests based on their aptitudes, and the importance of vocational counselling services providing students professional help to make more congruent vocational choices.

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The Role of Emotional Stability and Competence in Young Adolescents’ Career Judgments

Cited by 31 publications

References 66 publications

The relationship of internalizing problems with emotional intelligence and social skills in secondary education students: gender differences

The relationship of internalizing problems with emotional intelligence and social skills in secondary education students: gender differences

The Impression of Emotional Intelligence on University Students’ Academic Performance

Relationships Between Emotional Intelligence And Vocational Orientation In Preadolescence: Gender Differences

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