Systematic review on emotional intelligence and well-being in adolescents: evidence and challenges

Authors

  • Ana M. Ruíz-Ortega Universidad Andrés Bello, Santiago de Chile Spain
  • Pilar Berrios Martos Universidad de Jaén

DOI:

https://doi.org/10.24310/espsiescpsi.v16i1.16060

Keywords:

emotional intelligence, wellbeing, adolescents, systematic review, educational challenges.

Abstract

Educational environments show an increasing interest in the development of emotional intelligence in adolescents, due to the growing evidence of its association with well-being and its consequential impact over the lifetime. However, the diversity of theoretical models and instruments used to measure both constructs make it difficult to draw conclusions about this relationship. Therefore, the main objective of this study has been to systematically review the state of knowledge in recent years on the relationship between emotional intelligence and well-being in adolescents. A search was carried out in the Web of Science and Scopus databases and 47 articles were selected that met this study’s inclusion criteria. The results indicate that adolescents with more emotional intelligence register higher levels of subjective and psychological well-being. These results are discussed and the main educational challenges are analysed.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

References

*Abdollahi, A., Hosseinian, S., Panahipour, H., Najafi, M., & Soheili, F. (2019). Emotional intelligence as a moderator between perfectionism and happiness. School Psychology International, 40(1), 88-103. https://doi.org/10.1177/0143034318807959

*Abdollahi, A., Talib, M. A., & Motalebi, S. A. (2015). Emotional intelligence and depressive symptoms as predictors of happiness among adolescents. Iranian Journal of Psychiatry and Behavioral Sciences, 9(4). https://doi.org/10.17795/ijpbs-2268

Amjad, A., & Dasti, R. (2020). Humor styles, emotion regulation and subjective well-being in young adults. Current Psychology. https://doi.org/10.1007/s12144-020-01127-y

Aritzeta, A., Balluerka, N., Gorostiaga, A., Alonso-Arbiol, I., Haranburu, M., & Gartzia, L. (2016). Classroom emotional intelligence and its associations with school performance. European Journal of Education and Psychology, 9(1), 1-8. https://doi.org/10.1016/j.ejeps.2015.11.001

Armstrong-Carter, E., Guassi-Moreira, J. F., Ivory, S. L., & Telzer, E. H. (2020). Daily Links Between Helping Behaviors and Emotional Well-Being During Late Adolescence. Journal of Research on Adolescence, 30(4), 943-955. https://doi.org/10.1111/JORA.12572

Arrivillaga, C., & Extremera, N. (2020). Evaluación de la inteligencia emocional en la infancia y la adolescencia: una revisión sistemática de instrumentos en castellano. Revista Iberoamericana de Diagnóstico y Evaluación – e Avaliação Psicológica, 2(55), 121-139. https://doi.org/10.21865/RIDEP55.2.09

Ashkanasy, N. M., & Daus, C. S. (2005). Rumors of the death of emotional intelligence in organizational behavior are vastly exaggerated. Journal of Organizational Behavior, 26(4), 441-452. https://doi.org/10.1002/JOB.320

*Balluerka, N., Gorostiaga, A., Alonso-Arbiol, I., & Aritzeta, A. (2016). Peer attachment and class emotional intelligence as predictors of adolescents’ psychological well-being: A multilevel approach. Journal of Adolescence, 53, 1-9. https://doi.org/10.1016/j.adolescence.2016.08.009

Bar-On, R. (1997). The emotional quotient inventory (EQ-i): A test of emotional intelligence. Multi-Health Systems.

Bar-On, R. (2006). The Bar-On model of emotional-social intelligence (ESI). Psicothema, 18, 13-25.

Ben-Shahar, T. (2009). The Pursuit of Perfect: How to Stop Chasing Perfection and Start Living a Richer, Happier Life. McGraw Hill Professional.

Bermúdez, M. P., Álvarez, I. T., & Sánchez, A. (2003). Análisis de la relación entre inteligencia emocional, estabilidad emocional y bienestar psicológico. Universitas Psychologica, 2(1), 27-32.

Berwick, D. M., Murphy, J. M., Goldman, P. A., Ware Jr, J. E., Barsky, A. J., & Weinstein, M. C. (1991). Performance of a five-item mental health screening test. Medical Care, 29, 169-176.

Bisquerra, R., & Hernández, S. (2017). Psicología positiva, educación emocional y el programa aulas felices. Papeles del Psicólogo, 38(1), 58-65.

Buecker, S., Simacek, T., Ingwersen, B., Terwiel, S., & Simonsmeier, B. A. (2020). Physical Activity and Subjective Well-Being in Healthy Individuals: A Meta-Analytic Review. Health Psychology Review, 15(4), 574-592. https://doi.org/10.1080/17437199.2020.1760728

*Cañas, E., Estévez, E., Martínez-Monteagudo, M. C., & Delgado, B. (2020). Emotional adjustment in victims and perpetrators of cyberbullying and traditional bullying. Social Psychology of Education, 23(4), 917-942. https://doi.org/10.1007/s11218-020-09565-z

*Casino-García, A. M., García-Pérez, J., & Llinares-Insa, L. I. (2019). Subjective emotionalwell-being, emotional intelligence, and mood of gifted vs. unidentified students: A relationship model. International Journal of Environmental Research and Public Health, 16(18). https://doi.org/10.3390/ijerph16183266

Castillo, R., Salguero, J. M., Fernández-Berrocal, P., & Balluerka, N. (2013). Effects of an emotional intelligence intervention on aggression and empathy among adolescents. Journal of Adolescence, 36(5), 883-892. https://doi.org/10.1016/j.adolescence.2013.07.001

*Cecchini, J. A., Méndez-Giménez, A., & García-Romero, C. (2018). Validation of the Emotional Intelligence Questionnaire in Physical Education. Journal of Sport Psychology, 27, 87-96.

Cejudo, J., & Latorre, S. (2015). Effects of the Spock videogame on improving emotional intelligence in adolescents. Electronic Journal of Research in Educational Psychology, 13(2), 319-342. http://dx.doi.org/10.14204/ejrep.36.15060

*Chamizo-Nieto, M. T., Arrivillaga, C., Rey, L., & Extremera, N. (2021). The Role of Emotional Intelligence, the Teacher-Student Relationship, and Flourishing on Academic Performance in Adolescents: A Moderated Mediation Study. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.695067

Ciarrochi, J., Deane, F. P., & Anderson, S. (2002). Emotional intelligence moderates the relationship between stress and mental health. Personality and Individual Differences, 21(2), 197-209. https://doi.org/10.1016/S0191-8869(01)00012-5

Cipriano, C., Barnes, T. N., Rivers, S. E., & Brackett, M. (2019). Exploring changes in student engagement through the ruler approach: An examination of students at risk of academic failure. Journal of Education for Students Placed at Risk (JESPAR), 24(1), 1-19. https://doi.org/10.1080/10824669.2018.1524767

*Costa, H., Saavedra, F., & Fernandes, H. M. (2021). Emotional intelligence and well-being: Associations and sex- and age-effects during adolescence. Work, 69(1), 275-282. https://doi.org/10.3233/WOR-213476

Cummins, R., & Lau, A. (2005). Personal wellbeing index–school children. Deakin University.

de la Barrera, U., Mónaco, E., Postigo-Zegarra, S., Gil-Gómez, J. A., & Montoya-Castilla, I. (2021). EmoTIC: impact of a game-based social-emotional programme on adolescents. Plos One, 16(4). https://doi.org/10.1371/journal.pone.0250384

*de la Barrera, U., Villanueva, L., Montoya-Castilla, I., & Prado-Gascó, V. (2021). How much emotional attention is appropriate? The influence of emotional intelligence and subjective well-being on adolescents’ stress. Current Psychology. https://doi.org/10.1007/s12144-021-01763-y

*Di Fabio, A., & Saklofske, D. H. (2014). Promoting individual resources: The challenge of trait emotional intelligence. Personality and Individual Differences, 65, 19-23. https://doi.org/10.1016/j.paid.2014.01.026

*Di, M., Deng, X., Zhao, J., & Kong, F. (2020). Psychometric Properties and Measurement Invariance Across Sex of the Wong and Law Emotional Intelligence Scale in Chinese adolescents. Psychological Reports, 125(1), 599-619. https://doi.org/10.1177/0033294120972634

Diekstra, R. F., & Gravesteijn, C. (2008). Effectiveness of school-based social and emotional education programmes worldwide. In Social and emotional education: An international analysis (pp. 255-312). Santander: Fundacion Marcelino Botín.

Diener, E. (1984). Subjective Well-Being. Psychological Bulletin, 95(3), 542-575. https://doi.org/10.1037/0033-2909.95.3.542

Diener, E., Emmons, R., Larsen, R., & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49(1), 71-75.

Diener, E., Wirtz, D., Biswas-Diener, R., Tov, W., Kim-Prieto, C., Choi, D., & Oishi, S. (2009). New Measures of Well-Being. En D. E. (Ed.), Assessing Well-Being. Social Indicators Research Series, 39, 101-102. https://doi.org/10.1007/978-90-481-2354-4

Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi, D., Oishi, S., & Biswas-Diener, R. (2010). New well-being measures: short scales to assess flourishing and positive and negative feelings. Social Indicators Research, 97(2), 143-156. https://doi.org/10.1007/s11205-009-9493-y

*Estévez, J. F., Cañas, E., & Estévez, E. (2020). The impact of cybervictimization on psychological adjustment in adolescence: analyzing the role of emotional intelligence. International Journal of Environmental Research and Public Health, 17(10). https://doi.org/10.3390/ijerph17103693

Extremera, N., Fernández-Berrocal, P., González-Herrero, V., & Cabello, R. (2009). Una validación preliminar de la versión española de la Subjective Happiness Scale. En P. Fernández- Berrocal (Ed.), Avances en el estudio de la inteligencia emocional (pp. 39-44). Fundación Marcelino Botín.

Extremera, N., Ruiz-Aranda, D., Pineda-Galán, C., & Salguero, J. M. (2011). Emotional intelligence and its relation with hedonic and eudaimonic well-being: A prospective study. Personality and Individual Differences, 51(1), 11-16. https://doi.org/10.1016/j.paid.2011.02.029

Fernández-Abascal, E. G., & Martín-Díaz, M. D. (2015). Dimensions of emotional intelligence related to physical and mental health and to health behaviors. Frontiers in Psychology, 6. https://doi.org/10.3389/fpsyg.2015.00317

Fernández-Berrocal, P., Berrios-Martos, M. P., Extremera, N., & Augusto, J. M. (2012). Inteligencia emocional: 22 años de avances empíricos. Behavioral Psychology/ Psicologia Conductual, 20(1), 5-13.

Fernández-Berrocal, P., & Extremera, N. (2016). Ability Emotional Intelligence, Depression, and Well-Being. Emotion Review, 8(4), 311-315. https://doi.org/10.1177/1754073916650494

Fernández-Berrocal, P., Extremera, N., Palomera, R., Ruiz-Aranda, D., & Salguero, J. M. (2015). Test de inteligencia emocional de la fundación Botín para adolescentes (TIEFBA). Fudación Botín.

Fernández-Berrocal, P., Extremera, N., & Ramos, N. (2004). Validity and reliability of the Spanish modified version of the Trait Meta-Mood Scale. Psychological Reports, 94(3), 751-755. https://doi.org/10.2466/pr0.94.3.751-755

Fernández-Berrocal, P., & Ruiz-Aranda, D. (2008). La Inteligencia emocional en la Educación. Education & Psychology, 6(15), 421-436. https://doi.org/10.25115/ejrep.v6i15.1289

*Fonseca-Pedrero, E., Díez-Gómez, A., de la Barrera, U., Sebastian-Enesco, C., Ortuño-Sierra, J., Montoya-Castilla, I., Lucas-Molina, B., Inchausti, F., & Pérez-Albéniz, A. (2020). Conducta suicida en adolescentes: un análisis de redes. Revista de Psiquiatría y Salud Mental. https://doi.org/10.1016/j.rpsm.2020.04.007

Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and build theory of positive emotions. American Psychologist, 56(3), 218–226. https://doi.org/10.1037/0003-066X.56.3.218

*García, L., Quintana-Orts, C., & Rey, L. (2020). Cibervictimización y satisfacción vital en adolescentes: La inteligencia emocional como variable mediadora. Revista de Psicologia Clinica Con Ninos y Adolescentes, 7(1), 38-45. https://doi.org/10.21134/RPCNA.2020.07.1.5

García-Martínez, I., Landa, J. M. A., & León, S. P. (2021). The mediating role of engagement on the achievement and quality of life of university students. International Journal of Environmental Research and Public Health, 18(12). https://doi.org/10.3390/ijerph18126586

*Gascó, V. P., Badenes, L. V., Plumed, A. G., Prado Gasco, V., Villanueva Badenes, L., & Gorriz Plumed, A. (2018). Trait emotional intelligence and subjective well-being in adolescents: The moderating role of feelings. Psicothema, 30(3), 310-315. https://doi.org/10.7334/psicothema2017.232

Goleman, D. (1998). La pra?ctica de la inteligencia emocional. Editorial Kairo?s.

*Guasp-Coll, M., Navarro-Mateu, D., Giménez-Espert, M. D. C., & Prado-Gascó, V. J. (2020). Emotional Intelligence, empathy, self-esteem, and life satisfaction in spanish adolescents: Regression vs. QCA Models. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01629

*Guerra-Bustamante, J., León, B., Yuste-Tosina, R., López-Ramos, V. M., & Mendo-Lázaro, S. (2019). Emotional intelligence and psychological well-being in adolescents. International Journal of Environmental Research and Public Health, 16(10). https://doi.org/10.3390/ijerph16101720

*Guijarro-Gallego, A., Martínez-Pérez, A., Alcántara-López, M., & Castro-Sáez, M. (2021). Satisfacción con la vida en adolescentes: relación con el estilo parental, el apego a los iguales y la inteligencia emocional. Electronic Journal of Research in Educational Psychology, 19(1), 51-74.

*Gutiérrez, M., & Romero, I. (2014). Resiliencia, bienestar subjetivo y actitudes de los adolescentes hacia el consumo de drogas en Angola. Anales de Psicología, 30(2), 608-619. https://doi.org/10.6018/analesps.30.2.148131

Hills, P., & Argyle, M. (2002). The Oxford Happiness Questionnaire: a compact scale for the measurement of psychological well-being. Personality and Individual Differences, 33(7), 1073-1082. https://doi.org/10.1016/S0191-8869(01)00213-6

Ho, M. Y., Cheung, F. M., & Cheung, S. F. (2010). The role of meaning in life and optimism in promoting well-being. Personality and Individual Differences, 48(5), 658-663. https://doi.org/10.1016/j.paid.2010.01.008

Huebner, E. S. (1991). Further validation of the Students' Life Satisfaction Scale: The independence of satisfaction and affect ratings. Journal of Psychoeducational Assessment, 9(4), 363-368. https://doi.org/10.1177/073428299100900408

*?nce, B., ?imsek, Ö. F., & Özbek, L. (2019). Attachment and depression: The mediating roles of personal life projects and emotional intelligence. Current Psychology, 39(6), 1910-1920. https://doi.org/10.1007/s12144-019-0136-4

Jiménez-Rosario, M. N., Esnaola, I., & Sáez-Axpe, I. (2019). Emotional intelligence predictive variable subjetive well?being in adolescence. Revista electrónica interuniversitaria de formacion del profesorado, 33(2), 127-144.

Keyes, C. L. M. (2013). Mental well-being: International contributions to the study of positive mental health. Dordrecht: Springer.

*Kwok, S. Y. C. L. (2019). Integrating Positive Psychology and Elements of Music Therapy to Alleviate Adolescent Anxiety. Research on social work practice, 29(6), 663-676. https://doi.org/10.1177/1049731518773423

Lang, M., & Tisher, M. (1978). Children’s Depression Scale. Australian Council for Educational Research.

Laurent, J., Catanzaro, S. J., Joiner, T. E. Jr., Rudolph, K. D., Potter, K. I., Lambert, S., Osborne, L., & Gathright, T. (1999). A measure of positive and negative affect for children: Scale development and preliminary validation. Psychological Assessment, 11(3), 326-338. https://doi.org/10.1037/1040-3590.11.3.326

Lea, R. G., Davis, S. K., Mahoney, B., & Qualter, P. (2019). Does emotional intelligence buffer the effects of acute stress? A systematic review. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.00810

*Lim, S. A., You, S., & Ha, D. (2014). Parental Emotional Support and Adolescent Happiness: Mediating Roles of Self-Esteem and Emotional Intelligence. Applied Research in Quality of Life, 10(4), 631-646. https://doi.org/10.1007/s11482-014-9344-0

Llamas-Díaz, D., Cabello, R., Megías-Robles, A., & Fernández-Berrocal, P. (2022). Systematic review and meta-analysis: The association between emotional intelligence and subjective well-being in adolescents. Journal of Adolescence, 94, 925-938. https://doi.org/10.1002/jad.12075

López-Zafra, E., & Pulido-Martos, M. (2020). Inteligencia emocional en las organizaciones. Síntesis.

*López-Zafra, E., Ramos-Álvarez, M. M., el Ghoudani, K., Luque-Reca, O., Augusto-Landa, J. M., Zarhbouch, B., Alaoui, S., Cortés-Denia, D., & Pulido-Martos, M. (2019). Social support and emotional intelligence as protective resources for well-being in Moroccan adolescents. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.01529

Luebbers, S., Downey, L. A., & Stough, C. (2007). The development of an adolescent measure of EI. Personality and Individual Differences, 42(6), 999-1009. https://doi.org/10.1016/j.paid.2006.09.009

Lyubomirsky, S. (2008). The how of happiness: A scientific approach to getting the life you want. Penguin.

Lyubomirsky, S., & Lepper, H. S. (1999). A measure of subjective happiness: Preliminary reliability and construct validation. Social Indicators Research, 46, 137-155. https://doi.org/10.1023/A:1006824100041

*Martínez-Marín, M. D., & Martínez, C. (2019). Subjective well-being and gender-typed attributes in adolescents: The relevance of emotional intelligence. Australian Journal of Psychology, 71(3), 296-304. https://doi.org/10.1111/ajpy.12247

*Mascia, M. L., Agus, M., & Penna, M. P. (2020). Emotional intelligence, self-regulation, smartphone addiction: Which relationship with student well-being and quality of life? Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.00375

Matthews, G., Zeidner, M., & Roberts, R. D. (2007). Measuring emotional intelligence: Promises, pitfalls, solutions? En A. D. Ong & M. H. M. van Dulmen (Eds.), Oxford handbook of methods in positive psychology (pp. 189-214). Oxford University Press.

Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence. En P. Salovey & D. Sluyter (Eds.), Emotional Development and Emotional Intelligence: Implications for Educators (pp. 3-31). Basic Books.

Mayer, J. D., Salovey, P., & Caruso, D. R. (2002). MSCEIT: Mayer-Salovey-Caruso emotional intelligence test (Multi?Heal). Multi-Health Systems.

*Méndez-Giménez, A., Cecchini, J. A., & García-Romero, C. (2020). Profiles of emotional intelligence and their relationship with motivational and well-being factors in physical education. Psicologia Educativa, 26(1), 27-36. https://doi.org/10.5093/PSED2019A19

*Mónaco, E., Schoeps, K., & Montoya-Castilla, I. (2019). Attachment styles and well-being in adolescents: How does emotional development affect this relationship? International Journal of Environmental Research and Public Health, 16(14). https://doi.org/10.3390/ijerph16142554

Pavot, W. (2018). The Cornerstone of Research on Subjective Well-Being: Valid Assessment Methodology. En E. Diener, S. Oishi, & L. Tay (Eds.), Handbook of Well-Being (Vol. 1, pp. 1-11). Salt Lake City, UT: DEF Publishers.

Pavot, W., & Diener, E. (1993). Review of the satisfaction with life scale. Psychological Assessment, 5(2), 164-172.

Pérez, N., & Filella, G. (2019). Emotional learning for developing emotional skills in children and adolescents. Praxis & Saber, 10(24), 23-44. https://doi.org/10.19053/22160159.v10.n25.2019.8941

Petrides, K. V., & Furnham, A. (2000). On the dimensional structure of emotional intelligence. Personality and Individual Differences, 29(2), 313-320. https://doi.org/10.1016/j.edurev.2022.100439

Petrides, K. V. (2009). Psychometric Properties of the Trait Emotional Intelligence Questionnaire (TEIQue). En J. Parker, D. Saklofske, & C. Stough (Eds.), Assessing Emotional Intelligence (pp. 85-101). The Springer Series on Human Exceptionality.

Petrides, K. V., Sangareau, Y., Furnham, A., & Frederickson, N. (2006). Trait Emotional Intelligence and Children’s Peer Relations at School. Social Development, 15(3), 537-547. https://doi.org/10.1111/j.1467-9507.2006.00355.x

Petrides, K. V., Vernon, P. A., Schermer, J. A., Ligthart, L., Boomsma, D. I., & Veselka, L. (2010). Relationships between trait emotional intelligence and the Big Five in the Netherlands. Personality and Individual Differences, 48, 906–910. https://doi.org/10.1016/j.paid.2010.02.019

Prado-Gascó, V., Villanueva, L., & Górriz-Plumed, A. (2018). Trait emotional intelligence and subjective well-being in adolescents: The moderating role of feelings. Psicothema, 30(3), 310-315. https://doi.org/10.7334/psicothema2017.232

*Quintana-Orts, C., Mérida-López, S., Rey, L., & Extremera, N. (2021). A closer look at the emotional intelligence construct: How do emotional intelligence facets relate to life satisfaction in students involved in bullying and cyberbullying? European Journal of Investigation in Health, Psychology and Education, 11(3), 711-725. https://doi.org/10.3390/EJIHPE11030051

*Ramos-Díaz, E., Rodríguez-Fernández, A., Axpe, I., & Ferrara, M. (2019). Perceived emotional intelligence and life satisfaction among adolescent students: The mediating role of resilience. Journal of Happiness Studies: An Interdisciplinary Forum on Subjective Well-Being, 20(8), 2489-2506. https://doi.org/http://dx.doi.org/10.1007/s10902-018-0058-0

*Reina, M. del C., & Oliva, A. (2015). From emotional competence to self-esteem and life-satisfaction in adolescents. Behavioral Psychology, 23(2), 345-359.

Resurrección, D. M., Salguero, J. M., & Ruiz-Aranda, D. (2014). Emotional intelligence and psychological maladjustment in adolescence: A systematic review. Journal of Adolescence, 37(4), 461-472. https://doi.org/10.1016/j.adolescence.2014.03.012

*Rey, L., Extremera, N., & Pena, M. (2011). Perceived emotional intelligence, self-esteem and life satisfaction in adolescents. Psychosocial Intervention, 20(2), 227-234. https://doi.org/10.5093/in2011v20n2a10

*Rey, L., Mérida-López, S., Sánchez-Álvarez, N., & Extremera, N. (2019). When and how do emotional intelligence and flourishing protect against suicide risk in adolescent bullying victims? International Journal of Environmental Research and Public Health, 16(12). https://doi.org/10.3390/ijerph16122114

Ruiz-Aranda, D., Castillo, R., Salguero, J. M., Cabello, R., Fernández-Berrocal, P., & Balluerka, N. (2012). Short-and midterm effects of emotional intelligence training on adolescent mental health. Journal of Adolescent Health, 51(5), 462-467. https://doi.org/10.1016/j.jadohealth.2012.02.003

Ryff, C. D., & Keyes, C. L. M. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69(4), 719-727. https://doi.org/10.1037/0022-3514.69.4.719

Ryff, C. D., & Singer, B. (1998). The contours of positive human health. Psychological Inquiry, 9(1), 1-28.

*Salami, S. O. (2011). Personality and psychological well-being of adolescents: The moderating role of emotional intelligence. Social Behavior and Personality, 39(6), 785-794. https://doi.org/10.2224/sbp.2011.39.6.785

*Salavera, C., Usán, P., Teruel, P., & Antoñanzas, J. L. (2020). Eudaimonic Well-being in adolescents: The role of trait emotional intelligence and personality. Sustainability, 12(7), 1-11. https://doi.org/10.3390/su12072742

*Salguero, J., Palomera, R., & Fernández-Berrocal, P. (2012). Perceived emotional intelligence as predictor of psychological adjustment in adolescents: A 1-year prospective study. European Journal of Psychology of Education, 27(1), 21-34. https://doi.org/10.1007/s10212-011-0063-8

Salovey, P., Bedell, B. T., Detweiler, J. B., & Mayer, J. D. (1999). Coping Intelligently: Emotional Intelligence and The Coping Process. En C. R. Snyder (Ed.), Coping: The Psychology of what Works (pp. 141-164). Oxford University Press.

Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185-211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG

Salovey, P., Mayer, J. D., & Caruso, D. (2002). The Positive Psychology of Emotional Intelligence. En C. R. Snyder & S. J. Lopez (Eds.), Handbook of Positive Psychology (pp. 159-171). Oxford University Press.

Salovey, P., Mayer, J. D., Goldman, S. L., Turvey, C., & Palfai, T. P. (1995). Emotional attention, clarity, and repair: Exploring emotional intelligence using theTrait Meta-Mood Scale. En J. W. Pennebaker (Ed.), Emotion, Disclosure, and Health (pp. 125-154). American Psychological Association.

*Sánchez-Álvarez, N., Extremera, N., & Fernández-Berrocal, P. (2015). Maintaining Life Satisfaction in Adolescence: Affective Mediators of the Influence of Perceived Emotional Intelligence on Overall Life Satisfaction Judgments in a Two-Year Longitudinal Study. Frontiers in Psychology, 6. https://doi.org/10.3389/fpsyg.2015.01892

Sánchez-Álvarez, N. Extremera, N., & Fernández-Berrocal, P. (2016). The relation between emotional intelligence and subjective well-being: A meta-analytic investigation. The Journal of Positive Psychology, 11(3), 276-285. https://doi.org/10.1080/17439760.2015.1058968

*Sánchez-Álvarez, N., Extremera, N., & Fernández-Berrocal, P. (2019). The influence of trait meta-mood on subjective well-being in high school students: a random intercept cross-lagged panel analysis. Educational Psychology, 39(3), 1-21. https://doi.org/10.1080/01443410.2018.1543854

Sánchez-Meca, J., & Botella, J. (2010). Revisiones sistemáticas y meta-análisis: herramientas para la práctica profesional. Papeles del Psicólogo, 31(1), 7-17.

*Sarrionandia, A., & Garaigordobil, M. (2017). Effects of an emotional intelligence program on socioemotional factors Emotional and psychosomatic symptoms. Revista Latinoamericana de Psicología, 49, 110-118. https://doi.org/10.1016/j-rlp.2015.12.001

*Schoeps, K., Montoya-Castilla, I., & Raufelder, D. (2019). Does Stress Mediate the Association Between Emotional Intelligence and Life Satisfaction During Adolescence? Journal of School Health, 89(5), 354-364. https://doi.org/10.1111/josh.12746

*Schoeps, K., Tamarit, A., Montoya-Castilla, I., & Taksic, V. (2019). Factorial structure and validity of the Emotional Skills and Competences Questionnaire (ESCQ) in Spanish adolescents. Behavioral Psychology, 27(2), 275-293.

*Schoeps, K., Villanueva, L., Prado-Gascó, V. J., & Montoya-Castilla, I. (2018). Development of emotional skills in adolescents to prevent cyberbullying and improve subjective well-being. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.02050

Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J. T., Golden, C. J., & Dornheim, L. (1998). Development and validation of a measure of emotional intelligence. Personality and Individual Differences, 25(2), 167-177. https://doi.org/10.1016/S0191-8869(98)00001-4

Seligman, M. E. (2011). What is well-being. Flourish: A visionary new understanding of happiness and well-being. Simon and Schuster.

*Serrano, C., & Andreu, Y. (2016). Perceived Emotional Intelligence, Subjective Well-Being, Perceived Stress, Engagement and Academic Achievement of Adolescents. Revista de Psicodidactica, 21(2), 357-374. https://doi.org/10.1387/RevPsicodidact.14887

?im?ek, Ö. F. (2009). Happiness revisited: Ontological well-being as a theory-based construct of subjective well-being. Journal of Happiness Studies, 10(5), 505-522.

Soresi, S., & Nota, L. (2003). La mia vita da Studente. ITER–Institute of Training Education and Research.

Steinberg, L., Vandell, D. L., & Bornstein, M. (2011). Development: Infancy through adolescence. Belmont CA: Wadsworth Cengage Learning.

Takši?, V., Mohori?, T., & Duran, M. (2009). Emotional Skills and Competence Questionnaire (ESCQ) as a self-report measure of emotional intelligence. Horizons of Psychology, 18(3), 7-21.

*Teal, C., Downey, L. A., Lomas, J. E., Ford, T. C., Bunnett, E. R., & Stough, C. (2019). The Role of Dispositional Mindfulness and Emotional Intelligence in Adolescent Males. Mindfulness, 10(1), 159-167. https://doi.org/10.1007/s12671-018-0962-8

*Tejada-Gallardo, C., Blasco-Belled, A., Torrelles-Nadal, C., & Alsinet, C. (2020). How does emotional intelligence predict happiness, optimism, and pessimism in adolescence? Investigating the relationship from the bifactor model. Current Psychology, 41. https://doi.org/10.1007/s12144-020-01061-z

Urrútia, G., & Bonfill, X. (2013). La Declaración PRISMA: un paso adelante en la mejora de las publicaciones de la Revista Española de Salud Pública. Revista Española de Salud Pública, 87(2), 99-102. https://dx.doi.org/10.4321/S1135-57272013000200001

Vijayaraghavan, N., & Chandran, K. M. (2019). Effect of Meditation on Psychological Well-being. The International Journal of Indian Psych?logy, 06(28), 673-678. https://doi.org/10.25215/0702.080

*Villanueva, L., Prado-Gascó, V., & Montoya-Castilla, I. (2020). Longitudinal analysis of subjective well-being in preadolescents: The role of emotional intelligence, self-esteem and perceived stress. Journal of Health Psychology, 27, 1-14. https://doi.org/10.1177/1359105320951605

Waller, R. E., Lemoine, P. A., Mense, E. G., Garretson, C. J., & Richardson, M. D. (2019). Global higher education in a VUCA world: Concerns and projections. Journal of Education and Development, 3(2), 73-83. https://doi.org/10.20849/jed.v3i2.613

Waterman, A. S., Schwartz, S. J., Zamboanga, B. L., Ravert, R. D., Williams, M. K., Agocha, V. B., Kim, S. Y., & Donnellan, M. B. (2010). The Questionnaire for Eudaimonic Well-Being: Psychometric properties, demographic comparisons, and evidence of validity. The Journal of Positive Psychology, 5(1), 41-61. https://doi.org/10.1080/17439760903435208

Wong, C. S., & Law, K. S. (2002). The effects of leader and follower emotional intelligence on performance and attitude: An exploratory study. Leadersh, 13(3), 243-274. https://doi.org/10.1016/S1048-9843(02)00099-1

Wood, A. M., Joseph, S., & Maltby, J. (2009). Gratitude predicts psychological well-being above the Big Five facets. Personality and Individual Differences, 46(4), 443-447. https://doi.org/10.1016/j.paid.2008.11.012

Zegarra, S. P., Schoeps, K., Castilla, I. M., & Carbonell, A. E. (2019). Programa de educación emocional para adolescentes (PREDEMA): valoración desde la perspectiva de los participantes y sus efectos en las competencias socio-afectivas. Journal for the Study of Education and Development. Infancia y Aprendizaje, 42(2), 319-334.

*Zeidner, M., Matthews, G., & Shemesh, D. O. (2016). Cognitive-Social Sources of Wellbeing: Differentiating the Roles of Coping Style, Social Support and Emotional Intelligence. Journal of Happiness Studies, 17(6), 2481-2501. https://doi.org/10.1007/s10902-015-9703-z

Zhoc, K. C., King, R. B., Chung, T. S., Chen, J., & Yang, M. (2021). Emotional intelligence promotes optimal learning, engagement, and achievement: A mixed-methods study. Current Psychology. https://doi.org/10.1007/s12144-021-02294-2

Published

2023-05-29

How to Cite

Ruíz-Ortega, A. M. ., & Berrios Martos, P. . (2023). Systematic review on emotional intelligence and well-being in adolescents: evidence and challenges. Escritos De Psicología - Psychological Writings, 16(1). https://doi.org/10.24310/espsiescpsi.v16i1.16060

Issue

Section

Theoretical and Review Articles