Contributions of one hypothetical model of predictive relationships between psychological skills and emotional intelligence in university student-athletes: A cross-sectional study.

Psychological skills are considered in sport psychology as indispensable capabilities to analyze the athlete's own vision of his or her own personality. These skills encompass self-confidence, positive and negative coping control, attentional control, visual-imaginative control, motivational level, and attitudinal control. The significance of this research lies in demonstrating the relationship established between each of the dimensions of emotional intelligence and the constituent skills of the personality. As such, this study aims to investigate the relationship between the seven factors related to psychological skills and emotional intelligence (attention, clarity, and emotional regulation). The sample comprises 163 university students pursuing degrees in Physical Activity and Sports Sciences, [70,9% (N = 117) men and 27.9% (N = 46) women] with a mean age of 20.33 years. As assessment instruments, we used two validated and standardized scales, the IPED and the TMMS-24. The main findings of this work allow us to affirm the existence of a relationship between the three dimensions of emotional intelligence and the control of both positive and negative coping, attentional control, visual-imaginative control, motivational level, and attitudinal control. In conclusion, this study underscores the necessity of cognitive and emotional training, in addition to physical training, to enhance these skills among both male and female athletes.

Intrinsic Motivation: Knowledge, Achievement, and Experimentation in Sports Science Students-Relations with Emotional Intelligence.

In this paper, we have focused on the Self-Determination Theory, paying special attention to intrinsic motivation, which is understood as the motivation that leads the subject to perform a task without the expectation of obtaining an external reward. In the field of sport, motivation is one of the most studied variables and one of the most researched, since it is closely related to the reasons that lead the athletes to start, maintain, and abandon sports practice. The main objective of this study is to analyze the relationship between intrinsic motivation (IM) and emotional intelligence from the theoretical contributions of the Self-Determination Theory. The specific objectives are to analyze attention, clarity, and emotional regulation, as well as intrinsic motivation to acquire knowledge. Additionally, we aim to explore the relationship between attention, clarity, and emotional regulation and the intrinsic motivation to achieve something. Lastly, we investigate the correspondence between attention, clarity, and emotional regulation and the intrinsic motivation to experience stimuli. The sample consists of 163 undergraduate and master's students related to Physical Activity and Sports Sciences, studying at a Spanish public university, located in the southeast region of Andalusia-specifically, in the city of Almería. The participants had a mean age of 20.33 years. In terms of gender, 70.9% (n = 117) were men and 27.9% (n = 46) women. In terms of degree, 76.7% (n = 147) were undergraduate students and 23.3% (n = 18) were postgraduate students. The Sports Motivation Scale (SMS/EMD) was used to assess intrinsic motivation, and the TMMS-24 was used to assess emotional intelligence. The main findings of this research demonstrate the existence of a relationship between the three dimensions of emotional intelligence (emotional attention, emotional clarity, and emotional regulation) and intrinsic motivation (intrinsic motivation to know something, intrinsic motivation to achieve something, and intrinsic motivation to experience stimulation). These findings emphasize the importance of emotional intelligence for intrinsic motivation.

The Importance of Emotional Intelligence in University Athletes: Analysis of Its Relationship with Anxiety.

In the field of sport psychology, research on emotional intelligence and its relationship with other psychological variables to determine how it affects the athlete's performance is becoming more frequent and prevalent. Among these psychological variables, research in this field has focused on the evaluation of the influence of aspects such as motivation, leadership, self-concept, and anxiety. The main objective of this research is to analyze the levels of each of the dimensions of emotional intelligence (attention, clarity, and emotional regulation) and their relationship with each of the SCAT items to measure pre-competitive anxiety. To do so, we analyzed the influence that one psychological construct has on the other, in order to establish the type of relationships that are established between them. The design of this research corresponds to be transversal, observational, quantitative, and descriptive. The sample consisted of 165 students belonging to university degrees (bachelor's and master's) related to physical activity and sport sciences. The main finding of this study allows us to affirm the relationship between emotional intelligence and anxiety. This confirms the hypothesis that anxiety is an indispensable component of any competitive situation, and that neither the total absence of anxiety nor high levels of it leads to better sports performance. Therefore, sport psychology should focus on the emotional preparation of athletes so that they can manage and control their anxiety at intermediate levels, which in addition to being typical of a competitive situation, is also synonymous with good sporting performance.

Levels of Somatic Anxiety, Cognitive Anxiety, and Self-Efficacy in University Athletes from a Spanish Public University and Their Relationship with Basic Psychological Needs.

Research on self-efficacy, cognitive anxiety and somatic anxiety provides fundamental information to early identify weak areas in the training of athletes and to implement actions that contribute to the improvement and maintenance of sporting activities. The aim of this study was to analyze the relationship between anxiety (somatic anxiety, cognitive anxiety and self-efficacy) and basic psychological needs (competence, autonomy and relationship with others). The sample was composed of 165 university students enrolled in courses related to physical activity and sport sciences, with a mean age of 20.33 years (SD = 3.44), studying in a Spanish public university located in Almeria, in the southeast of Spain (Andalusia). The main findings showed the existence of a continuous and effective relationship between self-efficacy and basic psychological needs. While there was no positive and direct relationship between cognitive anxiety and somatic anxiety and autonomy, there was a direct and positive relationship between cognitive anxiety and somatic anxiety and competence and the relationship with others. Therefore, the results obtained showed that a more positive form of motivation would be autonomous motivation, as it helps to interpret the perception of self-efficacy, favoring performance in competition, whereas controlled motivation has the opposite effect. The importance of this research resides in the fact that it shows that within the sports field, an athlete's self-perception has an indirect negative effect on pre-competitive somatic anxiety, and the link in this relationship is task orientation and the absence of demotivation towards sport. Despite this, the same effect on cognitive anxiety was not produced.

Parental Educational Practices and Life Satisfaction: The Role of Positive Affect and Agreeableness in Adolescents.

Introduction: Researchers have investigated the external elements that can condition a person's satisfaction with life, although it has been proven that they do not explain a large part of the phenomenon. For this reason, other variables such as perceived competence, personality styles and personal autonomy are being investigated more successfully. The main objective of this paper is to study the influence of parental educational practices on adolescent life satisfaction considering the role played by adolescent's positive affect and the agreeableness personality trait by implementing a statistical Mediation Model that explains such relationship. Methods: The population sample is a total of 742 Spanish adolescents, of which 45.1% were boys and 51.5% were girls. The age ranged between 13 and 19 years (15.63, SD = 1.24). Results: The results revealed that the relationship between parental educational practices and life satisfaction in adolescence was mediated by positive affect and the personality trait of agreeableness. Both variables did act as serial mediators in this relationship. On the other hand, the serial multiple mediation structural model explained 31.72% of the variability in life satisfaction for the dimension of affection and communication and promotion of autonomy, 29.70% for the psychological control dimension, 26.58% for self-disclosure and 28.21% for the humor dimension of parental educational practices. Conclusion: These findings have important implications to understand the relationship between parental educational practices and the adolescent life satisfaction, indicating that different parental educational practices will have a positive or negative effect on adolescent positive affect, which will lead to increased or decreased agreeableness influencing the adolescent life satisfaction.

Psychological Consequences of Fear of COVID-19: Symptom Analysis of Triggered Anxiety and Depression Disorders in Adolescents and Young Adults.

Among the innumerable consequences of the pandemic caused by COVID-19 are those of a psychological nature, among which we find fear. For this reason, it is important to carry out research on the fear of contagion and its behavior, especially in the population as a whole, and the consequences that these facts entail. The present study examines the fear of contagion and illness by COVID-19 and its relationship with symptoms of anxiety disorders and depression in a total of 1370 participants aged 16 to 29 years. The results indicate that fear of COVID-19, fear of death from COVID-19 infection, and concern that family members and/or friends will be infected with COVID-19 are predictors of symptoms related to depressive disorder. elderly and social phobia.

Motivational Orientation in University Athletes: Predictions Based on Emotional Intelligence.

While in task orientation, athletes tend to compare themselves to others in order to evaluate their success, in ego orientation athletes have the ability to distinguish between effort and ability and the comparison is made with others in order to evaluate success. The purpose of this study was to inspect the relationship concerning the three dimensions of emotional intelligence (attention, clarity, and emotional regulation) and the two predominant motivational orientations: task-oriented motivation and ego-oriented motivation. The sample was composed of a total of 165 university students from studies within the field of sciences related to sport and physical activity. The main contributions of this research demonstrate the correspondence between emotional intelligence and ego-orientation.

Emotional intelligence as a predictor of identified regulation, introjected regulation, and external regulation in athletes.

Self-determination theory (SDT) considers motivation as a multidimensional phenomenon, with different levels of intensity, purposes, intentions, wills and autonomies. It distinguishes between intrinsic motivation (IM), extrinsic motivation (EM) and amotivation (AM). In this paper, we are going to focus on extrinsic motivation, which is related to those tasks that the subject performs without having a purpose in themselves, and which is composed of identified regulation, introjected regulation and external regulation. The aim of this research is to analyse the relationship between them and emotional intelligence in 165 students with university degrees related to Physical Activity and Sport Sciences. The main findings of this work lie mainly in the demonstration of the fact that emotional intelligence is a predictor of identified regulation, introjected regulation and external regulation.

Emotional Intelligence and Its Relationship to Basic Psychological Needs: A Structural Equation Model for Student Athletes.

This paper analyses the relationship between emotional intelligence (attention, clarity and repair) and motivational mediators (relationships, autonomy and perceived competence) of students of different degrees related to physical activity and sports science. A structural equation model was estimated with a sample of university students. The results of the model are representative of this case study only and are not very generalizable due to the sample size. In any case, the results obtained show that emotional intelligence predicts the satisfaction of psychological needs for autonomy and competence in student athletes. Therefore, these demonstrations point to a relationship between both variables and highlight the importance of addressing this type of content in university classrooms in order to increase the positive effects on the psychosocial development and personal well-being of students.

Digital literacy in the university setting: A literature review of empirical studies between 2010 and 2021.

The impact of digital devices and the Internet has generated various changes at social, political, and economic levels, the repercussion of which is a great challenge characterized by the changing and globalized nature of today's society. This demands the development of new skills and new learning models in relation to information and communication technologies. Universities must respond to these social demands in the training of their future professionals. This paper aims to analyze the empirical evidence provided by international studies in the last eleven years, related to the digital literacy of university students, including those pursuing degrees related to the field of education. Our findings highlight the fact that the digital literacy that is offered in universities to graduate/postgraduate students, in addition to treating digital literacy as a central theme, also focuses on perceived and developed self-efficacy. This is done by strengthening competencies related to digital writing and reading, the use of databases, the digital design of content and materials, and the skills to edit, publish or share them on the web, or applications aimed at treating digital literacy as emerging pedagogies and educational innovation. Secondly, we found studies related to digital competencies and use of the Internet, social networks, web 2.0, or the treatment of digital risks and their relationship with digital literacy. Thirdly, we found works that, in addition to focusing on digital literacy, also focused on different psychological constructs such as motivation, commitment, attitudes, or satisfaction. Systematic review registration: https://www.scopus.com/home.uri; https://www.recursoscientificos.fecyt.es/.

Emotional Intelligence, Interpersonal Relationships and the Role of Gender in Student Athletes.

The concept of emotional intelligence is related to the recognition of our own emotions, their regulation and our state of mind. Additionally, it is increasingly relevant in society in general, and in the field of sport in particular. The aim of this paper is to analyze the relationship between emotional intelligence and the theory of self-determination, specifically interpersonal relationships. For this purpose, sex was taken as a mediating variable, and a structural equation model was estimated through mediation. The sample was made up of a total of 165 active sportsmen and sportswomen who are studying undergraduate and master's degree courses related to physical activity and sport sciences. The results show that gender acts as a mediating variable between emotional intelligence and relationships with others, becoming a mediating variable of two previously unrelated variables. The implications of these results lead us to study both emotional intelligence and its importance in the field of sport, as well as the fact of paying attention to the differences that may exist in this case depending on gender.

Digital Competence, Use, Actions and Time Dedicated to Digital Devices: Repercussions on the Interpersonal Relationships of Spanish Adolescents.

Digital media play a fundamental role in the social, emotional, and cognitive development of adolescents, since they involve a very significant use and investment of time at this age. The objectives of this work are twofold: analyze the use of the Internet and digital devices by Spanish young people outside school, and the time they use them and their attitude towards the use of digital devices, as well as to identify the effects of the use of internet and digital devices on social and interpersonal relationships. The sample is composed of 35,943 students of Compulsory Secondary Education, from different Spanish high schools that participated in the PISA 2018 Report. The data provided by this study confirm the widespread consumption of digital devices. Identified as actions that they carry out every day were: the use of online chat, use of social networks to contact their friends, and surfing the internet for fun. Regarding the attitude towards digital devices, the participants say they feel comfortable using digital devices and discovering new applications or games. However, we also found as one of the most relevant results of this study the fact that participants say they feel bad if they do not have internet connection.

Neuroticism and Emotional Intelligence in Adolescence: A Mediation Model Moderate by Negative Affect and Self-Esteem.

Different studies have revealed that high scores in neuroticism relate to feelings of guilt, flustering, low self-esteem, and insecurity in relationships with others. The main objective of this work is to analyze the relationship between neuroticism and emotional intelligence in the adolescent stage and try to go one step further in the study of that relationship through the formulation of a moderate mediation model in which negative affect participates as a mediating variable and self-esteem as a moderating variable. METHOD: The total number of adolescents amounted to 742, with a very similar sample in both sexes, 45.1% boys and 51.5% girls. They were between 13 and 19 years old (M = 15.63, SD = 1.244) and lived in the province of Almería, Spain. RESULTS: First, our main results significantly reflected that the neuroticism personality trait increased negative affect as self-esteem decreased. Second, statistical analyzes showed that the effect of neuroticism on attention and emotional repair was mediated by negative affect, the effect being greater when self-esteem was lower. Therefore, negative affect was presented as a mediating variable in the relationship between neuroticism and attention and emotional repair, with self-esteem acting as a moderating variable in the model. CONCLUSIONS: These findings have implications for professional practice with adolescents, since they highlight the importance of carrying out interventions that contribute to the development of self-esteem in the prevention of neuroticism since these actions can help moderate the effect exerted by the negative affect on emotional attention and repair, improving the emotional intelligence of the adolescent and, therefore, their psychological health.

Motivational Profile, Future Expectations, and Attitudes toward Study of Secondary School Students in Spain: Results of the PISA Report 2018.

During the secondary school stage, students' motivation to study may decrease and affect their future expectations, which are exclusively directed toward the search for employment, with the consequent abandonment of academic training. The main objective of the present paper was to examine the sources of motivation to study and the future expectations of secondary school students, as well as to develop a predictive model of their future expectations based on the variables studied. The sample consisted of a total of 35,943 students from different Spanish high schools, with an average age of 15.83 (SD = 0.28). The instrument used was the placement tests referring to the PISA 2018 report. On the one hand, the results showed that the main source of motivation for secondary school students to study responds to some kind of imposition either from the surrounding environment or internally, which appears to be represented by identified or controlled extrinsic motivation. In terms of future expectations, important factors included the fundamentally expression of their intention to continue studying rather than to stop studying, facts or economic support which they considered as influential to their capacity to study, and the opinions of others such as parents and friends. On the other hand, sex showed some significant differences in terms of future expectations but did not predict them. The regression model explained 20.9% of the variability of future expectations based on variables such as grade repetition, reasons that discourage studying (not being interested in the contents and never studying), and the influences on future expectations (school grades and subject mastery). Finally, the structural equation model revealed that grade repetition predicts the reasons that discourage studying and these in turn impact future expectations which are influenced by school grades, performing well in a specialty, and having talent. Likewise, there was a negative correlation between repeating a course and school grades, performing well in a specialty, and having talent. Based on these results, it would be advisable to improve the intrinsic motivation of secondary school students by means of educational actions that contribute to the adjustment of their future expectations and attend to the students' own interests, desires, and competencies, all with the main purpose of contributing to meaningful learning and facilitating professional orientation, and above all, attending to diversity to reduce school failure.

Relationships between somatic anxiety, cognitive anxiety, self-efficacy, and emotional intelligence levels in university physical education students.

One of the most studied topics nowadays, from psychology in general, and from sport psychology, is anxiety. In fact, research on anxiety has been approached from various theoretical perspectives ranging from psychoanalysis, behaviorism, or more recently, those theories that take into consideration the importance of affective, rational, and emotional processes. The aim of this study is to analyze the levels of anxiety and emotional intelligence, and their relationship. The sample is composed of 165 university physical education students with a mean age of 20.33 years (SD = 3.44), (70.9% male and 27.9% female). We used the CSAI-2 questionnaire (to measure cognitive anxiety, somatic anxiety, and self-confidence), and the TMMS-24 (to measure emotional intelligence). The main findings of this research highlighted the presence of significant correlations between emotional clarity and emotional regulation, self-confidence, cognitive anxiety, and somatic anxiety. Therefore, we conclude that sporting performance is influenced by various variables of different kinds, including emotions, and highlight the importance of the incorporation of the emotional component in the field of sport.

Individual Variables Involved in Perceived Pressure for Adolescent Drinking.

Adolescence is a stage when individuals are especially vulnerable to the influence of their peer group, which could lead to the development of problematic behavior, such as drinking alcohol, due to perceived pressure. The objective of this study was to analyze the role of self-esteem, impulsivity, anxiety sensitivity and expectations for use under perceived pressure to drink alcohol among young people. METHODS: The sample was made up of 1287 high school students aged 14 to 18, with a mean age of 15.11. The Bayes factor and mediation models were estimated to evaluate the data. RESULTS: The results showed the existence of a positive relationship of impulsivity, anxiety sensitivity and expectations for use with perceived pressure. However, this relationship was negative with self-esteem and perception of pressure to drink alcohol. Furthermore, the model results showed that self-esteem mediates the relationship between physical, cognitive and social anxiety sensitivity and positive expectations with perceived pressure to drink alcohol in adolescence. CONCLUSIONS: Given the strong need for affiliation during youth, it is hard to control grouping and peer influence on drinking behavior. However, knowledge of the role of individual variables, such as those described here, in perceived pressure could improve the prevention and intervention of such behaviors.

Sensation-Seeking and Impulsivity as Predictors of Reactive and Proactive Aggression in Adolescents.

In adolescence, such matters as substance use and impulsiveness may give rise to problematic behavior repertoires. This study was therefore done to analyze the predictive value of sensation-seeking and impulsiveness dimensions related to the functions of aggression (reactive/proactive) and types of expression (physical/relational). A total of 822 high school students in Almeria (Spain) aged 13-18, were administered the Sensation-Seeking Scale, the State Impulsiveness Scale and Peer Conflict Scale. The results show the existence of a positive correlation of the majority of factors analyzed, both in impulsiveness and sensation-seeking, with respect to the different types of aggression. Furthermore, aggressive behavior is explained by the combination of a sensation-seeking factor (Disinhibition) and two impulsiveness factors (Gratification and Automatism). This study shows the need to analyze aggression as a multidimensional construct.

Programa de estimulación cognitiva e inteligencia emocional para mayores (PECI-PM): beneficios en la memoria cotidiana / Cognitive stimulation and emotional intelligence program for seniors (PECI-PM): benefits in daily memory

Fundamento y objetivo: una de las quejas más frecuentes entre la población anciana son los fallos en la memoria cotidiana. El objetivo del presente trabajo es analizar los efectos de un programa de estimulación cognitiva e inteligencia emocional para mayores sobre la memoria cotidiana. Material y método: en un grupo de 28 sujetos, mayores de 55 años, se aplicó el Cuestionario de fallos en la memoria cotidiana (MFE), antes y después de participar en el programa de entrenamiento. Resultados: tras 20 sesiones, se constató una mejora (puntuaciones medias más bajas en fallos de memoria) en cada uno de los factores (recuerdo de actividades, reconocimiento y monitorización de la comunicación), así como en la puntuación global del MFE. Conclusiones: en general, los resultados en quejas subjetivas de memoria son positivos con respecto a las puntuaciones obtenidas antes de las sesiones. No obstante, se espera que con la implementación del resto de sesiones, estas mejoras resulten significativas. Para la segunda fase de implementación del programa, se han incorporado nuevos contenidos y actividades, para seguir trabajando en línea con estos resultados (AU)

Principles and purpose: One of the most frequent complaints by the older population is failure of their day-to-day memory. The purpose of this study is to analyze the effects of a program for Cognitive Stimulation and Emotional Intelligence for Seniors on day-to-day memory. Materials and method: A group of 28 subjects over 55 years of age were given the Questionnaire on Failure of Day-to-Day Memory, before and after participating in the training program. Results: After 20 sessions, an improvement was shown (lower mean scores in memory failure) in each of the factors (memory of activities, recognition and monitoring of communication), as well as in the overall MFE score. Conclusions: In general, the results in subjective memory complaints are positive with respect to the scores before sessions. However, these improvements are expected to become significant with the implementation of the rest of the sessions. New content and activities have been included in the second stage of program implementation to continue working along the line of these results (AU)

Brief Emotional Intelligence Inventory for Senior Citizens (EQ-i-M20) / Inventario Breve de Inteligencia Emocional para Mayores (EQ-i-M20)

BACKGROUND: In recent years, diverse studies have been carried out revealing many benefits of high levels of Emotional Intelligence (EI) for the older population, affecting their physical and mental health, cognitive capacity, social functioning, and, ultimately, their well-being and quality of life. However, in Spain, there is no reliable and valid instrument for the assessment of EI. Hence, the goal of this work is the adaptation of the Emotional Intelligence Inventory: Young Version to the population of older university students. METHOD: To achieve this goal, two studies were carried out (the first one of calibration, and the second of validation) with students from two Seniors Citizens' Universities (Almería and Oviedo). RESULTS: The results indicate that the instrument is reliable and structurally valid, although some doubts emerged about the appropriateness of one of the fi ve factors (stress management) within this structure. CONCLUSIONS: The use of the EQ-i-M20 is recommended, although new studies are needed to shed light on the role of the factor stress management within the EI construct

ANTECEDENTES: en los últimos años se han realizado diversos estudios que revelan la existencia de múltiples beneficios que en la población mayor logran altos niveles de Inteligencia Emocional (IE) sobre la salud física, la salud mental, la capacidad cognitiva, el funcionamiento social y, en definitiva, sobre el bienestar y la calidad de vida. No obstante, no existe en nuestro país un instrumento fiable y válido para la evaluación de la IE. Por ello, el objetivo de este trabajo ha sido la adaptación del Emotional Intelligence Inventory: Young Version a la población de mayores universitarios. MÉTODO: para conseguir este objetivo han sido llevados a cabo dos estudios (el primero de calibración y el segundo de validación) con estudiantes de dos Universidades de Mayores (Almería y Oviedo). RESULTADOS: los resultados indicaron que el instrumento es fiable y estructuralmente válido, surgiendo alguna duda respecto de la idoneidad dentro de esta estructura de uno de los cinco factores (manejo del estrés). CONCLUSIONES: se recomienda el uso del EQ-i-M20, aunque son necesarios nuevos estudios que aporten luz sobre el papel del factor manejo del estrés dentro del constructo IE