Predictive value of trait emotional intelligence in affective states: a gender comparison

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Ana Merchán-Clavellino
Lucía Morales-Sánchez
Concha Martínez-García
Paloma Gil-Olarte

Abstract

A growing body of research suggests that higher levels of Trait Emotional Intelligence (EI) influence an optimal well-being development and psychological adjustment, such as positive affective states. However, few studies relate these variables considering gender differences. Therefore, the aims of this work are to establish if there are differences according to sex, in each dimension of EI and affective states. Moreover, this study aims to check the existence of relationships between EI and affect, showing the EI contribution as a predictor of affective state, for both, the total sample, and differentiating between men and women. Participants were 467 university students, 82.4% women, with an average age of 21.79 years (SD = 5.19). The TMMS-24 questionnaire was used to measure IE, and affective states were assessed with PANAS. The results showed statistically significant differences (p greater than .05) between men and women in positive affect, being higher for men. In addition, there were statistically significant correlations between EI dimensions and affects (p smaller than .01). Regarding the predictive value of EI, the results showed that the three EI dimensions predicted negative affect in both sexes, with an explained variance of 21.2% in women and approximately the doublé in men (37.5%). However, attention and emotional regulation are the variables that predict 16.7% of the variance of positive affect in women, leaving out of the equation to men. The existence of gender differences is demonstrated, not so much in EI dimensions but in the explanatory role of EI in affect, so it has to be taken into consideration in the face of future interventions.

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Merchán-Clavellino, A., Morales-Sánchez, L., Martínez-García, C., & Gil-Olarte, P. (2018). Predictive value of trait emotional intelligence in affective states: a gender comparison. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 1(1), 137–146. https://doi.org/10.17060/ijodaep.2018.n1.v1.1178
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