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Eudaimonic Well-Being in Adolescents: The Role of Trait Emotional Intelligence and Personality

Author

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  • Carlos Salavera

    (Research Group OPIICS, University of Zaragoza, 50009 Zaragoza, Spain
    Faculty of Education, University of Zaragoza, 50009 Zaragoza, Spain)

  • Pablo Usán

    (Research Group OPIICS, University of Zaragoza, 50009 Zaragoza, Spain
    Faculty of Education, University of Zaragoza, 50009 Zaragoza, Spain)

  • Pilar Teruel

    (Research Group OPIICS, University of Zaragoza, 50009 Zaragoza, Spain
    Faculty of Education, University of Zaragoza, 50009 Zaragoza, Spain)

  • José L. Antoñanzas

    (Research Group OPIICS, University of Zaragoza, 50009 Zaragoza, Spain
    Faculty of Education, University of Zaragoza, 50009 Zaragoza, Spain)

Abstract

Eudaimonic well-being is related to activities that lead to self-realization and personal development, goals and growth. Emotional intelligence and personality traits play a role in the perception of emotions, self-esteem and motivation and therefore in well-being. Although previous studies have analyzed the relationship among personality, emotional intelligence and well-being, the relationship between all three constructs and the predictive value of personality and emotional intelligence in the study of eudaimonic well-being in adolescents remains to be analyzed. This study evaluates this relationship and the predictive role of personality and emotional intelligence in eudaimonic well-being in 1031 Spanish secondary school students aged 12 to 17 (49.37% male, average age = 14.91 years). A quantitative field survey was conducted which included the distribution of the eudaimonic well-being questionnaire, the emotional intelligence questionnaire and the personality questionnaire. Descriptive statistics and correlations among eudaimonic well-being, emotional intelligence and personality well-being were calculated using SPSS Statistical Package software. Stepwise multiple regression was used to estimate the predictive value of personality and emotional intelligence in the study of eudaimonic well-being. Finally, a structural equations model was designed with AMOS software. The results show that these constructs are related and that personality and emotional intelligence are important variables for eudaimonic well-being. In addition, activity and anxiety factors (related to personality) and emotionality and well-being factors (related to trait emotional intelligence) have been shown to have predictive value in the study of eudaimonic well-being in adolescents. These results underline the value of personality and emotional intelligence in the study of eudaimonic well-being and present new research perspectives.

Suggested Citation

  • Carlos Salavera & Pablo Usán & Pilar Teruel & José L. Antoñanzas, 2020. "Eudaimonic Well-Being in Adolescents: The Role of Trait Emotional Intelligence and Personality," Sustainability, MDPI, vol. 12(7), pages 1-11, March.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:7:p:2742-:d:339510
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    References listed on IDEAS

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    1. Carol Ryff & Burton Singer, 2008. "Know Thyself and Become What You Are: A Eudaimonic Approach to Psychological Well-Being," Journal of Happiness Studies, Springer, vol. 9(1), pages 13-39, January.
    2. Annamaria Di Fabio & Donald H. Saklofske, 2019. "Positive Relational Management for Sustainable Development: Beyond Personality Traits—The Contribution of Emotional Intelligence," Sustainability, MDPI, vol. 11(2), pages 1-9, January.
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    Cited by:

    1. Pnina Steinberger & Yovav Eshet & Keren Grinautsky, 2021. "No Anxious Student Is Left Behind: Statistics Anxiety, Personality Traits, and Academic Dishonesty—Lessons from COVID-19," Sustainability, MDPI, vol. 13(9), pages 1-18, April.
    2. Carlos Salavera & Pablo Usán, 2020. "The Mediating Role of Affects between Mind-Wandering and Happiness," Sustainability, MDPI, vol. 12(12), pages 1-9, June.

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