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Relationship between Emotional Intelligence and Coping Styles among young people 31th Conference of the EHPS
Jordi Fernández-Castro 1.2, Júlia Puigbó1, Tatiana Rovira1.2 ,Sílvia Edo1.2
29th of August – 2nd of September, 2017
Padova, Italy
1. Research Group In Stress and Health; 2. Departament de Psicologia Bàsica, Evolutiva i de l'Educació. Universitat Autònoma de Barcelona Funding: Ministry of Science and Innovation (Spain) and FEDER (EU) PSI2016-76411-R.
INTRODUCTION
OBJECTIVES
Daily stressors are defined as a routine challenges of daily life, such as concerns about work, caring for others, or commuting between work and home. They can also refer to small unexpected occurrences that disrupt daily life (Almeida, et al. 2005). Daily stress can build up and cause long-term negative effect on mental health (Charles, et al. 2013). An inadequate coping in a situation of acute stress can lead to chronic stress and therefore to negative emotional states and psychopathology The daily stress is significantly associated with negative moods and low physical health (Almeida, et al. 2002). Coping stress can lead to adaptive behaviours that will lead to reduced stress and at the same time promote healthy habits in the long term; or maladaptive, which may reduce stress in a short term but in a long term are harmful to health. Therefore it is important to analyze the relationship between emotional management skills and management of stressful evens. Studies have shown that high levels of Emotional Intelligence are related to a higher quality of life, better mental health and better psychological adjustment (Augusta-Landa, J.; Lopez-Zafra, E.; Pulido-Martos, M., 2011).
Evaluate the relationship between the dimensions of emotional intelligence (EI) and the tendency to use different coping strategies of daily stress through an ecological momentary assesment.
Our hypothesis is that the beneficial effects of EI on health can be explained, in particular, because EI enhances adaptive coping.
METHODS Sample:
50 people between 18 and 25 years old were recruited. Measures: TMMS-24 Scale (Salovey, Mayer, Goldman, and Palfai Turney, 1995), which assesses three dimensions of EI: Emotional attention (attent your feelings), Emotional Clarity (feel clear rather than confused about your feelings) and Emotional repair (use positive thinking to repair negative moods). DISE, The Daily Inventory of Stressful Events (Almeida, Wethington & Kessler, 2002): evaluate stressfull situation and their affectation.
Coping Qestionnaire for Ecological Momentary Assessment (Rovira, T .; Ferrer, I .; Edo, S .; Fernández-Castro, J. et al. 2016) through an ecological momentary assessment, reducing recall bias and capturing the behaviour in a dynamic and real way. Evaluates four types of coping styles: Problem-focused (Active coping, Planning), Seeking social support (Instrumental and emotional social support), Emotion-focused (Reinterpretation, Acceptance and Distraction) and Disengagement (Denial, Venting and Self-blame). Procedure: After informed consent, participants completed an online version of the TMMS-24 and, from the following day, responded to an online daily assessment of stress (DISE) and coping (CQ for EMA) for four days. Each participant received a reminder with the questionnaire link at the end of the day.
RESULTS Multiple linear regression analysis Figure 1.Days that participants suffered daily stress (Mean scores)
Figure 2 .Afectation of daily stress (Mean scores) Problem-focused
2,17 0
1
Emotional repair (Beta=.509; Sig.=.000)
1,83 2
3
4
0
Active coping Planning
1
2
3
(R2=.541, F=18.045, Sig.=.000)
Figure 3. % of problem-focused, social support, emotion-focused and disengagement reported by each participant along the different assessments where coping was used1 (Mean Scores)
1.
Seeking social support Instrumental social support Emotional social support
Emotional repair (Beta=.509; Sig.=.000)
100 75 50 25 0
75,8
62,1
56,2
41,2
Problem-focused
Emotion-focused
Seeking Social Support
Disengagement
(R2=.169, F=3.125, Sig.=.035)
Emotion-focused
The sum of all % exceeds 100% because participants report more of one type of coping on som of the momentary assessments.
Reinterpretation Acceptance Distraction
Figure 4. Hypothesis Model
Emotional clarity (Beta=.310; Sig.=.011)
Figure 5. Results Pearson Correlation Coefficient
Problem-focused
H1
+
Emotional clarity (Beta=.557; Sig.=.000
H2
+
Denial Venting Self-Blame
Seeking social support Emotional clarity
Emotional clarity + H3
Emotion-focused
Disengagement
Emotional repair (Beta=-.357, Sig.=0.11)
+
H4
Emotion-focused
H3
-
Emotional clarity (Beta= -.312, Sig.=.026) Emotional attention
Emotional attention and clarity emotional don’t have influence on coping strategies based on seeking social support.
Emotional repair and emotional attention don’t have influence on coping strategies based on emotion-focused.
Emotional repair
Disengagement Seeking social support
Emotional repair is the best predictor to adopt a seeking social support strategy.
Problem-focused
Emotional repair
H2
Emotional attention doesn’t have influence on coping strategies based on problem-focused.
Emotional clarity is the best predictor to adopt a emotional-focused strategy.
(R2=.356, F=8.484, Sig.=.000) H1
Emotional repair and emotional clarity are the best predictors to adopt a problemfocused strategy.
+
H4
Disengagement
Emotional attention
Emotional Attention (Beta=.245, Sig.=.045) Note: **:p
