The relationship between emotional intelligence and personality in secondary education students

Main Article Content

Ana Parodi Úbeda
Víctor Belmonte Lillo
Carmen Ferrándiz García
María José Ruiz Melero

Abstract

The research focuses on the relationships between personality, from the Big Five model (Caprara, Barbaranelli and Borgogni, 1993), and Self-perceived Emotional Intelligence (IEA) in secondary education (ESO) students. The sample consisted of a total of 670 adolescents between the ages of 12 and 16 (M = 13.86; DT = 1232). The IEA agglutinates the models designated mixed: the Socio-emotional Competence (BarOn and Parker, 2000) valued by the EQ-i: YV; And Emotional Self-Efficacy (Petrides, Sangareau, Furnham and Frederickson, 2006) as measured by TEIQue-ASF. Personality traits were assessed using BFQ-NA (Spanish adaptation of Del Barrio, Carrasco and Holgado, 2006). Our results evidence the close relationship between Emotional Self-efficacy and personality traits of the Big Five model, in line with the construct theory that indicates that this type of emotional intelligence is composed of an array of emotional traits and abilities, Lower personality structure. Likewise, significant relationships between the Socio-Emotional Competence model and the features of the Big Five model are found.

Downloads

Download data is not yet available.

Article Details

How to Cite
Parodi Úbeda, A., Belmonte Lillo, V., Ferrándiz García, C., & Ruiz Melero, M. J. (2017). The relationship between emotional intelligence and personality in secondary education students. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 2(1), 137–144. https://doi.org/10.17060/ijodaep.2017.n1.v2.926
Section
Articles

References

Bar-On, R. & Parker J. D. (2000).EQ-i:YV. Baron Emotional Quotient Inventory: Youth Version. Technical Manual. New York: MHS.

Barbaranelli, C., Caprara, G. V. & Rabasca, A. (1998/2006). Manuale del BFQ-C. Big Five Questionnaire Children. O.S. Organizzazioni Speciali: Firenze. (Traducción y adaptación española por Del Barrio, V; Carrasco, M.A. & Holgado, P. Madrid: TEA, 2006).

Belmonte, V. M. (2013). Inteligencia emocional y Creatividad: Factores predictores del rendimiento académico. Tesis doctoral. Universidad de Murcia.

Bennett, G., Seashore, H. G. &Wesman, A. G. (2000). Test de Aptitudes Diferenciales (DAT-5). Madrid: TEA

Cloninger, C.R. (1987). Neurogenetic adaptive-mechanisms in alcoholism. Science, 236, 410-416.

Costa, P.T. & McCrae, R.R (1992).Revised NEO Personality Inventory (NEO-PI-R) and NEO Five_Factor Inventory (NEO-FFI) professional manual. Odessa, FL. Psychological Assessment Resources.

Digman, J. M. (1997). Higher order factors of the big five. Journal of Personality and Social Psychology, 73, 1246-1256.

Eysenck, H. J. (1952). The scientific study of personality. London (Ed. Cas.: Buenos Aires. Paidós, 1971).

Ferrándiz, C., Hernández, D., Bermejo, R., Ferrando, M. y Sainz, M (2012). La inteligencia emocional y social en la niñez y adolescencia: validación castellana de un instrumento para su medición. Revista de Psicodidáctica,, 17(2), 309-338.

Jackson, D. N., Paunonen, S. V., Fraboni, M. & Goffin, R.D. (1996). A five-factor versus six factor model of personality structure. Personality and Individual Differences, 20, 33-45.

Pérez J. C., Petrides K. V., & Furnham A. (2005).Measuring trait emotional intelligence. In Schulze R., Roberts R. D. (Eds.), International handbook of emotional intelligence (pp. 124143). Cambridge, MA: Hogrefe & Huber.

Petrides, K. V. (2006). Deriving Factor Scores from the TEIQue-SF. Webnote #2. http://www.ioe.ac.uk/schools/phd/kpetrides/teique1.htm [17.04.2013].

Petrides, K. V., Sangareau, Y., Furnham, A., & Frederickson, N. (2006). Trait emotional intelligence and children’s peer relations at school. Social Development, 15, 537-547.

Soto, G., Ferrándiz, C., Sáinz, M., Ferrando, M., Prieto, M.D., Bermejo, R. y Hernández, D. (2011). Características psicométricas del cuestionario de personalidad BFQ-NA (Big Five Questionnaire - Niños y Adolescentes). Aula Abierta, 1, 13-24.

Yuste, C., Martínez, R. & Galvez, J.L. (1998). Batería de aptitudes diferenciales y generales (BADyGE3). Madrid: CEPE.

Zuckerman, M., Kuhlman, D. M., Joireman, J., Teta, P. & Kraft, M. (1993). Comparison of three structural models for personality: the big three, the big five, and the alternative five. Journal of Personality and Social Psychology, 65, 757-768.