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首页> 外文期刊>Frontiers in Psychology >Lights and Shadows of Trait Emotional Intelligence: Its Mediating Role in the Relationship Between Negative Affect and State Anxiety in University Students
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Lights and Shadows of Trait Emotional Intelligence: Its Mediating Role in the Relationship Between Negative Affect and State Anxiety in University Students

机译：特质情绪智力的灯光和阴影：它在大学生负面影响与状态焦虑之间关系中的调解作用

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摘要

Nowadays, students are experiencing difficult and stressful situations due to the Global Pandemic Alert. This changing world can evoke negative emotions that have been traditionally linked to higher anxiety. Researches have been focused on the positive outcomes of trait emotional intelligence (TEI) preventing psychological disorders. However, the possibility that TEI might have a dark side has been neglected. Hence, this study aimed to explore the mediating effect of the three dimensions of TEI in the relationship between negative affect and anxiety symptoms among college students. Participants of this research were 467 undergraduates who completed an online self-reported questionnaire including the Positive and Negative Affect Schedule (PANAS; Watson et al., 1988 ), the State-Trait Anxiety Inventory (STAI; Spielberger et al., 1970 ), and Trait Meta-Mood Scale (TMMS-24, Salovey et al., 1995 ). The global serial mediation model showed that the total amount of variance explained by the global model was 30.8% ( R 2 = 0.31). Negative affectivity and age accounted for the 15.1% of state anxiety variance ( R 2 = 0.15; c: B = 0.63, p 0.001) while 15.7% of the variance of state anxiety was attributed to the direct or indirect effect of the three dimensions of TEI ( R 2 = 0.16). Five indirect effects presented statistical significance (95% BootCI). The contrast analyses between mediators showed that three indirect effects had higher statistical weigh; the ability of negative affect to increase state anxiety through (i) emotional attention; (ii) emotional clarity, and (iii) serially through emotional clarity and mood repair. Our results indicated that students’ negative emotions lead to higher emotional attention which in turn may enhance state anxiety in two ways: by a direct effect of emotional attention on state anxiety and by a serial effect through emotional clarity. Moreover, when negative affect is associated with lower emotional clarity, anxiety symptoms may also arise. However, when attention and clarity are connected, the negative effect is reversed into a positive one, decreasing state anxiety.
机译：如今，由于全球大流行警报，学生们正在经历困难和压力的情况。这种变化的世界可以唤起传统上与更高焦虑相关的负面情绪。研究已经专注于特质情绪智力（TEI）预防心理障碍的积极结果。然而，Tei可能有黑暗的可能性已经被忽略了。因此，本研究旨在探讨TEI三维维度在大学生负面影响与焦虑症状之间关系的介面。该研究的参与者是467名本科生，完成了一个在线自我报告的调查问卷，包括积极和负面影响时间表（Panas; Watson等，1988），国家特质焦虑库存（STAI; Spielberger等，1970），和特质meta-moce秤（TMMS-24，Salovey等，1995）。全球串行调解模型表明，全球模型解释的总方差量为30.8％（R 2 = 0.31）。负面情感和年龄占5.1％的国家焦虑差异（R 2 = 0.15; C：B = 0.63，P <0.001），而第三种焦虑的差异的15.7％归因于三个的直接或间接效应TEI的尺寸（R 2 = 0.16）。五种间接效应呈现统计学意义（95％Bootci）。介质之间的对比分析表明，三种间接效应具有更高的统计量;通过（i）情绪注意力增加州焦虑的负面影响的能力; （ii）情绪清晰度，（iii）通过情绪清晰度和情绪修复串行。我们的结果表明，学生的负面情绪导致更高的情绪引起，反过来可能以两种方式提高州焦虑：通过情绪上关注对国家焦虑的直接影响，通过情绪清晰度串行效应。此外，当负面影响与较低的情绪清晰度相关时，也可能出现焦虑症状。然而，当关注和清晰度连接时，负面影响逆转到积极的效果，降低状态焦虑。

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