Profiles of Emotional Intelligence and Their Relationship with Motivational and Well-being Factors in Physical Education
Research on emotional intelligence (EI) and its relationship with motivational and health factors in educational contexts is scarce. The objectives of this study were three: (a) to explore emotional intelligence profiles of adolescents; (b) to examine how these profiles relate to different types of...
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| Format: | Article |
| Language: | English |
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Colegio Oficial de Psicólogos de Madrid
2019-12-01
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| Series: | Psicología Educativa: Revista de los Psicólogos de la Educación |
| Subjects: | |
| Online Access: |
https://journals.copmadrid.org/psed/art/psed2019a19
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| _version_ | 1811261857704443904 |
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| author | Antonio Méndez-Giménez José-Antonio Cecchini Cristina García-Romero |
| author_facet | Antonio Méndez-Giménez José-Antonio Cecchini Cristina García-Romero |
| author_sort | Antonio Méndez-Giménez |
| collection | DOAJ |
| description | Research on emotional intelligence (EI) and its relationship with motivational and health factors in educational contexts is scarce. The objectives of this study were three: (a) to explore emotional intelligence profiles of adolescents; (b) to examine how these profiles relate to different types of motivation, basic psychological needs, friendship goals, subjective well-being, and intentions to be physically active; and (c) to analyze how these emotional profiles evolve during a full year in physical education contexts. It is a longitudinal study with three measurement occasions. Participants were 282 students (151 boys and 131 girls) from six high schools (Mage = 13.03, SD = 0.93). Hierarchical and k-means cluster analysis were performed, three inter-group MANOVAs (one for each time) and one 2 x 3 (group x time) MANOVA to explore longitudinal changes. Two EI clusters emerged: high EI (n = 168) and low EI (n = 114). Significant effects were found for the group in the three MANOVAs. The high EI cluster was more adaptive, self-determined, with greater psychosocial adjustment, subjective well-being, and intentions to be physically active. |
| first_indexed | 2024-04-12T19:13:24Z |
| format | Article |
| id | doaj.art-3db0ff9bce5948b8b8789638a6c8a9b3 |
| institution | Directory Open Access Journal |
| issn | 1135-755X 2174-0526 |
| language | English |
| last_indexed | 2024-04-12T19:13:24Z |
| publishDate | 2019-12-01 |
| publisher | Colegio Oficial de Psicólogos de Madrid |
| record_format | Article |
| series | Psicología Educativa: Revista de los Psicólogos de la Educación |
| spelling | doaj.art-3db0ff9bce5948b8b8789638a6c8a9b32022-12-22T03:19:49ZengColegio Oficial de Psicólogos de MadridPsicología Educativa: Revista de los Psicólogos de la Educación1135-755X2174-05262019-12-01261273610.5093/psed2019a1911320559Profiles of Emotional Intelligence and Their Relationship with Motivational and Well-being Factors in Physical EducationAntonio Méndez-Giménez0José-Antonio Cecchini1Cristina García-Romero2University of Oviedo, Spain, University of Oviedo, SpainUniversity of Oviedo, Spain, University of Oviedo, SpainUniversity of Oviedo, Spain, University of Oviedo, SpainResearch on emotional intelligence (EI) and its relationship with motivational and health factors in educational contexts is scarce. The objectives of this study were three: (a) to explore emotional intelligence profiles of adolescents; (b) to examine how these profiles relate to different types of motivation, basic psychological needs, friendship goals, subjective well-being, and intentions to be physically active; and (c) to analyze how these emotional profiles evolve during a full year in physical education contexts. It is a longitudinal study with three measurement occasions. Participants were 282 students (151 boys and 131 girls) from six high schools (Mage = 13.03, SD = 0.93). Hierarchical and k-means cluster analysis were performed, three inter-group MANOVAs (one for each time) and one 2 x 3 (group x time) MANOVA to explore longitudinal changes. Two EI clusters emerged: high EI (n = 168) and low EI (n = 114). Significant effects were found for the group in the three MANOVAs. The high EI cluster was more adaptive, self-determined, with greater psychosocial adjustment, subjective well-being, and intentions to be physically active. https://journals.copmadrid.org/psed/art/psed2019a19 emotional intelligencemotivationcluster analysissocial goalswell-beinghealth |
| spellingShingle | Antonio Méndez-Giménez José-Antonio Cecchini Cristina García-Romero Profiles of Emotional Intelligence and Their Relationship with Motivational and Well-being Factors in Physical Education Psicología Educativa: Revista de los Psicólogos de la Educación emotional intelligence motivation cluster analysis social goals well-being health |
| title | Profiles of Emotional Intelligence and Their Relationship with Motivational and Well-being Factors in Physical Education |
| title_full | Profiles of Emotional Intelligence and Their Relationship with Motivational and Well-being Factors in Physical Education |
| title_fullStr | Profiles of Emotional Intelligence and Their Relationship with Motivational and Well-being Factors in Physical Education |
| title_full_unstemmed | Profiles of Emotional Intelligence and Their Relationship with Motivational and Well-being Factors in Physical Education |
| title_short | Profiles of Emotional Intelligence and Their Relationship with Motivational and Well-being Factors in Physical Education |
| title_sort | profiles of emotional intelligence and their relationship with motivational and well being factors in physical education |
| topic | emotional intelligence motivation cluster analysis social goals well-being health |
| url |
https://journals.copmadrid.org/psed/art/psed2019a19
|
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