Trait and ability emotional intelligence as factors associated with cannabis use in adolescence. / Inteligencia emocional rasgo y habilidad como factores asociados al consumo de cannabis en la adolescencia.

Many international organisms have warned of the increased consumption of cannabis and its extensive use by adolescents. This study is one of the first with the aim of analyzing the role of ability and trait emotional intelligence, based on the model of Mayer and Salovey, with regards to the consumption of cannabis by adolescents. The study participants were 799 Spanish nationals aged 12 to 16. They were administered a self-report on trait emotional intelligence (EI), a test of maximum EI performance and were asked about their habits relating to cannabis consumption. This cross-sectional study used a quantitative, correlational methodology. The main results obtained from the regression analysis once gender, age and context of residence were controlled for, revealed negative associations between the factors of understanding and emotional repair of trait EI and the cannabis consumption variables, in contrast to emotional attention. On the other hand, with regards to ability EI, the factors of perception and facilitation were inversely associated with cannabis consumption in adolescents. The results suggest that both trait and ability EI are complementary constructs that help to explain cannabis consumption during this life stage. These findings offer empirical evidence that may help guide clinical and educational interventions focused on prevention of consumption during this period.

Diversos organismos internacionales alertan sobre el incremento de consumo de cannabis y de su uso extendido entre los adolescentes. El presente estudio ha sido uno de los primeros con el objetivo de analizar el papel de la inteligencia emocional rasgo y habilidad, basada en el modelo de Mayer y Salovey, en relación al consumo de cannabis en adolescentes. En este estudio participaron 799 jóvenes españoles con edades comprendidas entre los 12 y los 16 años. Se administró un autoinforme de inteligencia emocional (IE) rasgo, un test de rendimiento máximo de IE y se preguntó sobre los hábitos relacionados con el consumo de cannabis. Este estudio de tipo transversal se llevó a cabo a través de una metodología de corte cuantitativo y de tipo correlacional. Los principales resultados obtenidos mediante los análisis de regresión una vez controlados el género, la edad y el contexto de centro, revelaron asociaciones negativas entre los factores de comprensión y reparación emocional de la IE rasgo y las variables de consumo de cannabis, al contrario que la atención emocional. Por otro lado, en relación con la IE habilidad, los factores de percepción y facilitación se asociaron de manera inversa al consumo de cannabis en los adolescentes. Los resultados de este estudio sugieren que tanto la IE rasgo como la IE habilidad son constructos complementarios que ayudan a explicar el consumo de cannabis. Estos hallazgos proporcionan evidencias empíricas que podrían orientar intervenciones clínicas y educativas enfocadas a la prevención del consumo en esta etapa.

Empatía, estilos de afrontamiento y actitudes hacia el consumo como factores de protección del consumo intensivo de alcohol y el policonsumo en la adolescencia / Empathy, coping styles and attitudes towards consumption as protective factors for heavy alcohol consumption and polydrug use in adolescence

Desde el enfoque del desarrollo positivo adolescente cobra especial importancia la promoción de recursos personales de protección frente a algunos riesgos como el consumo de drogas. El objetivo de este estudio fue analizar la influencia de la empatía, los estilos de afrontamiento y las actitudes hacia el consumo respecto al uso intensivo de alcohol y el policonsumo en 799 estudiantes. Los resultados del análisis de regresión revelaron que el afrontamiento improductivo predijo un mayor consumo intensivo de alcohol, mientras que la actitud de rechazo ante el ofrecimiento de alcohol y la actitud de admiración hacia personas no usuarias de drogas institucionalizadas se asociaron con un menor hábito de consumo. Con relación al policonsumo, tanto la empatía afectiva, como el afrontamiento activo, la actitud contraria y de rechazo al consumo de drogas, así como la actitud de admiración hacia personas no usuarias de drogas institucionalizadas predijeron un menor uso simultaneo de alcohol y cannabis. Estos hallazgos aportan nuevas evidencias que podrían ser de utilidad para orientar intervenciones promotoras de la salud a edades tempranas (AU)

From a positive youth development perspective, the promotion of personal protective resources against certain risks such as drug consumption is especially relevant. The objective of this study was to analyze the influence of empathy, coping styles, and attitudes related to consumption with respect to binge drinking and polyconsumption in a sample of 799 students. The results of a regression analysis revealed that unproductive coping predicted binge drinking, while attitudes such as turning down a drink and admiration of non-users of institutionalized drugs were associated with a lower consumption habit. As for polyconsumption, affective empathy, active coping, a negative attitude to, and the rejection of drug consumption, as well as the admiration of non-users of institutionalized drugs, predicted a lower simultaneous use of alcohol and cannabis. These findings offer new evidence that may be useful in guiding interventions to promote healthy habits at early ages (AU)

Inteligencia emocional rasgo y habilidad como factores asociados al consumo de cannabis en la adolescencia / Trait and ability emotional intelligence as factors associated with cannabis use in adolescence

Diversos organismos internacionales alertan sobre el incremento deconsumo de cannabis y de su uso extendido entre los adolescentes.El presente estudio ha sido uno de los primeros con el objetivo deanalizar el papel de la inteligencia emocional rasgo y habilidad, basada en el modelo de Mayer y Salovey, en relación al consumo decannabis en adolescentes. En este estudio participaron 799 jóvenesespañoles con edades comprendidas entre los 12 y los 16 años. Seadministró un autoinforme de inteligencia emocional (IE) rasgo, untest de rendimiento máximo de IE y se preguntó sobre los hábitosrelacionados con el consumo de cannabis. Este estudio de tipo transversal se llevó a cabo a través de una metodología de corte cuantitativoy de tipo correlacional. Los principales resultados obtenidos mediantelos análisis de regresión una vez controlados el género, la edad y elcontexto de centro, revelaron asociaciones negativas entre los factoresde comprensión y reparación emocional de la IE rasgo y las variablesde consumo de cannabis, al contrario que la atención emocional. Porotro lado, en relación con la IE habilidad, los factores de percepción yfacilitación se asociaron de manera inversa al consumo de cannabis enlos adolescentes. Los resultados de este estudio sugieren que tanto laIE rasgo como la IE habilidad son constructos complementarios queayudan a explicar el consumo de cannabis. Estos hallazgos proporcionan evidencias empíricas que podrían orientar intervenciones clínicas y educativas enfocadas a la prevención del consumo en esta etapa. (AU)

Many international organisms have warned of the increased consumption of cannabis and its extensive use by adolescents. Thisstudy is one of the first with the aim of analyzing the role of abilityand trait emotional intelligence, based on the model of Mayer andSalovey, with regards to the consumption of cannabis by adolescents.The study participants were 799 Spanish nationals aged 12 to 16.They were administered a self-report on trait emotional intelligence(EI), a test of maximum EI performance and were asked about theirhabits relating to cannabis consumption. This cross-sectional studyused a quantitative, correlational methodology. The main resultsobtained from the regression analysis once gender, age and context ofresidence were controlled for, revealed negative associations betweenthe factors of understanding and emotional repair of trait EI and thecannabis consumption variables, in contrast to emotional attention.On the other hand, with regards to ability EI, the factors of perceptionand facilitation were inversely associated with cannabis consumptionin adolescents. The results suggest that both trait and ability EI arecomplementary constructs that help to explain cannabis consumptionduring this life stage. These findings offer empirical evidence thatmay help guide clinical and educational interventions focused onprevention of consumption during this period. (AU)

The Protective Association of Trait and Ability Emotional Intelligence with Adolescent Tobacco Use.

The present study is one of the first to analyze the predictive capacity of both trait and ability Emotional Intelligence (EI) based on the Mayer and Salovey model, in relation to tobacco use in a sample of Spanish adolescents. In this study, 799 students between the ages of 12 and 16 participated. A self-report on trait EI, an EI peak performance test, and questions about habits relating to tobacco use were administered. This cross-sectional study developed a quantitative and correlation-type methodology. The main results of the regression analyses, once the sex and age of the participants were controlled, revealed negative associations between the factors of clarity and emotional repair of the trait EI with respect to the variables of tobacco use, and a positive association was found for them and emotional attention. By comparison, with respect to ability EI, emotional perception and understanding were inversely related to adolescent tobacco use. These results underscore the importance of EI skills as protective factors against early initiation and subsequent tobacco abuse.

Trait and ability emotional intelligence as predictors of alcohol consumption in adolescents / Inteligencia Emocional rasgo y habilidad como predictores del consumo de alcohol en la adolescencia

Background: Past studies have suggested that emotional intelligence (EI) is a new construct that may help to explain alcohol abuse. This study is one of the first to examine the predictive capacity of both trait and ability EI, based on the Mayer and Salovey model, with regards to distinct variables of alcohol consumption in an adolescent population. Method: A survey was conducted on 844 school children who completed a self-report and performance-based EI test, as well as a selection of items on alcohol consumption. Results: Regression analyses revealed that trait EI was the most predictive. Clarity and emotional Repair showed significant negative correlations with alcohol consumption, as opposed to emotional Attention. Likewise, the abilities of Perceiving and Using emotions were found to be protective factors for consumption in schoolchildren. Conclusion: The results suggest that trait and ability EI are complementary dimensions that may help in the understanding and intervention of alcohol abuse in adolescents. The results are discussed in the EI research context, as well as their educational implications and future research lines

Antecedentes: diversas investigaciones muestran que la inteligencia emocional (IE) es un nuevo constructo que puede ayudar a explicar el consumo abusivo de alcohol. El presente estudio es uno de los primeros en examinar la capacidad predictiva de la IE rasgo y de la IE habilidad, basada en el modelo de Mayer y Salovey, sobre diversas variables de consumo de alcohol en población adolescente. Método: se realizó una encuesta a 844 escolares que cumplimentaron un autoinforme y un test de rendimiento máximo de IE, así como una selección de ítems de consumo de alcohol. Resultados: los análisis de regresión revelaron que la IE rasgo fue la más predictiva. La Claridad y la Reparación emocional mostraron relaciones significativas negativas con el consumo de alcohol, al contrario que la Atención emocional. Asimismo, la habilidad de Percepción y Facilitación emocional resultaron ser factores protectores del consumo en los escolares. Conclusión: los resultados sugieren que la IE rasgo y habilidad son medidas complementarias que pueden ayudar en la comprensión e intervención sobre el problema del abuso del alcohol en la adolescencia. Se discuten los resultados en el contexto de la investigación sobre la IE, así como su implicación educativa y futuras líneas de investigación

Trait and ability emotional intelligence as predictors of alcohol consumption in adolescents.

BACKGROUND: Past studies have suggested that emotional intelligence (EI) is a new construct that may help to explain alcohol abuse. This study is one of the first to examine the predictive capacity of both trait and ability EI, based on the Mayer and Salovey model, with regards to distinct variables of alcohol consumption in an adolescent population. METHOD: A survey was conducted on 844 school children who completed a self-report and performance-based EI test, as well as a selection of items on alcohol consumption. RESULTS: Regression analyses revealed that trait EI was the most predictive. Clarity and emotional Repair showed significant negative correlations with alcohol consumption, as opposed to emotional Attention. Likewise, the abilities of Perceiving and Using emotions were found to be protective factors for consumption in schoolchildren. CONCLUSION: The results suggest that trait and ability EI are complementary dimensions that may help in the understanding and intervention of alcohol abuse in adolescents. The results are discussed in the EI research context, as well as their educational implications and future research lines.

Psicología positiva en la escuela: un cambio con raíces profundas / No disponible

La felicidad es un valor universal del ser humano y el campo de estudio de la psicología positiva nos aporta un conocimiento relevante acerca de su impacto en nuestras vidas, así como de sus correlatos. La escuela es uno de los principales contextos de desarrollo humano y por ello el lugar por excelencia para facilitar y promover la felicidad en todos los niños y jóvenes. Ahora bien, implementar la psicología positiva en la escuela requiere repensar en nuestro propio concepto de educación, considerar la felicidad dentro de los objetivos del proyecto educativo, e introducir modificaciones en la organización escolar y las metodologías docentes. Todo ello conlleva a su vez la inserción de dicho marco de trabajo en la formación inicial y permanente del profesorado así como la necesidad de profundizar en el conocimiento de la felicidad en la infancia y su papel en el proceso educativo

Happiness is a universal human value and the field of positive psychology gives us relevant knowledge about its impact in our lives and its correlates. The school is one of the main contexts of human development and therefore the principal place for facilitating and promoting happiness for all children and young people. Implementing positive psychology at school requires rethinking our concept of education, considering happiness within the objectives of the educational plan, and introducing changes in school organization and teaching methods. AII this, in turn, leads to the inclusion of this framework within pre-service and in-service teacher training and the need for further knowledge about children’s happiness and its role in the educational process

Relating emotional intelligence to social competence and academic achievement in high school students / La relación de la inteligencia emocional con la competencia social y los logros académicos en estudiantes de Educación Secundaria

This study investigated the discriminant, criterion and incremental validity of an ability measure of Emotional Intelligence (EI). High school students (N= 77) took the Mayer-Salovey-Caruso Emotional Intelligence Test - Spanish Version (MSCEIT V. 2.0, 2002), a measure of Big Five personality traits (BFQ; Caprara, Barbanelli, & Borgogni, 1993), an General Intelligence test (IGF-r 5; Yuste, 2002), and a social competence inventory (AECS; Moraleda, González, & Garcú}-Gallo, 1998). Studentsf academic grades also were obtained from official school records at the end of the school year. As predicted, the MSCEIT was discriminable from well-established measures of personality and intelligence. The test was also moderately related to social competence and predicted studentsf final grades. Most of the findings remained significant after personality and academic intelligence were statistically controlled. The potential utility of EI in the context of academic institutions is discussed

En este estudio se ha investigado la validez discriminante, de criterio y concurrente de una medida de Inteligencia Emocional (IE). La muestra, compuesta por 77 estudiantes de Educación Secundaria, completó el Mayer-Salovey-Caruso Emotional Intelligence Test, en su versión española (MSCEIT V. 2.0, 2002), una medida de los Cinco Grandes factores de personalidad (BFQ; Caprara, Barbanelli y Borgogni, 1993), un test de Inteligencia General (IGF-r 5; Yuste, 2002) y un autoinforme de competencias sociales (AECS; Moraleda, González y García-Gallo, 1998). Finalmente, la escuela facilitó las notas finales de los estudiantes. El MSCEIT mostró una validez discriminante respecto a las medidas de personalidad e inteligencia general. También se obtuvieron correlaciones moderadas con la nota final y las competencias sociales, las cuales permanecieron significativas en su mayoría una vez controlado estadísticamente el efecto de la personalidad e inteligencia general. La potencial utilidad de la IE en el contexto académico es revisada

Relating emotional intelligence to social competence and academic achievement in high school students.

This study investigated the discriminant, criterion and incremental validity of an ability measure of Emotional Intelligence (EI). High school students (N = 77) took the Mayer-Salovey-Caruso Emotional Intelligence Test - Spanish Version (MSCEIT V. 2.0, 2002), a measure of Big Five personality traits (BFQ; Caprara, Barbanelli, & Borgogni , 1993), an General Intelligence test (IGF-r 5; Yuste, 2002), and a social competence inventory (AECS; Moraleda, González, & García-Gallo, 1998). Students' academic grades also were obtained from official school records at the end of the school year. As predicted, the MSCEIT was discriminable from well-established measures of personality and intelligence. The test was also moderately related to social competence and predicted students' final grades. Most of the findings remained significant after personality and academic intelligence were statistically controlled. The potential utility of EI in the context of academic institutions is discussed.