The influence of socioeconomic and cultural status on the relationship between self-concept and perceived emotional intelligence in adolescence
The influence of socioeconomic and cultural status on the relationship between self-concept and perceived emotional intelligence in adolescence
Main Article Content
Abstract
The socioeconomic and cultural status of the family could condition the self-concept of adolescents, as well as their beliefs about their own perceived emotional intelligence (EI). Therefore, the purpose of this study is twofold: to analyse the variability of perceived EI based on self-concept at different socioeconomic and cultural status; and examine the predictive capacity of self-concept on perceived EI, controlling the socioeconomic and cultural status of participants. Participants were 1088 students (447 men and 641 women, Mage= 14.39 years, SD= 1.68) from 11 randomly selected public, private, and charter high schools of the Basque Autonomous Region, studying Compulsory Secondary Education and Baccalaureate. The instruments used were the Dimensional Self-Concept Questionnaire-33 (AUDIM-33), the Trait Meta-Mood Scale scale (TMMS-22) and the Socioeconomic and Cultural Index (ISEC). The results show that the self-concept domains affect differently the degree of EI with which adolescent perceive themselves based on the family's socioeconomic and cultural status. Additionally, the data indicate that self-concept domains have a greater predictive capacity on emotional repair. The implications of these results are discussed.
References
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la inteligencia emocional percibida sobre el rendimiento académico en Educación
Secundaria. European Journal of Investigation in Health, Psychology and
Education, 9(2), 109-118. doi: 10.30552/ejihpe.v9i2.324
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of Clinical Nursing, 23(7-8), 955-966. doi: 10.1111/jocn.12259
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intelligence in adolescence. Scandinavian Journal of Psychology, 57(1), 42-49. doi:
10.1111/sjop.12266
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Predictive validity of perceived emotional intelligence on nursing students’ self-concept.
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necesidad de pertenencia al grupo de pares durante la adolescencia. Revista Subjetividad
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Carrillo, E., Civís, M., Andrés, T., Longás, E., y Riera, J. (2018). Condicionantes del éxito y
fracaso escolar en contextos de bajo nivel socioeconómico. Revista de Estudios y
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10.1590/S0102-37722014000300011
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greater well-being, income, and socioeconomic status. Emotion, 10(6), 923-933. doi:
10.1037/a0021156
Delhom, I., Gutiérrez, M., Lucas-Molina, B., y Meléndez, J.C. (2017). Emotional intelligence in
older adults: psychometric properties of the TMMS-24 and relationship with
psychological well-being and life satisfaction. International Psychogeriatrics, 29(8),
1327-1334. doi: 10.1017/S1041610217000722
Fernández-Berrocal, P., Alcaide, R., Domínguez, E., Fernández-McNally, C., Ramos, N., y Ravira,
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Fernández-Berrocal, P., Extremera, N., y Ramos, N. (2004). Validity and reliability of the Spanish
modified version of the Trait Meta-Mood Scale. Psychological Reports, 94(3), 751-755.
doi: 10.2466/pr0.94.3.751-755
Fernández-Lasarte, O., Ramos-Díaz, E., y Axpe, I. (2019). Rendimiento académico, apoyo social
percibido e inteligencia emocional en la universidad. European Journal of Investigation
in Health, Psychology and Education, 9(1), 39-49. doi: 10.30552/ejihpe.v9i1.315
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cuestionario en castellano con escalas de las dimensiones del autoconcepto. Revista
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García, O.F., Serra, E., Zacarés, J.J., y García, F. (2018). Parenting styles and short- and long-term
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Goñi, E., Ros, I., y Fernández-Lasarte, O. (2018). Academic performance and school engagement
among secondary school students in accordance with place of birth, gender and age.
European Journal of Education and Psychology, 11(2), 93-105. doi:
10.30552/ejep.v11i2.224
Gorostiaga, A., Balluerka, N., Aritzeta, A., Haranburu, M., y Alonso-Arbiol, I. (2011). Measuring
perceived emotional intelligence in adolescent population: Validation of the Short Trait
Meta-Mood Scale (TMMS-23). International Journal of Clinical and Health
Psychology, 11(3), 523-537.
Harrod, N.R., y Scheer, S.D. (2005). An exploration of adolescent emotional intelligence in
relation to demographic characteristics. Adolescence, 40(159), 503-512.
Izar de la Fuente, I., Rodríguez-Fernández, A., y Escalante-Mateos, N. (2019). Medida del apoyo
social percibido (APIK) en la adolescencia. European Journal of Investigation in Health,
Psychology and Education, 9(2), 83-94. doi: 10.30552/ejihpe.v9i2.322
Jordà-Roig, R. (2014). Disseny i avaluació d'un programa d'Educació emocional: Incidència en la
Intel.ligència emocional autoinformada de l’alumnat d’Educació Secundària
Obligatòria (Tesis doctoral). Universidad Autónoma de Barcelona, Barcelona.
Keefer, K.V. (2015). Self-report assessment of emotional competencies: A critical look at methods
and meanings. Journal of Psychoeducational Assessment, 33(1), 3-23. doi:
10.1177/0734282914550381
Khaleque, A. (2017). Perceived parental hostility and aggression, and children’s psychological
maladjustment, and negative personality dispositions: A meta-analysis. Journal of Child
and Family Studies, 26(7), 977-988. doi: 10.1007/s10826-016-0637-9
Kiernan, K.M., y Mensah, F.K. (2011). Poverty family resources and children’s early educational
attainment: The mediating role of parenting. British Educational Research Journal,
37(2), 317-336. doi: 10.1080/01411921003596911
Kong, F., Zhao, H., y You, X. (2012a). Emotional intelligence and life satisfaction in Chinese
university students: The mediating role of self-esteem and social support. Personality
and Individual Differences, 53(8), 1039-1043. doi: 10.1016/j.paid.2012.07.032
Kong, F., Zhao, H., y You, X. (2012b). Social support mediates the impact of emotional
intelligence on mental distress and life satisfaction in Chinese young adults. Personality
and Individual Differences, 53(4), 513-517. doi: 10.1016/j.paid.2012.04.021
Kraus, M.W., Côté, S., y Keltner, D. (2010). Social class, contextualism, and empathic accuracy.
Psychological Science, 21(11), 1716-1723. doi: 10.1177/0956797610387613
Kraus, M.W., y Keltner, D. (2009). Signs of socioeconomic status: A thin-slicing approach.
Psychological Science, 20(1), 99-106. doi: 10.1111/j.1467-9280.2008.02251.x
Mankus, A.M., Boden, M.T., y Thompson, R.J. (2016). Sources of variation in emotional
awareness: Age, gender, and socioeconomic status. Personality and Individual
Differences, 89, 28-33. doi: 10.1016/j.paid.2015.09.43
Martín-Albo, J., Núñez, J.L., y León, J. (2010). Analysis of the psychometric properties of the
Spanish version of the Trait Meta-Mood Scale in a sports context. Psychological
Reports, 106(2), 477-489. doi: 10.2466/PR0.106.2.477-489
Meyrose, A.K., Klasen, F., Otto, C., Gniewosz, G., Lampert, T., y Ravens-Sieberer, U. (2018).
Benefits of maternal education for mental health trajectories across childhood and
adolescence. Social Science y Medicine, 202, 170-178. doi:
10.1016/j.socscimed.2018.02.026
Miles, J., y Shevlin, M. (2001). Applying regression and correlation: A guide for students and
researchers. Londres: Sage.
Morris, A.S., Criss, M.M., Silk, J.S., y Houltberg, B.J. (2017). The impact of parenting on emotion
regulation during childhood and adolescence. Child Development Perspectives, 11(4),
233-238. doi: 10.1111/cdep.12238
Organización para la Cooperación y el Desarrollo Económico. (2012). PISA 2009 technical report.
OECD Publishing. doi: 10.1787/9789264167872
Pedrosa, I., Suárez-Álvarez, J., Lozano, L.M., Múñiz, J., y García-Cueto, E. (2014). Assessing
perceived emotional intelligence in adolescents: New validity evidence of Trait MetaMood Scale-24. Journal of Psychoeducational Assessment, 32(8), 737-746. doi:
10.1177/0734282914539238
Pena, M., y Losada, L. (2017). Test anxiety in Spanish adolescents: Examining the role of
emotional attention, and ruminative self-focus and regulation. Frontiers in Psychology,
8(1423), 1-7. doi: 10.3389/fpsyg.2017.01423
Pérez, M.C., Gerónimo, E.M., y Castilla, I. M. (2019). La inteligencia emocional y la empatía
como factores predictores del bienestar subjetivo en estudiantes universitarios. European
Journal of Investigation in Health, Psychology and Education, 9(1), 19-29. doi:
10.30552/ejihpe.v9i1.313
Prats-Cuevas, J., Molina-Neira, J., Ruiz-Bueno, A., y Molina-Luque, F. (2017). Análisis de las
representaciones e ideas sociales del alumnado en educación para la ciudadanía
democrática: Ejemplo de mixed-methology desde y para la investigación
transdisciplinar. International Journal of Sociology of Education, 6(1), 1-25. doi:
10.17583/rise.2017.2479
Ramos-Díaz, E., Rodríguez-Fernández, A., y Antonio-Agirre, I. (2017). El autoconcepto y el
bienestar subjetivo en función del sexo y del nivel educativo en la adolescencia.
Psicología Educativa, 23(2), 89-94. doi: 10.1016/j.pse.2017.05.005
Ramos-Díaz, E., Rodríguez-Fernández, A., Revuelta, L., y Axpe, I. (2016). El rol mediador de la
implicación escolar sobre el apoyo del profesorado y la satisfacción con la vida.
European Journal of Investigation in Health, Psychology and Education, 6(3), 177-191.
doi: 10.1989/ejihpe.v6i3.178
Rodríguez-Fernández, A., Revuelta, L., Sarasa, M. y Fernández-Lasarte, O. (2018). El rol de los
estilos de socialización parental sobre la implicación escolar y el rendimiento
académico. European Journal of Education and Psychology, 11(2), 123-139. doi:
10.30552/ejep.v11i2.226
Salguero, J. M., Palomera, R., y 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. doi:
10.1007/s10212-011-0063-8
Salovey, P., y Mayer, J.D. (1990). Emotional intelligence. Imagination, Cognition, and
Personality, 9, 185-211.
Salovey, P., Mayer, J.D., Goldman, S.L., Turvey, C., y Palfai, T.P. (1995). Emotional attention,
clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale.
En J. Pennebaker (Ed.), Emotion, disclosure, and health (pp. 125-154). Washington, DC:
American Psychological Association.
Salvador-Ferrer, C.M. (2012a). Influence of emotional intelligence in self-concept. International
Journal of Learning and Development, 2(1), 232-240.
Salvador-Ferrer, C.M. (2012b). Self-concept in college students: Does it affect the emotional
domain? International Journal of Academic Research in Business and Social Sciences,
2(2), 27-33.
Sangawi, H., Adams, J., y Reissland, N. (2018). The impact of parenting styles on children
developmental outcome: The role of academic selfconcept as a mediator. International
Journal of Psychology, 53(5), 379-387. doi: 10.1002/ijop.12380
Singh, N., y Singh, A. (2012). Emotional intelligence of the adolescents in relation to their selfconcept. Indian Journal of Positive Psychology, 3(2), 128-132.
Walton, G.M., y Cohen, G.L. (2007). A question of belonging: Race, social fit, and achievement.
Journal of Personality and Social Psychology, 92(1), 82-96. doi:10.1037/ 0022-
3514.92.1.82
la inteligencia emocional percibida sobre el rendimiento académico en Educación
Secundaria. European Journal of Investigation in Health, Psychology and
Education, 9(2), 109-118. doi: 10.30552/ejihpe.v9i2.324
Aradilla-Herrero, A., Tomás-Sábado, J., y Gómez-Benito, J. (2014). Perceived emotional
intelligence in nursing: Psychometric properties of the Trait Meta-Mood Scale. Journal
of Clinical Nursing, 23(7-8), 955-966. doi: 10.1111/jocn.12259
Argyriou, E., Bakoyannis, G., y Tantaros, S. (2016). Parenting styles and trait emotional
intelligence in adolescence. Scandinavian Journal of Psychology, 57(1), 42-49. doi:
10.1111/sjop.12266
Augusto-Landa, J.M., López-Zafra, E., Aguilar-Luzón, M.C., y Salguero de Ugarte, M.F. (2009).
Predictive validity of perceived emotional intelligence on nursing students’ self-concept.
Nurse Education Today, 29(7), 801-808. doi: 10.1016/j.nedt.2009.04.004
Calero, A.D., Barreyro, J.P., Formoso, J., e Injoque-Ricle, I. (2018). Inteligencia emocional y
necesidad de pertenencia al grupo de pares durante la adolescencia. Revista Subjetividad
y Procesos Cognitivos, 22(2), 38-56.
Carrillo, E., Civís, M., Andrés, T., Longás, E., y Riera, J. (2018). Condicionantes del éxito y
fracaso escolar en contextos de bajo nivel socioeconómico. Revista de Estudios y
Experiencias en Educación, 2, 75- 94. doi: 10.21703/rexe.Especial2_201875944
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2ª ed.). Hillsdale, NJ:
Erlbaum.
Costa, A., y Faria, L. (2014). Avaliação da inteligência emocional: A relação entre medidas de
desempenho e de autorrelato. Psicologia: Teoria e Pesquisa, 30(3), 339-346. doi:
10.1590/S0102-37722014000300011
Côté, S., Gyurak, A., y Levenson, R.W. (2010). The ability to regulate emotion is associated with
greater well-being, income, and socioeconomic status. Emotion, 10(6), 923-933. doi:
10.1037/a0021156
Delhom, I., Gutiérrez, M., Lucas-Molina, B., y Meléndez, J.C. (2017). Emotional intelligence in
older adults: psychometric properties of the TMMS-24 and relationship with
psychological well-being and life satisfaction. International Psychogeriatrics, 29(8),
1327-1334. doi: 10.1017/S1041610217000722
Fernández-Berrocal, P., Alcaide, R., Domínguez, E., Fernández-McNally, C., Ramos, N., y Ravira,
M. (1998). Adaptación al castellano de la escala rasgo de metaconocimiento sobre
estados emocionales de Salovey. Datos preliminares. Trabajo presentado en el V
Congreso de Evaluación Psicológica, Málaga.
Fernández-Berrocal, P., Extremera, N., y Ramos, N. (2004). Validity and reliability of the Spanish
modified version of the Trait Meta-Mood Scale. Psychological Reports, 94(3), 751-755.
doi: 10.2466/pr0.94.3.751-755
Fernández-Lasarte, O., Ramos-Díaz, E., y Axpe, I. (2019). Rendimiento académico, apoyo social
percibido e inteligencia emocional en la universidad. European Journal of Investigation
in Health, Psychology and Education, 9(1), 39-49. doi: 10.30552/ejihpe.v9i1.315
Fernández-Zabala, A., Goñi, E., Rodríguez-Fernández, A., y Goñi, A. (2015). Un nuevo
cuestionario en castellano con escalas de las dimensiones del autoconcepto. Revista
Mexicana de Psicología, 32(2), 149-159.
García, O.F., Serra, E., Zacarés, J.J., y García, F. (2018). Parenting styles and short- and long-term
socialization outcomes: A study among Spanish adolescents and older adults.
Psychosocial Intervention, 27(3), 153-161. doi : 10.5093/pi2018a21
Goñi, E., Ros, I., y Fernández-Lasarte, O. (2018). Academic performance and school engagement
among secondary school students in accordance with place of birth, gender and age.
European Journal of Education and Psychology, 11(2), 93-105. doi:
10.30552/ejep.v11i2.224
Gorostiaga, A., Balluerka, N., Aritzeta, A., Haranburu, M., y Alonso-Arbiol, I. (2011). Measuring
perceived emotional intelligence in adolescent population: Validation of the Short Trait
Meta-Mood Scale (TMMS-23). International Journal of Clinical and Health
Psychology, 11(3), 523-537.
Harrod, N.R., y Scheer, S.D. (2005). An exploration of adolescent emotional intelligence in
relation to demographic characteristics. Adolescence, 40(159), 503-512.
Izar de la Fuente, I., Rodríguez-Fernández, A., y Escalante-Mateos, N. (2019). Medida del apoyo
social percibido (APIK) en la adolescencia. European Journal of Investigation in Health,
Psychology and Education, 9(2), 83-94. doi: 10.30552/ejihpe.v9i2.322
Jordà-Roig, R. (2014). Disseny i avaluació d'un programa d'Educació emocional: Incidència en la
Intel.ligència emocional autoinformada de l’alumnat d’Educació Secundària
Obligatòria (Tesis doctoral). Universidad Autónoma de Barcelona, Barcelona.
Keefer, K.V. (2015). Self-report assessment of emotional competencies: A critical look at methods
and meanings. Journal of Psychoeducational Assessment, 33(1), 3-23. doi:
10.1177/0734282914550381
Khaleque, A. (2017). Perceived parental hostility and aggression, and children’s psychological
maladjustment, and negative personality dispositions: A meta-analysis. Journal of Child
and Family Studies, 26(7), 977-988. doi: 10.1007/s10826-016-0637-9
Kiernan, K.M., y Mensah, F.K. (2011). Poverty family resources and children’s early educational
attainment: The mediating role of parenting. British Educational Research Journal,
37(2), 317-336. doi: 10.1080/01411921003596911
Kong, F., Zhao, H., y You, X. (2012a). Emotional intelligence and life satisfaction in Chinese
university students: The mediating role of self-esteem and social support. Personality
and Individual Differences, 53(8), 1039-1043. doi: 10.1016/j.paid.2012.07.032
Kong, F., Zhao, H., y You, X. (2012b). Social support mediates the impact of emotional
intelligence on mental distress and life satisfaction in Chinese young adults. Personality
and Individual Differences, 53(4), 513-517. doi: 10.1016/j.paid.2012.04.021
Kraus, M.W., Côté, S., y Keltner, D. (2010). Social class, contextualism, and empathic accuracy.
Psychological Science, 21(11), 1716-1723. doi: 10.1177/0956797610387613
Kraus, M.W., y Keltner, D. (2009). Signs of socioeconomic status: A thin-slicing approach.
Psychological Science, 20(1), 99-106. doi: 10.1111/j.1467-9280.2008.02251.x
Mankus, A.M., Boden, M.T., y Thompson, R.J. (2016). Sources of variation in emotional
awareness: Age, gender, and socioeconomic status. Personality and Individual
Differences, 89, 28-33. doi: 10.1016/j.paid.2015.09.43
Martín-Albo, J., Núñez, J.L., y León, J. (2010). Analysis of the psychometric properties of the
Spanish version of the Trait Meta-Mood Scale in a sports context. Psychological
Reports, 106(2), 477-489. doi: 10.2466/PR0.106.2.477-489
Meyrose, A.K., Klasen, F., Otto, C., Gniewosz, G., Lampert, T., y Ravens-Sieberer, U. (2018).
Benefits of maternal education for mental health trajectories across childhood and
adolescence. Social Science y Medicine, 202, 170-178. doi:
10.1016/j.socscimed.2018.02.026
Miles, J., y Shevlin, M. (2001). Applying regression and correlation: A guide for students and
researchers. Londres: Sage.
Morris, A.S., Criss, M.M., Silk, J.S., y Houltberg, B.J. (2017). The impact of parenting on emotion
regulation during childhood and adolescence. Child Development Perspectives, 11(4),
233-238. doi: 10.1111/cdep.12238
Organización para la Cooperación y el Desarrollo Económico. (2012). PISA 2009 technical report.
OECD Publishing. doi: 10.1787/9789264167872
Pedrosa, I., Suárez-Álvarez, J., Lozano, L.M., Múñiz, J., y García-Cueto, E. (2014). Assessing
perceived emotional intelligence in adolescents: New validity evidence of Trait MetaMood Scale-24. Journal of Psychoeducational Assessment, 32(8), 737-746. doi:
10.1177/0734282914539238
Pena, M., y Losada, L. (2017). Test anxiety in Spanish adolescents: Examining the role of
emotional attention, and ruminative self-focus and regulation. Frontiers in Psychology,
8(1423), 1-7. doi: 10.3389/fpsyg.2017.01423
Pérez, M.C., Gerónimo, E.M., y Castilla, I. M. (2019). La inteligencia emocional y la empatía
como factores predictores del bienestar subjetivo en estudiantes universitarios. European
Journal of Investigation in Health, Psychology and Education, 9(1), 19-29. doi:
10.30552/ejihpe.v9i1.313
Prats-Cuevas, J., Molina-Neira, J., Ruiz-Bueno, A., y Molina-Luque, F. (2017). Análisis de las
representaciones e ideas sociales del alumnado en educación para la ciudadanía
democrática: Ejemplo de mixed-methology desde y para la investigación
transdisciplinar. International Journal of Sociology of Education, 6(1), 1-25. doi:
10.17583/rise.2017.2479
Ramos-Díaz, E., Rodríguez-Fernández, A., y Antonio-Agirre, I. (2017). El autoconcepto y el
bienestar subjetivo en función del sexo y del nivel educativo en la adolescencia.
Psicología Educativa, 23(2), 89-94. doi: 10.1016/j.pse.2017.05.005
Ramos-Díaz, E., Rodríguez-Fernández, A., Revuelta, L., y Axpe, I. (2016). El rol mediador de la
implicación escolar sobre el apoyo del profesorado y la satisfacción con la vida.
European Journal of Investigation in Health, Psychology and Education, 6(3), 177-191.
doi: 10.1989/ejihpe.v6i3.178
Rodríguez-Fernández, A., Revuelta, L., Sarasa, M. y Fernández-Lasarte, O. (2018). El rol de los
estilos de socialización parental sobre la implicación escolar y el rendimiento
académico. European Journal of Education and Psychology, 11(2), 123-139. doi:
10.30552/ejep.v11i2.226
Salguero, J. M., Palomera, R., y 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. doi:
10.1007/s10212-011-0063-8
Salovey, P., y Mayer, J.D. (1990). Emotional intelligence. Imagination, Cognition, and
Personality, 9, 185-211.
Salovey, P., Mayer, J.D., Goldman, S.L., Turvey, C., y Palfai, T.P. (1995). Emotional attention,
clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale.
En J. Pennebaker (Ed.), Emotion, disclosure, and health (pp. 125-154). Washington, DC:
American Psychological Association.
Salvador-Ferrer, C.M. (2012a). Influence of emotional intelligence in self-concept. International
Journal of Learning and Development, 2(1), 232-240.
Salvador-Ferrer, C.M. (2012b). Self-concept in college students: Does it affect the emotional
domain? International Journal of Academic Research in Business and Social Sciences,
2(2), 27-33.
Sangawi, H., Adams, J., y Reissland, N. (2018). The impact of parenting styles on children
developmental outcome: The role of academic selfconcept as a mediator. International
Journal of Psychology, 53(5), 379-387. doi: 10.1002/ijop.12380
Singh, N., y Singh, A. (2012). Emotional intelligence of the adolescents in relation to their selfconcept. Indian Journal of Positive Psychology, 3(2), 128-132.
Walton, G.M., y Cohen, G.L. (2007). A question of belonging: Race, social fit, and achievement.
Journal of Personality and Social Psychology, 92(1), 82-96. doi:10.1037/ 0022-
3514.92.1.82