A meta-analytic investigation of the relationship between emotional intelligence and health

School of Psychology, University of New England, Armidale, NSW 2351, Australia
Personality and Individual Differences (Impact Factor: 1.95). 04/2007; 42:921-933. DOI: 10.1016/j.paid.2006.09.003


A meta-analysis of 44 effect sizes based on the responses of 7898 participants found that higher emo- tional intelligence was associated with better health. Emotional intelligence had a weighted average associ- ation of r = .29 with mental health, r = .31 with psychosomatic health, and r = .22 with physical health. Emotional intelligence measured as a trait was more strongly associated with mental health than emotional intelligence measured as an ability. Comparison of three measures of perceived trait emotional intelligence, the EQ-i (Bar-On, 2000), the Assessing Emotions Scale (Schutte et al., 1998), and the Trait Meta Mood Scale (Salovey, Mayer, Goldman, Turvey, & Palfai, 1995), showed that the EQ-i had a significantly stron- ger association with mental health than the other measures. The findings provide a basis for research aimed at determining the causal relationship between trait emotional intelligence and health.
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    • "aumento de la autoestima (Schutte et al., 2002) y la salud mental (Schutte et al., 2007). Aun conocida la relación entre IE y el bienestar, existen otros mecanismos potenciales que pueden contribuir a la mejora del bienestar (Matthews, Zeidner, & Roberts, 2002), siendo la AF un marco de estudio que puede ayudar a explicar el BPS de sus participantes (Romero et al., 2009). "
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    ABSTRACT: Inteligencia emocional percibida y el bienestar psicológico de estudiantes universitarios en función del nivel de actividad física Perceived emotional intelligence and the psychological well-being of university students depending on the practice of physical activity Resumen El objetivo principal fue analizar la inteligencia emo-cional percibida y el bienestar psicológico de los estu-diantes universitarios en función de la práctica de activi-dad física. Se utilizó una muestra de 1008 estudiantes de una universidad pública andaluza con edades compren-didas entre los 17 y los 30 años, de los cuales 414 eran físicamente activos y 594 insuficientemente activos. Se emplearon diferentes cuestionarios para evaluar la acti-vidad física habitual, la inteligencia emocional percibi-da y el bienestar psicológico. El análisis de correlaciones mostró que los constructos de claridad y reparación emocional correlacionaban positiva y significativamen-te con la autoestima y satisfacción con la vida. Se encon-traron diferencias significativas entre los universitarios físicamente activos y los que no en todas las variables, salvo en la atención emocional. Los alumnos físicamente activos mostraron puntuaciones más elevadas en las variables que medían el bienestar (autoestima y satisfac-ción con la vida), en la claridad y reparación emocional. Los resultados se discuten en relación a la promoción de la actividad física como favorecedora del bienestar y la inteligencia emocional percibida en el alumnado universitario. Palabras clave: Actividad física habitual, inteligencia emocional, bienestar psicológico, estudiantes universi-tarios. Abstract The main objective was to analyse the perceived emotional intelligence and the psychological wellbeing of university students with regard to their physical activity practice. A sample of 1008 students from a public university in Andalusia, Spain, was utilised. The subjects were between 17 and 30 years of age. Four-hundred and fourteen subjects were physically active, and 614 subjects were less active. Various questionnaires were utilised to evaluate the subjects´ormal physical activity, their perceived emotional intelligence, and their psychological wellbeing. The correlational analysis demonstrated that the constructs of emotional clarity and repair were positively and significantly related to self-esteem and life satisfaction. Significant differences were found between the physically active subjects and those that were not active for all variables, except in the emotional attention. The physically active students demonstrated higher scores for the variables that measured wellbeing (self-esteem and life satisfaction), for clarity, and for emotional repair. The results are discussed in relation to the promotion of physical activity, as favouring wellbeing and perceived emotional intelligence for university students.
    Cultura, Ciencia y Deporte 03/2015; 10(28):31-39. DOI:10.12800/ccd.v10i28.513
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    • "In accordance with this adaptation-oriented view, EI has been associated with indicators of superior adaptation in many domains of life. Examples of this are higher life satisfaction (e.g., Petrides et al., 2007b; Di Fabio and Saklofske, 2014b), better health, both objectively measured (Mikolajczak et al., in press) and subjectively reported (see Schutte et al., 2007; Martins et al., 2010 for a meta-analyses), increased social support (e.g., Mikolajczak et al., 2007a), better quality of social and marital relationships (e.g., Schutte et al., 2001a; Lopes et al., 2004; Petrides et al., 2006b; Malouff et al., 2014), and enhanced academic and work performance (see Van Rooy and Viswesvaran, 2004; O'Boyle et al., 2011 for a meta-analysis). "
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    ABSTRACT: Two relatively independent research traditions have developed that address emotion management. The first is the emotion regulation (ER) tradition, which focuses on the processes which permit individuals to influence which emotions they have, when they have them, and how they experience and express these emotions. The second is the emotional intelligence (EI) tradition, which focuses—among other things—on individual differences in ER. To integrate these two traditions, we employed the process model of ER (Gross, 1998b) to review the literature on EI. Two key findings emerged. First, high EI individuals shape their emotions from the earliest possible point in the emotion trajectory and have many strategies at their disposal. Second, high EI individuals regulate their emotions successfully when necessary but they do so flexibly, thereby leaving room for emotions to emerge. We argue that ER and EI traditions stand to benefit substantially from greater integration.
    Frontiers in Psychology 02/2015; 6. DOI:10.3389/fpsyg.2015.00160 · 2.80 Impact Factor
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    • "In adolescence the development of several emotional capacities occur, with an enhanced ability to be self-aware of inner states, communicate emotions, appropriately perceive and respond to others' emotions, regulate affects, adaptively cope with problems and maintain a positive mood [13]. EI correlates positively with better health, psycho-social wellbeing, academic and professional achievements and interpersonal relationships [14], while low levels are associated with depression, alcohol and illicit drug use and deviant behaviors [15].Similar findings emerge in studies with adolescents, for whom EI mediates the relation between stress and health [16] and lower emotional abilities correlate with early use of illicit substances and behavioral addictions, as attested by a review study [17]. The circuits underlying emotional intelligence are identified in the limbic and prefrontal areas; according to the somatic marker theory [18], EI correlates negatively with a higher activation of the somatic marker circuitry and other para-limbic regions [19]. "
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    ABSTRACT: Abstract— Introduction: Adolescence is a vulnerable age for experimenting with drugs, unfortunately early substance abuse has severe detrimental effects on cognitive functioning. Moreover, drug addiction is also characterized by affective dysregulation, in terms of high rates of sensation-seeking and alexithymia and poor emotional intelligence. Cognitive control and emotion regulation abilities are directly associated and are largely implemented by the same frontal cortex areas, which are also the main target of drug abuse. Objective: The present research aims to study the neuropsychological performance and the emotional functioning in young drug addicts, investigating possible interrelations between these two domains. Methods: a battery of neuropsychological tests (ENB-2) and self-report tools, addressing alexithymia (TAS-20), sensation seeking (SSS-VI) and emotional intelligence (EQ-i), were administered to 19 young drug-addicts. An observer scale to evaluate alexithymia (OAS) was also used. Results: subjects showed memory and attention deficits. High rates of alexithymia emerged, but only in the observer scale; also past experience of disinhibition and inadequate emotional intelligence abilities were identified. Several significant correlations were detected between cognitive functions and affective style, especially as regards executive functions and alexithymia. Conclusions: These findings suggest that drug-dependence in young age is not only characterized by neuropsychological deficits and difficulties in emotion regulations, but these two domains are associated, delineating a severe clinical conditions that requires specific treatment.
    The 2nd international virtual Scientific Conference, Slovakia; 06/2014
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