The role of emotional intelligence on psychological well-being and early maladaptive schema in adolescents: a research portfolio

Abstract

BACKGROUND: The concept of emotional intelligence (El) has received much attention in research, with trait El having been shown to be particularly associated with mental health (Martins, Ramalho & Morins, 2010). However, there is little explanation of the aetiology of this construct; with mixed findings as to whether gender differences exist in El (Joseph & Newman, 2010). A recent study has shown a possible link between El and early maladaptive schema, based on the idea that El is developed through early experiences and influenced by parental socialisation (Karami, 2013). However little research has been conducted in support of this hypothesis.INTRODUCTION: This research portfolio begins with a systematic review of the literature on gender and trait emotional intelligence (El), in order to synthesise literature on gender differences in self-reported El (Part I). It continues with an empirical study of an adolescent population (Part II) which aims to investigate the hypothesised relationships between El and early maladaptive schema (EMS), their effect on psychological well-being (PWB), and gender differences in El.RESULTS: Synthesis of cross-sectional literature examining gender differences in El suggests mixed findings, with the majority of studies reporting no gender differences found in overall trait-El. Analysis of individual El dimensions showed that females are likely to exhibit greater intrapersonal skills, whilst males show greater interpersonal skills. Results of this empirical study differed in part from these findings. This study demonstrated that El, EMS and depression are significant predictors of adolescent well-being, although El did not appear to moderate the relationship between EMS and PWB.DISCUSSION: Findings contribute to the growing body of self-reported El research in relation to mental health and gender research, and highlight the need for greater awareness of El in clinical practice. Implications for psychological theory and intervention are discussed.