RT journal article
T1 Do Trait Emotional Intelligence and Dispositional Mindfulness Have a Complementary Effect on the Children's and Adolescents' Emotional States?
A1 Mestre Navas, José Miguel
A1 Turanzas, Jorge
A1 García-Gómez, María
A1 Guerra, Joan
A1 Cordon, José R.
A1 González de la Torre Benítez, Gabriel
A1 Lopez-Ramos, Victor M.
A2 Psicología
K1 trait emotional intelligence
K1 ability emotional intelligence
K1 dispositional mindfulness
K1 emotional Intelligence
K1 adolescents
AB Mindfulness is both a non-judgmental and present-centered awareness, which has been applied to reduce negative emotions. On the other hand, Trait Emotional Intelligence (TEI) is the way of how good people perceive their emotional intelligence abilities (perceiving, expressing, understanding, and regulating emotions), which are involved in people's social functioning. This empirical study was designed to analyze whether dispositional mindfulness (DM) and TEI have a potential combined role for children and adolescent's emotional states. In a sample of primary school students (N = 318), age ranged from 8 to 16 years old (M = 11.25, SD = 2.20), participants filled a TEI measure (ESCQ, Emotional skills and competence questionnaire) and two measures of DM (CAMM, Child and Adolescent Mindfulness Measure and AFQ-Y, Avoidance and Fusion Questionnaire for Youth). Measures selected included: PANAS (Positive affect and negative affect schedule), White Bear Suppression Inventory (a thought suppression inventory), and STAIC (State-Trait Anxiety for Children). Findings pointed out that TEI measures (labeling and expression, understanding, and managing emotions) were positively and significantly related to positive emotional states (especially, positive affect and balance) and negatively with a lower association with state anxiety. However, DM measures were both negatively and strongly associated with negative emotional states (thought suppression, negative affect, and anxiety). Conclusions indicate that a combined effect of both TEI skills and DM based interventions would be more complete than each one separately for better social functioning of children and teenagers.
PB FRONTIERS MEDIA SA
SN 1664-1078
YR 2019
FD 2019-12
LK http://hdl.handle.net/10498/22271
UL http://hdl.handle.net/10498/22271
LA eng
DS Repositorio Institucional de la Universidad de Cádiz
RD 15-nov-2026