Psychological well-being in childhood: The role of trait emotional intelligence, regulatory emotional self-efficacy, coping and general intelligence. (October 2021)

• Record Type: Journal Article
• Authors: Pauletto, Marina; Grassi, Michele; Passolunghi, Maria Chiara; Penolazzi, Barbara
• Is Part Of: Clinical child psychology and psychiatry. Volume 26:Number 4(2021)
• Page Start: 1284
• Page End: 1297
• Publication Date: 2021-10
• Subjects: Childhood -- psychological well-being -- emotional intelligence -- coping -- general intelligence -- emotional self-efficacy; Clinical child psychology -- Periodicals; Child psychiatry -- Periodicals; 618.9289
• DOI: 10.1177/13591045211040681
• Languages: English
• ISSNs: 1359-1045

Abstract

Given the increase of mental health problems in youth, focusing on the promotion of psychological well-being is essential. Among the variables recognized as linked to children's psychological well-being, trait emotional intelligence, emotional self-efficacy and coping seem to be crucial, whereas the role played by intelligence is still controversial. In the present study, we explored the combined effects of these variables, aimed at disentangling their unique contribution to psychological well-being of 74 children (41 males, mean age: 9.03 years). We administered verbal and reasoning tests as intelligence measures and self-report questionnaires to assess trait emotional intelligence, regulatory emotional self-efficacy, coping styles, psychological well-being. Correlations revealed two independent clusters of variables: a first cluster including intelligence indexes and a second cluster including psychological well-being, trait emotional intelligence, regulatory emotional self-efficacy and adaptive coping styles. Hierarchical regression analyses showed that only trait emotional intelligence and positive restructuring coping style significantly contributed to psychological well-being. This study highlights that, unlike general intelligence, trait emotional intelligence was associated to psychological well-being, whereas coping styles play a negligible role in explaining this relationship. These findings are valuable in identifying the most relevant factors for children's adjustment and in enhancing emotion-related aspects in interventions for psychological well-being promotion.