Hostname: page-component-78c5997874-v9fdk Total loading time: 0 Render date: 2024-11-17T12:21:07.757Z Has data issue: false hasContentIssue false
  • English
  • Français

Emotional Intelligence and Well-being in Adolescents: a Systematic Review and Meta-analysis

Published online by Cambridge University Press:  01 September 2022

D. Llamas-Díaz ,
R. Cabello ,
A. Megías-Robles  and
P. Fernández-Berrocal
D. Llamas-Díaz*
Affiliation:
Faculty of Psychology. University of Málaga, Department Of Basic Psychology, Málaga, Spain
R. Cabello
Affiliation:
Faculty of Psychology. University of Granada, Department Of Developmental And Educational Psychology, Granada, Spain
A. Megías-Robles
Affiliation:
Faculty of Psychology. University of Málaga, Department Of Basic Psychology, Málaga, Spain
P. Fernández-Berrocal
Affiliation:
Faculty of Psychology. University of Málaga, Department Of Basic Psychology, Málaga, Spain
*
*Corresponding author.

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.
Introduction

Adolescent´s subjective well-being (SWB) can be improved through the training of emotional intelligence (EI).

Objectives

The goal of this study is to determine the general link between EI and SWB in adolescents, to analyze the affective (AWB) and cognitive components (CWB) of SWB, and to investigate the moderating effect of EI models on both types of SWB.

Methods

We searched PsycINFO and WOS from inception to December 2020. Eligible studies reported an association between EI and SWB in adolescents aged from 10 to 19 years using instruments that directly measure SWB. Two meta-analyses were conducted, one for the relationship between EI and AWB and the other for EI and CWB.

Results

A total of 41 studies were included, of which 37 were pooled in the meta-analyses. We obtained a significant positive relationship between EI and AWB (estimated effect size = 0.35) and between EI and CWB (0.29). Concerning EI models, self-report ability showed an estimated effect size of 0.33 for AWB and 0.28 for CWB. For the self-report mixed model, we found an estimated effect size of 0.42 for AWB and 0.38 for CWB.

Conclusions

Establishing a quantitative relationship between SWB and EI makes it possible to implement both clinical and educational prevention measures. Introducing EI training in educational and clinical settings can increase SWB, which could significantly impact the prevention of emotional disorders in adolescents.

Disclosure

No significant relationships.

Keywords

Subjective Well-Beingmeta-analysisAdolescentsEmotional Intelligence
Type
Abstract
Information
European Psychiatry , Volume 65 , Special Issue S1: Abstracts of the 30th European Congress of Psychiatry , June 2022 , pp. S687 - S688
Creative Commons
Creative Common License - CCCreative Common License - BY
This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
Copyright
© The Author(s), 2022. Published by Cambridge University Press on behalf of the European Psychiatric Association
Submit a response

Comments

No Comments have been published for this article.