Inteligencia emocional en estudiantes de educación física / Emotional intelligence in physical education students / Inteligência emocional em estudantes de educação física

La inteligencia emocional se define como habilidades para conocer y dominar emociones propias y de otros/as. Los objetivos del presente estudio fueron validar un instrumento de inteligencia emocional en una muestra de estudiantes de Educación Física de Chile y describir las habilidades emocionales de la muestra. Se evaluaron 226 estudiantes de Educación Física de dos universidades de Santiago de Chile. Se aplicó la Escala rasgo de metaconocimiento emocional (TMMS-24). Los resultados revelan que el instrumento, reducido a 19 ítems, presenta tres factores que explican el 56,8% de la varianza total, con un alfa de Cronbach de 0,916. En relación con los niveles de inteligencia emocional, la muestra presenta valores altos, sin que existan diferencias significativas en las dimensiones claridad, atención y reparación del TMMS-24 entre damas y varones. Al comparar por años de carrera, sólo hay diferencias en la dimensión claridad, donde los/as estudiantes de 5º año poseen mayores puntajes que los/as de 2º. Se concluye que los/as estudiantes de Educación Física poseen altos índices de inteligencia emocional, sin diferencias entre damas y varones.

Emotional intelligence is defined as the ability to know and master one's and/or others' emotions. The objectives of this study were to validate an emotional intelligence instrument in a sample of physical education students from Chile, and to describe the emotional skills of the sample. 226 physical education students from two universities in Santiago de Chile were evaluated. The Emotional Metacognition Trait Scale (TMMS-24) was applied. The results reveal that the instrument, reduced to 19 items, presents three factors that explain 56,8% of the total variance, with a Cronbach alpha of 0,916. In relation to the levels of emotional intelligence, the sample presents high values, without there being significant differences in the dimension's clarity, attention, and repair of the TMMS-24 between women and men. When comparing years of career, there are only differences in the clarity dimension, where 5th year students had higher scores than/as 2nd years. It is concluded that physical education students have high rates of emotional intelligence, with no differences between women and men.

A inteligência emocional é definida como habilidades para conhecer e dominar emoções próprias e de outros/as. Os objetivos do presente estudo foram validar um instrumento de inteligência emocional em uma mostra de estudantes de Educação Física do Chile e descrever as habilidades emocionais da mostra. Foram avaliados 226 estudantes de Educação Física de duas universidades de Santiago do Chile. Foi aplicada a Escala característica de meta-conhecimento emocional (TMMS-24). Os resultados revelam que o instrumento, reduzido a 19 itens, apresenta três fatores que explicam 56,8% da variância total, com um alfa de Cronbach de 0,916. Em relação aos níveis de inteligência emocional, a amostra apresenta valores altos, sem que existam diferenças significativas nas dimensões clareza, atenção e reparação do TMMS-24 entre mulheres e homens. Ao comparar por anos de carreira, só há diferenças na dimensão clareza, onde os/as estudantes de 5º ano possuem maiores pontuações que os/as de 2º. Conclui-se que os/as estudantes de Educação Física possuem altos índices de inteligência emocional, sem diferenças entre mulheres e homens.

Mimicry of partially occluded emotional faces: do we mimic what we see or what we know?

Facial electromyography (EMG) was used to investigate patterns of facial mimicry in response to partial facial expressions in two contexts that differ in how naturalistic and socially significant the faces are. Experiment 1 presented participants with either the upper- or lower-half of facial expressions and used a forced-choice emotion categorisation task. This task emphasises cognition at the expense of ecological and social validity. Experiment 2 presented whole heads and expressions were occluded by clothing. Additionally, the emotion recognition task is more open-ended. This context has greater social validity. We found mimicry in both experiments, however mimicry differed in terms of which emotions were mimicked and the extent to which the mimicry involved muscle sites that were not observed. In the more cognitive context, there was relatively more motor matching (i.e. mimicking only what was seen). In the more socially valid context, participants were less likely to mimic only what they saw - and instead mimicked what they knew. Additionally, participants mimicked anger in the cognitive context but not the social context. These findings suggest that mimicry involves multiple mechanisms and that the more social the context, the more likely it is to reflect a mechanism of social regulation.

The Scoring Challenge of Emotional Intelligence Ability Tests: A Confirmatory Factor Analysis Approach to Model Substantive and Method Effects Using Raw Item Scores.

The internal structure of ability emotional intelligence (EI) tests at item level has been hardly studied, and if studied often the predicted structure did not show. In the present study, an a priori model for responses to EI ability items using Likert response scales with a Situational Judgement Test (SJT) format is investigated with confirmatory factor analysis. The model consists of (1) a target EI ability factor, (2) an acquiescence factor, which is a method factor induced by the Likert response scales, and (3) design-based error covariances, which are induced by the SJT format. It is investigated whether this a priori model can account for the observed associations between the raw item responses of the Components of Emotion Understanding Test-24 (CEUT-24). The CEUT-24 is a new test developed to assess emotion understanding, a key aspect of the EI ability construct, based on the componential emotion framework. The sample consisted of 1184 participants (15-22 years old) from four European countries (United Kingdom, Belgium, Germany, and Spain) speaking four different languages (English, Dutch, German and Spanish). Findings showed that the a priori model fitted the data well in all four languages. Furthermore, measurement invariance testing gave evidence for a well-fitting configural, metric, and partial scalar invariance model. The conclusion is that within a regular CFA framework using raw observed items responses, method factors (acquiescence response style and scenario induced variance) can be disentangled from the targeted EI ability factor.

Resilience Coping in Preschool Children: The Role of Emotional Ability, Age, and Gender.

BACKGROUND: In the process of children's physical and mental development, emotional ability is an important part of their cognitive and social ability. Resilience in the face of difficulties or setbacks and other adversity will also produce differences in adaptability, thus affecting physical and mental development. OBJECTIVES: This study aimed to measure the effect of children's emotional ability on resilience and to provide an in-depth analysis based on age and gender differences. METHODOLOGY: A total of 300 preschool children aged 3-6 years old in kindergartens of China were randomly selected as the research subjects. Through a combination of experiments and questionnaires, the emotional ability and resilience of children were measured, and differences were analyzed according to the actual situation, using age and gender. RESULTS: Children of different ages have significant differences in the dimensions and total scores of emotional ability and resilience, but only some of the resilience dimensions have significant gender differences. Moreover, the emotional ability has a significant positive effect on resilience. DISCUSSIONS: The results confirm the influence of children's emotional ability on resilience, but the research hypothesis has not been fully verified. LIMITATIONS: This study has the limitations of a single measurement method and a more effective research tool.

Burnout undermines empathising: do induced burnout symptoms impair cognitive and affective empathy?

Empathy is crucial for the quality of social interactions and thus highly relevant in human service professions. At the same time, people belonging to this occupational group are especially vulnerable to developing burnout symptoms. With this study, we aimed to investigate the causal link between burnout symptoms and empathy by using a novel experimental design. Our participants (N = 355; 44.5% women; Mage = 36.37) filled out an online questionnaire; in an autobiographical memory task, the experimental group retrieved previous burnout experiences, whereas one control group retrieved a neutral memory and another control group received no intervention. After measuring current burnout symptoms as a manipulation check, we measured the cognitive and affective empathy of all participants. Findings indicate that the experimental group reported significantly higher burnout symptoms compared to control groups, validating our intervention method. Furthermore, we found that the experimental group scored lower on one of the cognitive empathy measures, suggesting negative effects on the relational skills of burned-out individuals. Results are discussed with regard to ecological validity and implications.

Prosocial lying in children between 4 and 11 years of age: The role of emotional understanding and empathy.

This study examined whether emotional understanding and empathy were predictors of prosocial lying in children aged 4 to 11 years. A total of 144 children participated in the study. To assess children's prosocial lying, we used the Helping Scenario, a classical experimental paradigm that allows children to lie to help others at their own expense. Children's emotional understanding was assessed using the Test of Emotion Comprehension, a test that measures the nine components of emotional understanding. Children's empathy was assessed using the Griffith Empathy Measure, a questionnaire completed by parents that measures affective and cognitive empathy. Results indicated that emotional understanding plays a crucial role in the development of children's ability to produce prosocial lies from 4 to 11 years of age. However, we found no significant relationship between empathy and prosocial lying. Finally, our results confirm that as children grew up, they lied more and more effectively. Overall, the results allow us to better understand the factors that contribute to the emergence and development of children's ability to produce prosocial lies.

Evidências de validade para o teste de compreensão emocional / Evidences of validity for the emotional understanding test / Evidencias de validez para la prueba de comprensión emocional

A compreensão emocional é caracterizada como uma das facetas da Inteligência Emocional (IE). O Teste de Compreensão Emocional (TCE) foi construído a fim de avaliar este construto, e a presente pesquisa teve como objetivo buscar evidências de validade relacionadas a outras variáveis para o instrumento. As variáveis selecionadas foram: percepção da emoção (PEP), dificuldade na regulação emocional (DERS), inteligência fluida (RA e RV), sexo e idade. Foram encontradas evidências de validade para o TCE para as variáveis: sexo, na qual as mulheres tiveram melhores resultados significativos que os homens; inteligência fluida, com correlações positivas fracas e moderadas; percepção das emoções, com correlação significativa positiva; e percepção distorcida das emoções e desregulação emocional, com correlações negativas e bem próximas do nulo; contribuindo, assim, para um melhor entendimento das características sociodemográficas e emocionais relacionadas à IE

Emotional understanding is characterized as a branch of Emotional Intelligence (EI). The Emotional Understanding Test (TCE) was built to evaluate this construct and the following research was conducted to search for evidence of validity related to other variables in the instrument. The selected variables were: emotion perception (PEP), difficulty in emotion regulation (DERS), fluid intelligence (RA and RV), gender and age. Evidence of validity for the TCE was found for the variables: gender, in which women had better results than men; fluid intelligence, with weak and moderate positive correlations; perception of emotions, with significant positive correlation; and distorted perception of emotions and emotional dysregulation, with negative correlations and close to zero. This contributes to a better understanding of the sociodemographic and emotional characteristics associated to EI

La comprensión emocional se caracteriza como una de las facetas de la Inteligencia Emocional (IE). El Test de Comprensión Emocional (TCE) fue construido con el fin de evaluar este constructo, y la presente investigación tuvo como objetivo buscar evidencias de validez relacionadas a otras variables para el instrumento. Las variables seleccionadas fueron: percepción de la emoción (PEP), dificultad en la regulación emocional (DERS), inteligencia fluida (RA y RV), sexo y edad. Fueron encontradas evidencias de validez para el TCE para las variables: sexo, las mujeres tuvieron mejores resultados que los hombres; inteligencia fluida, con correlaciones positivas débiles y moderadas; percepción de las emociones, con una correlación positiva; y percepción distorsionada de las emociones y desregulación emocional, con correlaciones negativas y muy cercanas al nulo. Contribuyendo así, para un mejor entendimiento de las características sociodemográficas y emocionales asociadas a la IE

Egocentric bias in emotional understanding of children and adults.

This study examined whether egocentric bias in emotional understanding occurs in children and adults. Children aged 8 and 9 years (third graders), 11 and 12 years (sixth graders), and 15 and 16 years (tenth graders), as well as adults, participated. They were presented with two types of stories in both negative and positive contexts. In one story, an actor intentionally harmed or helped a protagonist. In the other story, an actor accidentally harmed or helped a protagonist. In the knowledge condition, the protagonists in both stories watched the actors and therefore knew that the actors intentionally or accidentally harmed or helped. In the ignorance condition, the protagonists in both stories did not watch the actors and therefore did not know the actors' intentions. Participants were asked which protagonists felt sadder or happier. Not only in the knowledge condition but also in the ignorance condition, all age groups judged that the protagonists who were harmed or helped by the actors' intentional actions felt sadder or happier than the protagonists who were harmed or helped by the actors' accidental actions, aligning with participants' current knowledge. This tendency was greater in third and sixth graders than in tenth graders and adults. These results indicate that egocentric bias in emotional understanding occurred irrespective of age and negative or positive context, although this bias was stronger at younger ages.

Psychometric Properties and Criterion Validity of STEU-B and STEM-B in Chinese Context.

Emotional intelligence (EI) has attracted increasing attention in organizational psychology. The aim of this study was to test the applicability of two performance-based emotional intelligence tests developed in western countries, namely, the brief versions of the Situational Test of Emotional Understanding (STEU-B) and the Situational Test of Emotional Management (STEM-B), in a sample of 904 Chinese employees. Specifically, item response theory (IRT) analyses were conducted. The item parameters along with the item and test information functions of the Chinese versions of the STEU-B and STEM-B were estimated. Moreover, the associations between the STEU-B and STEM-B scores and several work-related variables were examined. The results showed that the STEU-B and STEM-B had acceptable internal consistencies, and similar mean proportions of correct responses, item parameters, item information functions, and test information functions in China, as reported in previous studies. Furthermore, the scores were found to be related to the employees' psychological strain, job-related affect, job satisfaction, and supervisor-rated job performance in a theoretically hypothesized manner. These findings suggested that the STEU-B and STEM-B might be useful measurements in future EI studies in the Chinese organizational context.

Emotional Understanding in School-Aged Children with Fetal Alcohol Spectrum Disorders: A Promising Target for Intervention.

BACKGROUND: Children with fetal alcohol spectrum disorders (FASD) are at high risk for secondary conditions, including mental health difficulties. Data on both children with typical development and other clinical conditions suggest that limited emotional understanding (EU) raises risk for psychopathology, but little is known about EU in FASD. OBJECTIVES: To determine if EU is a reasonable treatment target for children with FASD. METHODS: 56 children (6-13 years) with FASD completed the Kusche Affective Interview-Revised, a verbal interview measure of EU. RESULTS: Children showed striking delays in EU (2-5 years delay) relative to published normative data, despite mean IQ (IQ=94.56) within normal limits. Individual variability was considerable even after accounting for age and verbal IQ. CONCLUSIONS: Despite variability in individual differences, treatments targeting EU may benefit children with FASD as components within a comprehensive, tailored intervention focused on child self-regulation and caregiver behavior management.

Emotion understanding, pictorial representations of friendship and reciprocity in school-aged children.

This study examined the relationship between emotional understanding, friendship representation and reciprocity in school-aged children. Two hundred and fifty-one Caucasian 6-year-old children (111 males and 140 females) took part in the study. The Test of Emotion Comprehension (TEC) and the Pictorial Assessment of Interpersonal Relationships (PAIR) were used. Children having a reciprocal friendship and children having a unilateral friendship with a child named as their "best friend" were compared on the emotional understanding task and on their pictorial representations of friendship. Multilevel analyses indicated that friendship status effects were not influenced by classroom-level differences. Results showed that children with reciprocal friendships drew themselves as more similar to and more cohesive with their best friends, and they showed better understanding of emotions, than children having a unilateral friendship. Finally, the implications of these findings for theoretical and empirical research development on friendship are discussed.