Личностные детерминанты конструктивных и деструктивных стратегий этнокультурной адаптации подростков

Aim of the studyThe aim of the study was to analyze how emotional intelligence and temperamental traits - emotional reactivity and activity - are related to the assertiveness.Subject or material and methodsThe study used the Social Competence Questionnaire (SCQ), Formal Characteristics of Behavior - Temperament Questionnaire (FCB-TQ(R)) and the Popular Emotional Intelligence Questionnaire (PEIQ). Data was collected from a sample of 204 people including 115 males and 89 females.ResultsResults showed that assertiveness is correlated with activity, emotional reactivity, understanding emotions, acceptance of emotions and emotional control.Regression analysis showed that emotional acceptance, emotional reactivity and activity explain 36% of assertiveness in the studied sample.DiscussionHighly reactive people have a low level of endurance and situations in which the individual wants to be assertive often require cognitive control - reflecting on their current needs and appropriate expression - which can be difficult for people with a higher level of this temperamental variable. People with a high level of activity undertake activities that are described as highly stimulating. Acceptance of emotions is expressed through the lack of manifestation of disagreement with experiencing negative emotions. Sometimes this is the only way to deal with social situation, in which our assertive behavior gives no expected result.ConclusionsEmotional reactivity can be considered as a "interfering" factor in the acquisition and development of assertive behaviors. On the other hand, the second feature - activity is conducive to assertiveness - through resistance to strong stimuli, these people more easily endure difficult situations, enter into social relationships, thus acquiring social competences.

The purpose of this study is to examine the relationship between emotional intelligence (self-motivation, social skills, empathy, emotional awareness, and emotional management) and personality traits (neuroticism, extraversion, openness to experience, agreeableness and conscientiousness). Participants of the study consisted of (624) students (male and females) selected randomly from different faculties of Hashemite University. Two questionnaires on emotional intelligence and personality traits were administered to members of the sample during academic year 2012 / 2013. Pearson correlation and multiple regression analysis were used for data in the establishing the dependence of the two variables. Results indicate that there is a significant positive correlation between personality traits and emotional intelligence. Results also indicate that personality traits significantly explain emotional intelligence and personality traits predict all sub-dimensions of emotional intelligence.

Purpose: The study aimed to evaluate the association between maternal emotional intelligence and coping strat[1]egies with diabetes management in adolescents diagnosed with type 1 diabetes. Design and Methods: A cross-sectional study was conducted with mothers of adolescents (aged 12–17 years) with type 1 diabetes (n = 75). Data collection instruments included the Trait Emotional Intelligence Question[1]naire-Short Form (TEIQue-SF) and the Brief COPE, alongside a structured questionnaire covering diabetes man[1]agement and sociodemographic factors. The primary outcome measure of diabetes management was glycosylated hemoglobin (HbA1c) levels. Data were collected via both paper-based questionnaires and an online survey in 2023. Results: Mothers of adolescents with optimal diabetes control exhibited significantly higher scores in the so[1]ciability dimension of emotional intelligence compared to those whose children had suboptimal diabetes control (p = 0.029). No statistically significant association was found between coping strategies and diabetes management in adolescents with type 1 diabetes (p > 0.05). However, maternal emotional intelligence was positively correlated with both problem-focused (rho = 0.669, p < 0.001) and emotion-focused coping strategies (rho = 0.321, p = 0.005), while lower emotional intelligence was significantly associated with avoidant coping (rho = -0.434, p < 0.001). Conclusions: The sociability dimension of maternal emotional intelligence was positively associated with opti[1]mal diabetes management in adolescents with type 1 diabetes. Higher maternal emotional intelligence predicted the use of adaptive coping strategies, specifically problem-focused and emotion-focused coping, whereas lower emotion[1]al intelligence was linked to avoidant coping strategies. Practical Implications: Interventions aimed at enhancing the sociability aspect of emotional intelligence in mothers may improve their social functioning and, consequently, facilitate better diabetes management in their ado[1]lescent children. Keywords: type 1 diabetes, emotional intelligence, coping strategies, diabetes management.

The connection between physical condition, coping strategies and emotional intelligence is widely studied in the international literature, but comparative research data collected among Transylvanian and Hungarian adolescents are not available in contemporary psychological literature. The aim of the authors was to study health indicators, emotional intelligence and coping strategies among adolescents and analyse connections between these factors and physical condition as part of an international research. The physical condition, coping strategies and emotional intelligence of 390 individuals, aged between 13 and 19 years living in Debrecen (Hungary) and Érmihályfalva (Romania) were observed. adaptive (i. e. problem-focused) coping strategies used in stressful situations resulted in lower depression rates, as well as better mental well-being than the maladaptive ones such as emotional clearing, self-punishment, distraction of attention. Adolescents showing higher emotional intelligence had lower depression levels and better mental well-being. Institutionally initiated emotional intelligence and coping strategy development for young people may prove to be an important preventive interventional public health programme. This may serve as a basis to assist health-consciousness and personality formatting.

Context: Research on emotional intelligence (EI) shows this concept's decades-long positive influence on well-being, self-efficacy, employability, and academic and professional achievement. Indeed, several studies have demonstrated that students with high EI have better grades and quality of life, as well as are more employable than students with low EI. By considering the two conceptualizations of EI as either an ability or personality trait, the present study investigates EI's influence on training achievement in initial vocational education and training (IVET). We posited that the two types of EI positively influence training achievement in a complementary way: Ability EI relates to achievement in theoretical training, while trait EI relates to achievement in practical training. Furthermore, these links are mediated by apprentices' engagement at school and in learning. Method: To test our hypotheses, 92 dual IVET health and social care apprentices in their last year of vocational school completed an online survey composed of validated scales measuring EI as an ability, EI as a personality trait, personality traits, and school engagement. The apprentices' grades were also obtained with their permission. Results: The findings confirmed our hypotheses and reflected EI's positive influence on training achievement. We observed that participants with high EI (as an ability and personality trait) obtained better grades than participants with lower EI. Moreover, our results showed that ability EI has a direct influence on achievement in theoretical health and social care training, while the link between trait EI and practical training is indirect and mediated by engagement in learning. Conclusion: The present study confirms EI's positive influence on school achievement in the VET context and further corroborates the important role that EI can play in dual IVET apprentices' achievement, particularly in the health and social sectors. This original study contributes to research on the VET system by placing EI among the skills necessary to ensure professional success.

To achieve the SDGs 13 of taking urgent action to combat climate change and its impact, SDGs 2 of ending hunger and poverty, and the African Union CAADP Strategy and Action Plan: 2026–2035 of ending hunger and intensifying sustainable food production, agro-industrialization, and trade, there is a need to enhance farmers coping and adaption strategies for shocks. Agricultural drought has remarkably affected the economies of many sub-Saharan African countries, especially South Africa, in the recent past and still poses a challenge to commercial livestock farming. Understanding the adaptive and coping mechanisms and their determinants is pertinent to informing future preparedness for agricultural drought. This study analyses data from 123 commercial livestock farmers using a multivariate probit model to examine determining factors for the choice of adaptation and coping strategies. The results revealed that livestock management strategies, including the adoption of drought-resilient breeds, feedbanks, and herd size reduction, are the most preferred adaptive strategies, followed by conservation agriculture. Reducing animal numbers and feed management were the most preferred drought coping strategies. The choice of adaptive and coping strategies was mainly influenced by livestock farmers’ experience with past droughts, farmers’ age, the strength of social networks, asset size, and market accessibility. The study advocates for integrated policy, managerial, and social interventions that enhance infrastructure to support market access, improve access to asset-backed financing, strengthen both horizontal (farmer-to-farmer) and vertical (cooperatives) networking, promote conservation agriculture, and ensure water security. These measures aim to bolster the short-term and long-term adaptive capacities, coping strategies, and resilience of livestock farmers in the face of agricultural drought.

The paper looked into the potential moderating role that emotional intelligence might play between personality traits and creativity in young adults. The following hypotheses were put forth: a) personality traits, emotional intelligence, and creativity would have a strong positive relationship; b) personality traits and emotional intelligence would predict creativity; and c) emotional intelligence would moderate the relationship between personality traits and creativity. Using a non-probability sampling, 200 young adults (n = 100 women and n = 100 men) aged 18 to 35 years (M = 23.85, SD = 3.74) were recruited for this cross-sectional correlational study. Findings indicated a significant positive connection among personality traits, emotional intelligence and creativity. Moreover, neuroticism and emotional intelligence were found to predict creativity significantly. Lastly, emotional intelligence moderated the relationship between personality traits (openness to experience and extraversion) and creativity. These indigenous findings would have significant implications for young adults, researchers, counsellors, and educational psychologists for awareness, policy-making and further research endeavours.

There is a wide agreement that family and friends of people with aphasia (PWA) can play a crucial role in the rehabilitation of interpersonal communication. Therefore, speech and language therapists (SLTs) should include family and friends in the process of therapy. However, little has been said about the role of caregivers of severely disabled PWA in the rehabilitation of communication functions. To examine how caregivers of severely disabled PWA perceive their relationship and communication with PWA, how they facilitate communication with PWA, and whether the caregiver's personality and emotional intelligence modify the abovementioned processes. The study involved 123 caregivers of severely disabled stroke survivors with aphasia. Participants took part in a structured interview based on a structured interview guide created for the purpose of this study. The standardized psychological questionnaires NEO Five-Factor Inventory (NEO-FFI) and Schutte Emotional Intelligence Scale (SEIS) were used. The caregiver's positive attitude towards the PWA correlated with the active facilitation of communication. The personality traits of caregivers and their level of emotional intelligence were associated with the tendency to use certain techniques to facilitate communication with PWA. Caregivers' positive attitude towards PWA is beneficial for the rehabilitation of communicative functions. Personality traits and emotional intelligence could modify the caregiver's strategy of coping with aphasia-related challenges and should be taken into consideration when providing support. What this paper adds What is already known on the subject Interpersonal communication must by definition involve at least two people. Therefore, there are a lot of approaches in SLT where support is given not only to the PWA but also to the communication partners. The most important group is significant others, which is usually understood as family members and friends. There is an increasing recognition that SLTs should include them in therapy. What this paper adds to existing knowledge For those PWA who need constant care, caregivers may have a significant influence on the quality of communication. Their positive attitude towards PWA corresponds with more active facilitation of communication and can make rehabilitation more efficacious. Caregivers should be educated on the cognitive and behavioural aspects of aphasia and encouraged to look actively for a PWA's positive characteristics. Caregivers' personality traits play a role in facilitating communication. For example, caregivers with high agreeableness are more likely to enjoy providing care, while those with higher conscientiousness declare using more techniques to facilitate communication with the PWA. What are the potential or actual clinical implications of this work? Caregivers' personality traits play a role in caring. Their positive attitude towards PWA corresponds to more active facilitation of communication, which can lead to more effective rehabilitation. This should be taken into account when training caregivers. Training programmes should include cognitive and behavioural aspects of aphasia as well as emphasize the need to maximize the PWA's abilities.

The article presents the results of an experimental study of the strategies of adolescents’ emotional regulation, analysis of the impact of ways of overcoming, coping with stressful situations on the constructiveness (environmental friendliness) of emotional personality regulation in environmentally oriented life. The study used theoretical, empirical and data processing methods (Pearson's correlation coefficient). Based on the analysis of the psychological literature of native and foreign researchers, the essence of the concept of "emotional regulation", "environmental strategies for managing emotions" within environmental psychology is clarified. The study of strategies for regulating students’ emotions, in order to determine the frequency of use of constructive (environmental) strategies for emotional regulation to maintain environmentally oriented life. Features of strategies of students’ emotional regulation through the level of formation of cognitive components of emotional regulation, features of control over emotions, intensity and frequency of use of certain styles of protection against affective situations are revealed. The psychological features of constructive and destructive strategies of emotion regulation are described, the peculiarities of their connection with behavioral strategies and personal styles of the subject's reaction to an emotional situation are determined. The results of the experimental study allowed us to conclude that young men and women in stressful situations prefer constructive strategies to regulate emotions, which help to find solutions, manage a difficult situation and cope with its consequences. The use of destructive strategies in coping with stressful situations leads to negative experiences, the strength and duration of which depend on the context of the situation. However, destructive experiences prevent young people from maintaining an environmentally oriented life.

INTRODUCTION:Emotional intelligence (EI) is the ability to understand and manage our own feelings and of others. It has emerged as one of the vital elements of success and interpersonal relations in everyday life. There are individual differences of EI depending on characteristics and behaviors of an individual, which determines their personality.AIMS AND OBJECTIVES:The present study assesses the EI and personality traits of medical students and determines the relationship of EI with personality traits of the medical students.MATERIALS AND METHODS:This was a cross-sectional study and was conducted among students of a government medical college, located in New Delhi. A total of 210 participants were included in the study. After obtaining written informed consent from all participants, a questionnaire consisting of demographic information, Ten-Item Personality Inventory and Schutte EI Scale, was administered. The means and proportions were calculated. Chi-square test and Pearson's correlation test were used to test significance. P < 0.05 was considered statistically significant.RESULTS:The mean (standard deviation) age of the study participants was 21.54 (±1.98) years. The majority (65.7%) of the students were male. 51% of the students had moderate EI, and high EI was seen in 49% of the students. A positive and significant relationship between personality traits and EI was found in the study.CONCLUSION:Personality traits and EI are related to one another and could influence student academic achievement. Since EI influences academic performance so personality trait assessment and empathic perceptions exploration can facilitate to aid the academic performance of the students.

This study reveals the relationship among emotional intelligence, internal and external motivations, and creative behavior to cultivate creative behavior of college students majoring in fine art in Jiangsu Province, China, and explores the mediating effect of internal and external motivations in the influence of emotional intelligence to predict creative behavior. The subjects of the study are 847 people. To find out mediating effect of internal and external motivations between emotional intelligence and creative behavior, simple regression analysis and multiple regression analysis are performed. There is a positive(+) correlation among emotional intelligence, internal and external motivations, and creative behavior. For college students majoring in fine art, each internal and external motivation partially mediate the influence of emotional intelligence to predict creative behavior. In order to improve the creative behavior of college students majoring in fine art, it is necessary to increase emotional intelligence, internal and external motivations by each student. In future studies, searching for variables such as personality traits, diffuse thinking levels, risk sensitivity levels, and self-efficacy as antecedent variables that affect creative behavior will also help cultivate creative behavior.

The aim is to determine the impact of emotional intelligence on coping strategies for psychological trauma. Methods: The research was conducted using survey and testing based on diagnostic methods: Primary Care PTSD Screen, WCQ, EQ-test. Statistical methods were used: ANOVA, descriptive statistics, regression analysis. Two hundred seventy internally displaced persons (IDPs) aged 23 to 48 participated in the study. The study found that subjects with PTSD signs have low emotional intelligence (M=32.31±14.88) and confrontation (M=12.68±4.08), distancing (M=12.74±4.62), avoidance (M=13.85±4.97) coping strategies. Regression analysis established that a low level of emotional intelligence promotes confrontation (β=-1.926±0.296) and distancing (β=-1.198±0.386) coping, and a high level of emotional intelligence develops a problem-solving strategy (β=1.277±0.298). The results make it possible to expand the range of providing psychological assistance in overcoming psychological trauma through the formation of emotional intelligence. This will ensure the assimilation of constructive coping as elements of conscious overcoming of life's difficulties. Increasing the level of emotional intelligence and adaptive behavior strategies will help reduce feelings of stress due to trauma. The obtained results open opportunities to study the impact of emotional intelligence on individuals who experienced traumatic events. Studying external and internal factors contributes to emotional intelligence development. Identifying individual and socio-cultural aspects of coping strategies enhances psychological support methods. Understanding emotional intelligence's influence helps design programs to develop it and overcome psychological trauma, including telepsychology.

This study examined the role of psychological distress, negative life event and personality traits as predictors of substance abuse among youths in Ibadan metropolis. This study employed a descriptive, cross sectional and purposive sampling technique design. Data was collected through quantitative using questionnaire survey. A standardized questionnaire was administered to a total of 267 respondents. The statistical package for the social science (SPSS version 23) was used to analyze using descriptive and inferential statistics (Univariate, bivariate and multivariate regression analyses). Persons’ r moment correlation coefficient-test analysis, and multiple regression analysis were used to analyze the data obtained. Five objectives were stated to guild this study. The theoretical framework for this study was biological model, transactional model of stress coping and big five trait theory. Instrumentation included the psychological distress scale (K6). A 6- items self – constructed questionnaire was developed by the researchers. It had a general reliability coefficient of 0.87 using Cronbach alpha. Hypothesis one was tested using Zero order correlation relationship analysis, hypothesis two and five was tested using independent sample T-test while hypothesis three and four was tested using multiple regression analysis. The findings revealed that psychological distress, negative life event and personality traits with psychotropic substances, antagonism mental health state examination of the youths stands as the key indicators of substance abuse. Early assessment, specific diagnosis might help patient vulnerably and elevated risk to psychoactive substances. Interventions designed to build effective coping skills, emotional intelligence, and positive emotional mental wellbeing will serve as an effective coping skill to prevent substance abuse.

Introduction. This study is a first exploration of associations between emotional intelligence and personality traits in a new generation of socially active students. The authors consider associations of emotional intelligence and personality traits both on levels of domains and facets. Methods. The study sample comprised 132 students of Southern Federal University aged 17–25 years (80 females and 52 males). All the respondents were representatives of socially active youth; they took an active part in professional and creative competitions, social projects, and self-assessed their level of social activity as high or above average. The study used the following psychological tests: (a) the EmIn inventory for assessing emotional intelligence by D. V. Lyusin and (b) the Big Five Inventory-2 modified by S. A. Schebetenko. The statistical data processing was performed using R software, employing descriptive, correlational, and regression analysis methods. Results and Discussion. Socially active students’ emotional intelligence had general (characteristic of all its components) and specific (characteristic of its individual components) associations with personality traits. General associations are those among ‘negative emotionality’ and ‘anxiety’ and all the structural components of emotional intelligence. Positive associations among ‘energy level’ and the components of emotional intelligence related to managing emotions, and negative ones among ‘emotional volatility’ and structural components of intrapersonal emotional intelligence (p ≤ 0.05) are classified as specific. The combination of negative emotionality and agreeableness affects general and interpersonal emotional intelligence; the combination of extraversion and negative emotionality affects intrapersonal emotional intelligence. Conclusion. The results can be applied for the development of students’ individual educational trajectories and recommendations for psychological and pedagogical support of students with leadership talent and special educational needs in social activity.

Emotional intelligence (EI) has created a buzz in the academic and corporate world; it is the ability to comprehend and control emotions and use the same as a guide towards effective behavior. EI is very essential as it affects the conduct of an individual profoundly, which is an after-effect of personality. Hence, personality can explicitly be related to emotional intelligence. The purpose of this study is to examine the relationship between EI and the nine personality traits; empathy, ego - ideal, pessimism, introversion, neuroticism, need achievement, self- confidence, dogmatism, and dominance. The sample for this study included 685 managers from a number of organizations of the service sector in India (banking, education, health care, IT, and advertising). The data were collected with the help of self-report measures, that is, DKEIT which is used to measure EI and MPI used to measure personality traits. Correlation and regression analysis were performed to find the relationship between the dependent and independent variables. The results of correlation analysis showed a relationship between EI and six personality traits (empathy, ego-ideal, pessimism, introversion, neuroticism, and self confidence). The stepwise regression models provide support for the association between emotional intelligence and personality traits. No significant relationship was found between emotional intelligence and three personality traits, which are need - achievement, dogmatism, and dominance. The sample of the study was delimited to middle level management from five service sectors, which is not truly representative of all the employees in the organization, and the study can be expanded to the employees of the entire organization and other sectors. Practical and managerial implications of the study are discussed in the article. The present study contributes to a growing body of literature seeking to find the relationship between emotional intelligence and personality. This is one of the first studies where self-report measures DKEIT and MPI were used, which makes this study unique. Both of the tools are developed in India, which added value to the study.