109 Emotional Intelligence Research Topics & Essay Examples

Emotional intelligence essays are an essential part of education for many professions that involve working with people, such as managers and teachers.

The concept is somewhat new, having been first introduced half a century ago and popularized at the end of the last century. As such, you have to approach the topic carefully and rely on the latest available evidence to avoid citing outdated ideas.

Furthermore, as with any psychology-related topic, you should exhibit general caution and avoid the numerous pitfalls associated with the study of the human mind. This article will help you understand what you should or should not do to write an excellent paper.

👍 Writing Tips for Projects on Emotional Intelligence

🏆 best topics on emotional intelligence & essay examples, 📝 simple & easy research topics on emotional intelligence, 💡 most interesting emotional intelligence topics to write about, ❓ research questions about emotional intelligence.

Remember that the purpose of psychology is to help people improve themselves, not to stratify society based on vague ideas. Emotional intelligence is not inherent and can be learned by most people, a concept your writing should reflect.

Be sure to discuss the difference between a fixed and a growth mindset, promoting the idea that anyone can adopt the latter and improve himself or herself. Discuss parts of the concept of emotional intelligence, such as patience, in depth to make the idea easier to understand.

There is a variety of topics and emotional intelligence essay ideas you can utilize to create an engaging work and make your essay excellent and unique among the offerings of your peers.

As emotional intelligence is a skill set anyone may learn, you should avoid language that implies that it is an inherent trait, a quality that is often associated with its non-emotional counterpart.

Whenever you discuss the difference between people with developed communication skills and those whose abilities are somewhat lower, remember to do so in a positive context.

Someone is not inferior because his or her emotional intelligence is lower than another person’s.

However, he or she can benefit from undergoing appropriate training, especially if these skills are important in his or her work. As such, respect people’s individual approaches and offer suggestions instead of treating the theory as universal facts.

Here are some further tips for your work:

  • Psychology relies on scenarios where a person’s behavior can be as free of outside factors as possible. Toddler observation and scholarly experiments with carefully selected conditions are excellent examples of such situations, and you should use them to ground your descriptions in reality.
  • Be sure to adhere to academic guidelines, avoiding the use of first person, calls to action, and other additions that do not match the format. This approach is useful in general, as it applies to most essays and will be beneficial for future reports and similar submissions.
  • Write an emotional intelligence essay introduction and conclusion at the end of your paper. They make your work easier to read by giving it structure and direction. The introduction should contain a description of the topic and a thesis statement, and the conclusion should sum up the main points.
  • Try to set a central theme and address it in your essay instead of providing a general overview of the topic. There are many emotional intelligence essay questions that can be answered in considerable detail. As such, you should concentrate on one of them without getting distracted and sidetracked.

Come to IvyPanda for emotional intelligence essay summary and sample sets as well as various titles that will help you begin your writing process!

  • The Concept of Emotional Intelligence We have learned what emotional intelligence is; it is the way that we deal with our emotions and relate to others.
  • Emotional Intelligence in the Workplace Emotional intelligence is a significant requirement for team work; there is a coherent link between successes attained in team work to the level of emotional intelligence held by the members of the team.
  • Cognitive Intelligence and Emotional Intelligence in Organisational Behavior The distinction between emotional intelligence and cognitive intelligence is evidenced in the psychometric tests of assessing cognitive ability and psychometric tests of intelligence.
  • Understanding Leader Emotional Intelligence and Performance On the other hand, behavioral leadership focuses on the behavioral traits of a leader to stimulate certain behavioral responses by people who are led by the leader to develop quality, dedication to duty, and talent […]
  • The Concept of Emotional Intelligence and Its Models Contemporary developments in neuroscience have led to issues of locating and measuring intelligence in the brain. In addition, people have various ways of demonstrating competencies in the core components of emotional intelligence.
  • Emotional Intelligence Impact on Organization’s Performance The theoretical framework of such review adds to the knowledge within the field of relational view and firm’s competitive advantage[3]. This in turn increases the level of social communication and collaboration.
  • Emotional Intelligence and Employee Performance Correlation The first dimension in the survey was the satisfaction of the organisation with employee performance while the second dimension used was the level of employee performance in the organisation.
  • Emotional intelligence To this end, Goleman states that EI is the combination of “emotional centers of the brain and the cognitive centers “.
  • Emotional Intelligence in the Organizational Behavior Context Low EI might cause the leader to be insensitive to the mood of the followers and this will lead to frustration and lower the output of the team.
  • The Development of Emotional Intelligence and Its Application According to them, EI is “the subset of social intelligence that involves the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s […]
  • The Effect of Students Emotional Intelligence on Academic Performance The findings of the study will be used to assist students to see the importance of controlling their emotions and teachers to realize the need of integrating the components of EI into the curriculum and […]
  • The concept of emotional intelligence: A critical analysis Organisational behaviour and the behaviour of individuals can be understood through the adoption and practice of emotional intelligence in organisations. Emotional intelligence has to resonate from the management of organisation and entail the training of […]
  • Cultivating Emotional Intelligence in the Work Place For a longer period of time, it has been believed that the success of a person at the place of work depends on the level of intelligence of that person known as intelligence quotient.
  • The Need to Improve One’s Self-Awareness Personal improvement is needed in this area because of the frequent loss of confidence and self-esteem in the process of acting on my emotions.
  • Emotional Intelligence and Gender in Leadership Many authors have done a lot of research on the subject, and have found that gender and emotional intelligence determine the leadership style in an organisation. This will precede a criticism of the model and […]
  • Emotional Intelligence and Servant Leadership This is why it can be said that a leader can achieve much if he is able to understand the importance of inner-maturity and awareness such as the need to become a servant leader.
  • Concept of Emotional Intelligence: arguments Emotional intelligence is the “subset of social intelligence that involves the ability to monitor one’s own and other’s feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and […]
  • Emotional Intelligence in Teamwork and Mutual Cooperation From this argument it is right to claim that the virtues of emotional intelligence contribute greatly to the aspects of personality and other individualistic provisions.
  • Characteristics of Emotional Intelligence in Different Areas The researchers claim that EI is “the ability to feel, understand, articulate, manage, and apply the power of emotions to interactions across lines of difference”.
  • How Emotional Intelligence Influences Leadership In order to be an effective leader, a broad understanding of emotions and their impacts on others is imperative for leaders.
  • Emotional Intelligence in HR The high scores recorded in the rise of IQ are because of the changing trend in evaluation taking a turn from strictly intellectual testing to testing of competence in the light of psychological statuses gauging […]
  • Emotional Intelligence in Groups In their article, “Building the Emotional Intelligence of Groups”, Druskat and Wolff set out to discuss the concept of emotional intelligence and the role it plays in today’s organizational settings.
  • Emotional Intelligence’s Impact in the Workplace The aim of this reflection is to provide a solution on how Emotional Intelligence can be utilised to improve the workplace.
  • Emotional Intelligence, Burnout, and Job Insecurity In order to measure the place of EI as assessed by the 33-item self-report scale in the context of the big-five structure, scores on the 33-item scale were associated with the big-five personality aspects. In […]
  • Emotional Development and Emotional Intelligence This is based on the fact that emotional intelligence mostly comes from our environment and how we master the nature of occurrences in it.
  • Emotional Intelligence as a Factor of Professional Success American business companies noticed this and started to pay greater attention to the emotional competence of their workers, hire special consultants and advisors to help the employees deal with the emotional intelligence issues, conduct training […]
  • Emotional Intelligence – Psychology Emotional intelligence is defined as the processes that are involved in the recognition, the use, and management of ones own emotional state and also the emotional state of others to solve emotion-laden problems and to […]
  • Leadership and Emotional Intelligence Concept The goal is to show how I applied various leadership styles to help them in achieving their full potential. To accomplish my tasks, the staff members coached us on various leadership styles that would help […]
  • Relevance of Emotional Intelligence in Modern Organisations One should control those emotions, and respond to other people’s emotions in the right way; all the latter processes make the ability model. Such a trait allows one to know how people’s emotions change in […]
  • Emotional Intelligence’ Elements at the Workplace The vast majority of men and women in business who are very successful demonstrate a level of honesty and trust that is above average.
  • Emotional Intelligence in Social Workers As Poulin explains, listening is one of the basic tools for building a link between the patient and the social worker and, therefore, contributing to the development of emotional intelligence in the former.
  • Social and Emotional Intelligence in Education My education philosophy is based on the ideas of pragmatism that had given birth to the learning theory of progressivism and the concepts of social and emotional intelligence.
  • Emotional Intelligence Strong and Weak Competencies However, it is agreeable that I have been unable to use the competence to coach and mentor others. The coach indicated that it was hard for me to act and lead others in accordance with […]
  • Emotional Intelligence and Leadership in the UAE In this case, 45 middle and top managers of companies in the United Arab Emirates were asked to participate in the research to understand their level of emotional intelligence and its influence on the overall […]
  • Emotional Intelligence in Working Environment Emotional intelligence is a type of social intelligence that involves the ability to monitor own and others’ emotions in order to discriminate among them and to use the information to guide one’s thinking and actions.
  • Experiential Hospitality and Emotional Intelligence Such an image is even worse for an institution that is operating in the hospitality industry, where the capacity to anticipate and attend to the specific needs of clientele is the generalized hallmark of the […]
  • Emotional Intelligence Criticism by Steve Tobak The main idea of the article consists in the fact that the modern tendency of promoting EI is the result of the profit it generates, which is why its promoters tend to provide insufficient information […]
  • Drug and Alcohol Use and Emotional Intelligence One of the articles deals with the association between drug and alcohol use and EI. The other article deals with the relationship between emotional intelligence and cocaine use.
  • Emotional Intelligence and Effective Leadership In terms of the assessment of my personality, it portrays that a have to pay critical attention to the emotions and feelings of other individuals, as disregarding them will question my leadership and abilities to […]
  • Radiography Stereotypes and Emotional Intelligence The article explored the concept of EI as the means of improving communication and reducing the effects of sociocultural stereotypes on the quality of radiography.
  • Strengths and Emotional Intelligence in Management Emotional intelligence is more focused on different types of awareness and management that come with analysis and understanding of the actions of a person and their surroundings.
  • Leadership Behavior: Ratan Tata and Emotional Intelligence This shows that Ratan Tata, as a leader, was not eager to compete but rather searched for options to expand the market through acquiring businesses.
  • Emotional Intelligence in Midwives’ Communication Communication is crucial because it helps the midwives to decide when it is appropriate to consult/ transfer the care of a pregnant woman to a relevant medical practitioner.
  • Public Health Leadership: Emotional Intelligence For example, the research by Ramchunder and Martins reveals that there is a significant positive correlation between EI and self-efficacy on the development of effective leadership, which can be applied to the public health sphere.
  • Emotional Intelligence and Its Impact on Success As for me, I would define emotional intelligence as the ability to react to the situation in a proper way, to find the appropriate way out of a situation, and to make a decision successful […]
  • Inspiring Leadership and Emotional Intelligence Sinek asserts that such leaders start with the ‘why’ and not the ‘what’ of business communication. Goleman believes that other people are the best assessors of one’s social intelligence.
  • Inspiring Leadership: Social and Emotional Intelligence Finally, it’s prudent to note that the way one handles himself leads to outstanding individual performance and eventually success of an organization.
  • Emotional Intelligence Assessment This is attributable to the fact that they are aware of our weaknesses and are in a better position to correct us accordingly.
  • Organizational Behavior: Emotional Intelligence To assess the EI in a person that is likely to be promoted to a managerial position, it is best to take notice of how this person acts in stressful situations.
  • Emotional Intelligence Training and Organizational Prosperity One of the fundamental assumptions made in the process of preparing this presentation is that emotional communication is universal regardless of the culture.
  • Personal Emotional Intelligence Analysis The completion of the survey is a valuable experience as I used to think I could manage my emotions and understand my own and other people’s feelings.
  • Emotional Intelligence for Human Resource Management How can managers utilize and propagate the concept of EI to promote responsiveness and deliver their projects on time? Quality articles will be identified through the use of these keywords: emotional intelligence, resource management, and […]
  • Emotional Intelligence and Solution Formation As a rule, EI is understood as the subject’s ability to effectively understand the emotional sphere of human life: to understand emotions and the psychological background of relationships and to use their emotions to solve […]
  • Emotional and Traditional Intelligence: Emotional Intelligence Quotient Emotional intelligence is often described as a capacity and ability, skill to assess and perceive and certain ability to manage personal emotions and emotions of others and group emotions.
  • Emotional Intelligence: Term Definition He also urges society to rethink about the pattern of education that today’s children are going through and to make them alive to emotional intelligence by way of brainstorming in the daily grind so that […]
  • Psychology: Emotional Intelligence and Leadership Emotional intelligence pertains to the ability to realize your own emotions and those of others, the inspiration of yourself and the management of emotions within and outside relationships.
  • Leadership and Emotional Intelligence Empathy is ability of a person to feel for another individual, to put oneself emotionally in the shoes of others and relate with their feeling. To be successful in leadership, it is important for a […]
  • Emotional Intelligence and Social Life The subjects of the study will be selected randomly from several population groups based on the social status of the subjects and their living conditions.
  • 12 Elements of the Emotional Intelligence The topic of emotional intelligence is of great interest to me; however, the most interesting part of the article was the one describing comprehensive 360-degree assessments.
  • Emotional Intelligence and Ethical Climates in Places of Work The purpose of this paper is to analyze the importance of having an ethical climate and employees exhibiting high emotional intelligence within a place of work.
  • Emotional Intelligence’s Support for Teamwork and Teambuilding in Nursing In instances where a nurse lacks the luxury to pick a team with which to work, understanding others allows the individual to conduct amicable relations for the sake of proper execution of tasks, the health […]
  • Stress, Emotional Intelligence, and Job Performance Correlation in Nursing Complexity science is important to this study because it enables a person to understand the causes of stress within a system.
  • Emotional Intelligence and Effective Leadership in the Healthcare Environment It is also the ability to distinguish the impact of emotions in the life of the individual. He pointed out that EQ enables the individual to adapt to the challenges of the social environment.
  • Emotional Intelligence in Nursing Study by Winship The researchers identified their source of stories from a recently published book with inspirational stories about nursing and written by nurses.
  • Emotional Intelligence and Conflict-Handling Styles in Nurses This is a research critique that explores the research problem, the context of the study problem within the existing knowledge, the relevancy of the study to nursing, and the purpose of the research “The relationship […]
  • Nurses’ Emotional Intelligence and Patient Satisfaction There is little available literature that offers evidence of the impact of the emotional intelligence of nurses on the relationship between patients and nurses, as well as patient satisfaction.
  • Emotional Intelligence: Research and Rationale The authors study the effect that altruistic behavior has on the relationship between emotional intelligence and subjective well-being, which is usually explored in an isolated context.
  • Clinical Experience: Emotional Intelligence The lack of clarity in the provided information may affect the accuracy of the diagnosis to a considerable extent. A fungal infection was suspected as the possible cause of the disease due to the rise […]
  • Why Emotional Intelligence (EI) Training Will Help Your Organization to Prosper Emotional Intelligence comes from two words. Emotions refer to personal feelings arising from the state of the mind of a person.
  • Emotional Intelligence Coaching Emotional Intelligence Coaching does not focus of giving a person advice about the issues in their private life.
  • Discussion of Emotional Intelligence It is proved that EI is an indispensable part of risk management policy, as it is a complicated part of a leadership phenomenon liable for a vigilant and conscientious approach to a company team.
  • Daniel Goleman Introduces Emotional Intelligence Self-awareness is important in order for a person to be knowledgeable about his or her inner feelings and emotions by being aware of their presence and impact on the individual psyche.
  • The “Emotional Intelligence” Book by Goleman In his book, Emotional Intelligence: Why It Can Matter More Than IQ, Daniel Goleman explains this concept and the value of this feature.
  • Emotional Intelligence in Leadership Development I found the examples given very convincing and the logic behind the arguments solid and straightforward to follow. At the same time, I disagree that overvaluing one’s skills is connected to experience.
  • Emotional Intelligence and Emotional Management Viewpoints on emotional intelligence as a trait and an ability have some conceptual differences, but both perspectives suppose that it is an essential element of business decision-making, as illustrated by the successful career of Warren […]
  • Areas of Emotional Intelligence Self-awareness is the initial step that forms emotional intelligence and allows other areas of the concept to participate in the process.
  • The Importance of Emotional Intelligence and Personality in the Workplace In this paper, the authors investigate how emotional intelligence affects communication within management and contributes to the formation of effective and not-so-effective interactions.
  • Change Leadership and Emotional Intelligence By providing essential information about the arrangement of the theater production, as well as coordinating numerous communication processes within it and leading a diverse team of experts, “Theater 1310” has expanded the range of my […]
  • Measuring Emotional Intelligence in Job Selection As a result, managers must be aware of the peculiarities of different generations in the company, as demonstrated by Margie to Rebecca, and behave appropriately.
  • Does Emotional Intelligence Buffer the Effects of Acute Stress?
  • On the Other Hand, Does Emotional Intelligence Have a “Dark Side”?
  • Does Emotional Intelligence Help in Developing Consumer-Based Brand Equity Research Paper Samples?
  • Does Emotional Intelligence Influence Employees, Customers, and Operational Efficiency?
  • Does Emotional Intelligence Influence Job Satisfaction?
  • Does Emotional Intelligence Mediate the Relation Between Mindfulness and Anxiety and Depression in Adolescents?
  • Does Emotional Intelligence Moderate the Relationship Between Mental Health and Job Performance?
  • Does Only Emotional Intelligence Matter?
  • Does Perceived Emotional Intelligence and Optimism or Pessimism Predict Psychological Well-Being?
  • Does Student Leadership Participation Enhance the Development of Emotional Intelligence?
  • Do Managers Need Emotional Intelligence to Manage Successfully in the Workplace?
  • How Can You Measure Your Current Emotional Intelligence?
  • How Does Emotional Intelligence Help Children?
  • How Can Emotional Intelligence Be an Effective Tool for Leaders?
  • How Does Emotional Intelligence Contribute to Leadership?
  • How Emotional Intelligence Helps Build Effective Interpersonal Relationships?
  • How Does Emotional Intelligence Influences Interpersonal Communication?
  • How Can Managers Use Emotional Intelligence?
  • How Might Action Learning Be Used to Develop the Emotional Intelligence of Public Administrators?
  • What Are Social and Emotional Intelligence?
  • What Are Some Emotional Intelligence?
  • What Are the Implications of Emotional Intelligence for Leaders?
  • Does Emotional Intelligence Play a Buffering Role in Adolescence?
  • What Are the Relationships Between Traits of Emotional Intelligence and Personality?
  • What Are the Links Between Self-Report Emotional Intelligence and Suicide Risk?
  • What Are the Five Characteristics of Emotional Intelligence?
  • What Are the Four Types of Emotional Intelligence?
  • What Is an Excellent Example of Emotional Intelligence?
  • What Makes a Person Emotionally Intelligent?
  • Which Personality Type Is the Most Emotionally Intelligent?
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EDITORIAL article

Editorial: break the mental health stigma: the role of emotional intelligence.

Carlos Laranjeira,,*

  • 1 School of Health Sciences, Polytechnic of Leiria, Leiria, Portugal
  • 2 Centre for Innovative Care and Health Technology (ciTechCare), Polytechnic of Leiria, Leiria, Portugal
  • 3 Comprehensive Health Research Centre (CHRC), University of Évora, Évora, Portugal
  • 4 Clinic of Psychiatry, Institute of Clinical Medicine, Faculty of Medicine, Vilnius University, Vilnius, Lithuania

Editorial on the Research Topic Break the mental health stigma: the role of emotional intelligence

The Research Topic “ Break the mental health stigma: the role of emotional intelligence ” endeavours to contribute to the understanding of potential links between emotional intelligence (EI) and mental health stigma. Research findings will inform policymaking, public health, and clinical best practices. Understanding emotions is a fundamental complement to emotional competence, which according to theoretical assumptions is a predictor of social adjustment and mental health. This leads to a positive association between high levels of EI and mental health ( 1 ). Emotions are fundamental in the daily lives of individuals, aiding in decision-making and adaptive responses to various adversities. They also play an important role in helping to preserve social well-being and emotional/subjective well-being. Research during the COVID-19 pandemic demonstrated that online EI training is effective at sustaining critical aspects of mental health during a subsequent real-life crisis ( 2 ). Knowing how to manage emotions allows individuals to identify their affective states and adjust their reactions, action, thought, and behaviour to adaptively deal with emotional experiences. An individual’s ability to express, self-regulate, and understand emotions is called emotional competence. Conversely, suppressing or denying emotions negatively influences mental health ( 3 ). As both constructs, emotions, and well-being, are related, people with a high tendency to suppress/deny emotions tend to present low levels of subjective well-being. EI also plays a significant role in the development of psychosomatic symptoms and disorders when somatic health is related to emotional regulation and general mental health.

The evidence provides a well-documented connection between EI and psychopathologies including depression, stress, and anxiety ( 4 ). These conditions are characterized by negative attributions, unpleasant cognitions, and self-stigma. An elevated degree of EI can safeguard against depressive situations by enhancing the recognition of emotions, identifying unpleasant moods, and fostering overall life contentment ( 1 , 5 ). Research also suggests that individuals with strong emotional abilities are less susceptible to mental health issues, leading to an improved quality of life, well-being, and enhanced sense of belonging ( 5 , 6 ). EI is a beneficial psychological trait that facilitates the establishment of a balance between challenging life circumstances and the ability to adjust. Conversely, there is a correlation between low levels of EI and the emergence of depressive and anxiety symptoms ( 7 ).

Research shows that EI capacities and coping styles are of utmost importance in family divorce when building mutual parenting is complicated and full of personal and interpersonal challenges ( 8 , 9 ). Individuals affected by parental divorce have a higher risk of developing a variety of mental health conditions, and psychosomatic and psychosocial disorders. A meta-analysis shows a consistent direction of influence regarding the long-term effect of parental divorce on their children, and further research should focus on developing programs to promote the resilience of children affected by divorce ( 10 ). Recent research also demonstrated that adolescents’ mental health problems increase after parental divorce, these effects are long-lasting and underline the need for better care for children with divorcing parents ( 11 ).

The literature suggests that the relationship between EI and mental health is due to the perception that a more emotionally intelligent individual is more aware of their emotions and better able to regulate them. Therefore, they present higher levels of well-being, a stronger and richer social network, and more effective coping strategies, which reduce levels of internalized and public stigma ( 12 ). Stigma is associated with multiple adverse health outcomes, including (but not limited to) delayed treatment initiation, avoidance of clinical interactions, inadequate treatment adherence, psychological distress, mental illness, and a greater probability of recurrence of health issues ( 13 – 16 ). Mental health services have many stigma-related factors needed to design and implement interventions at the individual (patient, staff) and structural level (in health policy and the environment) ( 17 ). The health literature has acknowledged the difficulties and repercussions of stigma for some time, but there is still considerable uncertainty regarding the personal experience of those living with stigma. To decrease the stigma associated with mental illness and promote emotional regulation, positive mental health literacy should be considered an outcome of mental health promotion actions and a mediator between mental health and well-being, allowing the person to prevent the development of mental disorders ( 18 ). One of the most sensitive and vulnerable groups is children of parents with mental illness (COPMI), they need complex sources for support and strengthening EI. Decreasing stigma and raising awareness of society about sensitive COPMI topics and the complex needs of these families is also of utmost importance and still underdeveloped ( 17 ). Children and adolescents who grow up with foetal alcohol spectrum disorders also face stigma and long-term educational, medical, and social difficulties; the importance of finding relative ways to enhance EI is little researched ( 19 ).

The present six academic papers focus on different target groups. Three of them are from China (n=3), and there is a single article from Colombia, Turkey, and the United States of America. They appear in distinct formats, including opinion papers, review papers, and empirical papers employing diverse research designs (including cross-sectional and longitudinal studies). Below is a concise overview of their novel contributions and recurring themes. Xu et al. , examine “the associations among mental health related eHealth literacy (eHL), mental health-seeking attitude, and wellbeing among Chinese young electronic media users during the COVID-19 pandemic” (p.1). Bu et al. , examine “the associations between attitudes toward seeking professional psychological help, self-stigmatization of seeking help, Perceived Social Support, and optimism in a cohort of Chinese high-school students” (p.1). Wu et al. , explore “the self-processing characteristics of individuals with social anxiety disorder from the first-person perspective and the third-person perspective” (p.1). Hernández et al. , perform a narrative review “to evaluate the epidemiology, associated factors, quality of evidence and propose possible strategies for the control of suicide in physicians” (p.1). In a longitudinal case-controlled study, Uyar and Donmezdil compared Turkish healthcare and non-healthcare workers in terms of obsessive-compulsive and depressive symptoms. Finally, in an opinion piece, Melita attempts “to summarize the neurobiological and physiological effects of emotional labour on attorneys, as well as provide several means of counteracting them” (p.1).

Understanding the fundamental emotional, cognitive, and social processes and the applied and clinical situations can help unify and expand our knowledge of EI and mental health stigma throughout life, as demonstrated by the papers on this Research Topic. However, the research herein is not extensive; consequently, the results must be evaluated considering the numerous methodological and conceptual limitations cited in the publications. Little researched areas remain on EI’s importance in situations when people face significant life challenges such as divorces, complicated grief, mental illness, and crises. Nevertheless, it is our conviction that by providing a comprehensive outline of the subject matter and placing particular emphasis on the latest developments, this Research Topic will prove beneficial to individuals with varying levels of expertise and contribute toward better mental health for everyone worldwide.

Author contributions

CL: Writing – original draft, Writing – review & editing. SL: Writing – original draft, Writing – review & editing.

The author(s) declare that financial support was received for the research, authorship, and/or publication of this article. This work is funded by national funds through FCT – Fundação para a Ciência e a Tecnologia, I.P. (UIDB/05704/2020 and UIDP/05704/2020) and under the Scientific Employment Stimulus - Institutional Call – [ https://doi.org/10.54499/CEECINST/00051/2018/CP1566/CT0012 , accessed on 30 December 2023].

Acknowledgments

The authors would like to thank the reviewers and researchers who contributed to this Research Topic for their insightful and provocative contributions. A special acknowledgment to the Board of the Frontiers Publishing house.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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11. Tullius JM, De Kroon ML, Almansa J, Reijneveld SA. Adolescents’ mental health problems increase after parental divorce, not before, and persist until adulthood: a longitudinal TRAILS study. Eur Child Adolesc Psychiatry . (2022) 31:969–78. doi: 10.1007/s00787-020-01715-0

12. Trigueros R, Navarro N, Cangas AJ, Mercader I, Aguilar-Parra JM, González-Santos J, et al. The protective role of emotional intelligence in self-stigma and emotional exhaustion of family members of people with mental disorders. Sustainability . (2020) 12:4862. doi: 10.3390/su12124862

13. Schlozman S, Beresin EV, Balon R, Coverdale JH, Brenner AM, Louie AK, et al. Stigma and mental health: A proposal for next steps. Acad Psychiatry . (2016) 40:735–9. doi: 10.1007/s40596-016-0601-4

14. Stangl AL, Earnshaw VA, Logie CH, van Brakel W, C Simbayi L, Barré I, et al. The Health Stigma and Discrimination Framework: a global, crosscutting framework to inform research, intervention development, and policy on health-related stigmas. BMC Med . (2019) 17:31. doi: 10.1186/s12916-019-1271-3

15. Dolezal L. Shame anxiety, stigma and clinical encounters. J Eval Clin Pract . (2022) 28:854–60. doi: 10.1111/jep.13744

16. Laranjeira C, Carvalho D, Valentim O, Moutinho L, Morgado T, Tomás C, et al. Therapeutic adherence of people with mental disorders: an evolutionary concept analysis. Int J Environ Res Public Health . (2023) 20:3869. doi: 10.3390/ijerph20053869

17. Lesinskiene S. An exploration of the possibilities of current mental health services to tackle transgenerational effects of parental mental illnesses on offspring adjustment in Lithuania. Front Psychiatry . (2021) 12:764394. doi: 10.3389/fpsyt.2021.764394

18. Carvalho D, Sequeira C, Querido A, Tomás C, Morgado T, Valentim O, et al. Positive mental health literacy: A concept analysis. Front Psychol . (2022) 13:877611. doi: 10.3389/fpsyg.2022.877611

19. Lesinskienė S, Žilinskas E, Utkus A, Marčiukaitytė R, Vasiliauskaitė G, Stankevičiūtė R, et al. Fetal alcohol spectrum disorders and inadequacy of care: importance of raising awareness in clinical practice. Children (Basel Switzerland) . (2023) 11:5. doi: 10.3390/children11010005

Keywords: mental health stigma, emotional intelligence, life span, stigma, awareness

Citation: Laranjeira C and Lesinskiene S (2024) Editorial: Break the mental health stigma: the role of emotional intelligence. Front. Psychiatry 15:1386289. doi: 10.3389/fpsyt.2024.1386289

Received: 14 February 2024; Accepted: 15 February 2024; Published: 23 February 2024.

Edited and Reviewed by:

Copyright © 2024 Laranjeira and Lesinskiene. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Carlos Laranjeira, [email protected]

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

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Consortium member Chuck Wolfe hosts a panel of world class leaders in the field of emotional intelligence (EI) to talk about why interest in EI is soaring. Panel members include EI Consortium members Dr. Richard Boyatzis , Dr. Cary Cherniss and Dr. Helen Riess . Click here to view the panel discussion.

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How can you help someone to change? Richard Boyatzis is an expert in multiple areas including emotional intelligence. Richard and his coauthors, Melvin Smith, and Ellen Van Oosten , have discovered that helping people connect to their positive vision of themselves or an inspiring dream or goal they've long held is key to creating changes that last. In their book Helping People Change the authors share real stories and research that shows choosing a compassionate over a compliance coaching approach is a far more engaging and successful way to Helping People Change. Click  here   to listen to the interview.

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199+ Child Development Topics [Updated]

child development topics

Child development is a fascinating journey filled with countless milestones, challenges, and triumphs. As caretakers, parents, educators, and concerned individuals, it’s crucial to delve into the intricacies of child development topics to provide the best possible support for our young ones. In this comprehensive guide, we’ll explore various aspects of child development, from physical growth to cognitive leaps, emotional nuances, and the influence of the environment.

What Is Child Development?

Table of Contents

Child development encompasses the physical, cognitive, emotional, social, and moral growth of children from infancy through adolescence. It’s a dynamic process influenced by genetics, environment, and experiences. 

Understanding child development topics is essential for promoting healthy growth and addressing challenges effectively.

199+ Child Development Topics: Category Wise

Physical development.

  • Growth milestones in the first year
  • Fine motor skill development
  • Gross motor skill milestones
  • The importance of tummy time
  • Nutritional needs for different age groups
  • Managing childhood obesity
  • Puberty: A guide for parents
  • Understanding adolescent growth spurts
  • Promoting healthy sleep habits in children
  • Dental care for kids: Tips for parents

Cognitive Development

  • Piaget’s stages of cognitive development
  • Language development in infants
  • Early literacy skills
  • Mathematical development in young children
  • Enhancing memory skills in kids
  • Executive function skills and their importance
  • Fostering creativity in children
  • Problem-solving activities for kids
  • Cognitive development in children with disabilities
  • Cultivating a growth mindset in children

Social and Emotional Development

  • Attachment theory and its implications
  • Building secure attachments with your child
  • Recognizing and managing separation anxiety
  • Understanding emotions: A guide for parents
  • Teaching empathy to children
  • Bullying prevention strategies
  • Helping children cope with stress
  • Friendship skills for kids
  • Resilience-building activities for children
  • Supporting LGBTQ+ youth in their development

Moral Development

  • Kohlberg’s stages of moral development
  • Teaching values to children
  • Promoting honesty and integrity in kids
  • Empathy-building exercises for children
  • Discussing ethical dilemmas with children
  • Understanding cultural influences on morality
  • Moral development in the digital age
  • Encouraging civic engagement in young people
  • Addressing prejudice and discrimination in children
  • Promoting kindness and compassion in schools

Environmental Influences on Child Development

  • The role of family dynamics in child development
  • Socioeconomic disparities and child outcomes
  • Cultural influences on parenting practices
  • Technology and screen time guidelines for kids
  • The impact of social media on adolescent development
  • Nature vs. nurture: Debating influences on development
  • Supporting children through family transitions (e.g., divorce)
  • Creating inclusive environments for all children
  • Community resources for supporting child development
  • Preventing childhood trauma and adverse experiences

Developmental Disorders and Challenges

  • Understanding autism spectrum disorder (ASD)
  • Early signs of ADHD in children
  • Learning disabilities: Identification and interventions
  • Sensory processing disorder: Strategies for support
  • Anxiety disorders in children: Signs and coping strategies
  • Depression in adolescents: Recognizing the signs
  • Childhood trauma and its long-term effects
  • Neurodiversity: Embracing differences in learning
  • Supporting children with intellectual disabilities
  • Strategies for inclusive education in schools

Parenting and Caregiving Practices

  • Positive parenting techniques
  • Effective communication with children
  • Setting boundaries and consequences
  • Balancing work and family life
  • Promoting independence in children
  • Fostering a positive body image in kids
  • Discipline vs. punishment: Understanding the difference
  • Parenting through adolescence: Tips for navigating challenges
  • Self-care for parents: Prioritizing your well-being
  • Building a support network as a parent

Educational Strategies

  • The importance of early childhood education
  • Montessori vs. traditional education: Pros and cons
  • Differentiated instruction for diverse learners
  • Incorporating technology in the classroom
  • Project-based learning: Engaging students in real-world tasks
  • Culturally responsive teaching practices
  • Universal design for learning (UDL) principles
  • Supporting English language learners (ELLs)
  • The benefits of outdoor education
  • Teaching social-emotional skills in schools

Future Trends and Research Directions

  • Emerging trends in child psychology
  • Advances in neuroscience and child development
  • The impact of climate change on children’s health and well-being
  • Addressing disparities in access to education and healthcare
  • The role of artificial intelligence in education
  • Promoting sustainability education for future generations
  • Ethical considerations in genetic testing for children
  • Trauma-informed care approaches in schools and communities
  • Parental leave policies and their impact on child development
  • Advocating for children’s rights in a changing world

Miscellaneous Topics

  • The role of pets in child development
  • Supporting siblings of children with special needs
  • The benefits of music education for children
  • Cultivating a love of reading in kids
  • Exploring different parenting philosophies (e.g., attachment parenting, authoritative parenting)
  • Teaching financial literacy to children
  • Promoting environmental awareness in schools
  • The impact of sleep on children’s behavior and learning
  • Teaching children about consent and boundaries
  • Building resilience in children facing adversity
  • Understanding and supporting gifted children
  • The role of grandparents in child development
  • Helping children navigate peer pressure
  • Teaching children conflict resolution skills
  • Gender identity development in children
  • The importance of unstructured playtime
  • Positive reinforcement techniques for behavior management
  • Strategies for teaching emotional intelligence in schools
  • The benefits of mindfulness practices for children
  • Addressing food insecurity in schools
  • The impact of divorce on child development
  • Recognizing signs of child abuse and neglect
  • Promoting diversity and inclusion in children’s literature
  • Teaching children about online safety
  • Supporting children with incarcerated parents
  • Understanding and addressing childhood trauma
  • Fostering creativity and imagination in children
  • Teaching children about consent and personal boundaries
  • Supporting children with anxiety disorders
  • The benefits of play therapy for children
  • Encouraging physical activity in children
  • Strategies for managing ADHD in the classroom
  • Addressing perfectionism in children
  • Teaching children about healthy relationships
  • Recognizing signs of dyslexia in children
  • Supporting children with sensory processing challenges
  • The impact of social media on adolescent mental health
  • Teaching children about emotional regulation
  • Strategies for promoting self-esteem in children
  • Fostering resilience in children facing adversity
  • Understanding and supporting children with ADHD
  • Teaching children about body safety and boundaries
  • The benefits of outdoor play for children’s development
  • Strategies for managing screen time for children
  • Supporting children with learning disabilities in the classroom
  • Recognizing signs of depression in children
  • Teaching children about consent and healthy relationships
  • The impact of divorce on children’s mental health
  • Supporting children with autism in the classroom
  • Teaching children about diversity and inclusion
  • Strategies for managing challenging behaviors in children
  • Promoting positive body image in children
  • Teaching children about emotional intelligence
  • Supporting children with anxiety in school
  • Recognizing signs of autism spectrum disorder
  • Teaching children about empathy and kindness
  • The benefits of art therapy for children
  • Strategies for managing ADHD behaviors in children
  • Promoting self-regulation skills in children
  • Supporting children with dyslexia in the classroom
  • Recognizing signs of childhood trauma
  • Teaching children about healthy communication
  • The impact of bullying on children’s mental health
  • Strategies for promoting positive behavior in children
  • Fostering emotional resilience in children
  • Supporting children with ADHD at home
  • Recognizing signs of anxiety in children
  • Teaching children about body positivity
  • The benefits of mindfulness for children’s mental health
  • Strategies for managing challenging behaviors in children with autism
  • Promoting social skills in children with ADHD
  • Recognizing signs of dyscalculia in children
  • Teaching children about emotional regulation and self-control
  • Supporting children with dyspraxia in the classroom
  • The impact of childhood trauma on brain development
  • Strategies for managing oppositional behavior in children
  • Fostering emotional intelligence in children with autism
  • Recognizing signs of ADHD in girls
  • Teaching children about conflict resolution
  • The benefits of animal-assisted therapy for children
  • Strategies for promoting executive function skills in children
  • Supporting children with ADHD in the classroom
  • Recognizing signs of selective mutism in children
  • Teaching children about self-care and stress management
  • The impact of divorce on children’s academic performance
  • Strategies for managing sensory processing challenges in children
  • Promoting self-esteem in children with learning disabilities
  • Recognizing signs of childhood depression
  • Teaching children about empathy and compassion
  • The benefits of play-based therapy for children
  • Strategies for managing ADHD impulsivity in children
  • Supporting children with dysgraphia in the classroom
  • Recognizing signs of childhood PTSD
  • Teaching children about emotional regulation techniques
  • The impact of bullying on children with ADHD
  • Strategies for promoting positive self-talk in children
  • Fostering resilience in children with autism
  • Recognizing signs of ADHD in toddlers
  • Teaching children about conflict resolution skills
  • The benefits of equine therapy for children
  • Strategies for managing ADHD hyperactivity in children
  • Supporting children with dyscalculia in the classroom
  • Recognizing signs of childhood anxiety disorders
  • Teaching children about mindfulness and relaxation techniques
  • The impact of childhood trauma on social development
  • Strategies for promoting self-regulation in children with ADHD
  • Fostering emotional intelligence in children with learning disabilities
  • Recognizing signs of childhood OCD
  • Teaching children about emotional expression and communication
  • The benefits of drama therapy for children

Tips To Follow For Writing Child Development Research Paper

Writing a research paper on child development requires careful planning and consideration of various factors. Here are some tips to help you successfully navigate the process:

  • Choose a Specific Topic: Select a narrow and focused topic within the broad field of child development. This will allow you to delve deeply into a particular aspect and provide a comprehensive analysis.
  • Conduct Thorough Research: Gather relevant sources such as academic journals, books, and reputable websites. Make sure to use credible sources to support your arguments and provide evidence for your claims.
  • Develop an Outline: Draft a framework for your research paper, encompassing sections such as the introduction, literature review, methodology, findings, discussion, and conclusion. A well-defined outline aids in structuring your ideas and maintaining focus.
  • Craft an Engaging Introduction: Commence your research paper with an captivating introductory segment, offering context about the subject, accentuating its importance, and introducing your research query or central thesis statement.
  • Review Existing Literature: Conduct a literature review to summarize and analyze existing research on your chosen topic. Identify gaps in the literature that your research aims to address and explain how your study contributes to the field.
  • Choose an Appropriate Methodology: Select a research methodology that is suitable for your study, whether it’s qualitative, quantitative, or mixed methods. Describe your research design, participants, procedures, and data analysis techniques in detail.
  • Collect and Analyze Data: If conducting empirical research, collect data according to your chosen methodology. Examine the data utilizing suitable statistical or qualitative analysis methods and interpret the outcomes concerning your research query.
  • Examine the consequences and proposals: Within the discussion segment, interpret your outcomes within the framework of current literature and explore their implications for theory, application, and policy. Provide suggestions for forthcoming research and actionable interventions.
  • Write Clearly and Concisely: Use clear and concise language to convey your ideas effectively. Avoid jargon and unnecessary technical terms, and ensure that your writing is accessible to a wide audience.
  • Cite Your Sources Properly: Accurately cite all sources used in your research paper according to the citation style specified by your instructor or academic institution (e.g., APA, MLA, Chicago). Pay attention to formatting guidelines and include a bibliography or reference list.
  • Proofread and Revise: Before submitting your research paper, carefully proofread it for spelling, grammar, and punctuation errors. Revise as needed to improve clarity, coherence, and flow of ideas.
  • Seek Feedback: Consider seeking feedback from peers, mentors, or professors to gain valuable insights and suggestions for improving your research paper.

By following these tips, you can effectively write a research paper on child development that contributes to our understanding of this important field and informs future research and practice.

Understanding child development topics is essential for promoting healthy growth, supporting children’s well-being, and fostering positive relationships. By delving into the complexities of physical, cognitive, social, emotional, and moral development, we can better equip ourselves to nurture the next generation of thinkers, innovators, and compassionate individuals.

Let’s continue to explore, learn, and advocate for the holistic development of every child.

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Do You Have a Phone Addiction?

  • Alyson Meister

research paper topics on emotional intelligence

How to reclaim control over your screen time.

In our digital age, smartphones have become a double-edged sword, offering boundless information at our fingertips while silently ensnaring us in a web of overdependence. Unchecked phone use can erode our mental well-being, dull our professional edge, and disrupt our most cherished relationships. Yet, by recognizing the stealthy creep of phone addiction, we can begin to redraw the boundaries and be more intentional about when we engage. This is not merely about cutting down screen time — it’s about reclaiming the human experience, rediscovering the joy of undistracted moments, and forging deeper, more meaningful connections in our personal and professional lives.

During a recent executive program, we conducted a micro-experiment. Participants opted to surrender their mobile phones for one evening and get them back the next morning. During the experiment, they reflected on their thoughts, emotions, and behaviors. The next morning was full of discussion: Some had noticed themselves reaching for their phones mindlessly, coupled with jolts of “panic” when finding it missing; some felt irritable or frustrated about not being able to look things up on demand; some were nervous to wander the city’s streets without their GPS; while others rationalized the reasons they urgently needed their phone or felt extreme fear of missing out. At the same time, many felt liberated, noticing more around them and enjoying the freedom of not accessing work emails in the evening. Almost all learned something about themselves.

  • Alyson Meister is a professor of leadership and organizational behavior at IMD Business School in Lausanne, Switzerland. Specializing in the development of globally oriented, adaptive, and inclusive organizations, she has worked with thousands of executives, teams, and organizations from professional services to industrial goods and technology. Her research has been widely published, and in 2021, she was recognized as a Thinkers50 Radar thought leader.  
  • ND Nele Dael is a senior behavioral scientist studying emotion, personality, and social skills in organizational contexts. She is leading research projects on workplace well-being at IMD Lausanne, focusing on stress and recovery. Nele is particularly tuned into new technologies for the benefit of research and application in human interaction, and her work has been published in several leading journals.

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Emotional Intelligence and Psychological Well-Being in Adolescents

Joan guerra-bustamante.

1 Department of Psychology, Faculty of Teacher Training College, University of Extremadura, 10071 Cáceres, Spain; se.xenu@bgnaoj (J.G.-B.); se.xenu@noelb (B.L.-d.-B.); se.xenu@zepolmv (V.M.L.-R.)

Benito León-del-Barco

Rocío yuste-tosina.

2 Department of Educational Science, Faculty of Teacher Training College, University of Extremadura, 10071 Cáceres, Spain; se.xenu@etsuyoicor

Víctor M. López-Ramos

Santiago mendo-lázaro.

The present study aimed to analyze the association between of the dimensions of emotional intelligence (attention, clarity, and repair) and different levels of perceived happiness (low, medium, and high) in adolescents. The sample consists of 646 students in the first, second, third, and fourth years of Secondary Education, 47.5% females and 52.5% males, between 12 and 17 years of age. The instruments used were the Spanish version of the Trait Meta Mood Scale-24 Questionnaire to measure perceived emotional intelligence and the Oxford Happiness Questionnaire. Multinomial logistic regression analysis and receiver operating characteristic (ROC) curve analysis were performed. The results suggest that as the capacity of understanding and regulation of emotional intelligence increases, happiness also increases. Adolescence is seen as an ideal time in life to encourage the development of emotional capacities that contribute to the greater happiness of individuals. In this way, the present study stresses the need to carry out practices leading to improvements in the adolescents’ emotional intelligence and therefore increase their happiness and emotional well-being.

1. Introduction

The study of happiness and emotional well-being in young people has expanded exponentially in recent years. Psychology has traditionally focused on unhappiness and paid little attention to positive aspects of human potential [ 1 ]. This approach has been evident when studying adolescence, since this period of life implies many changes and it has been long described as a moment of stress and difficulties [ 2 ]. This conception of adolescence is currently fairly different for studies do not only describe the adolescent as a source of problems but also as a valuable asset in a development process [ 3 , 4 ]. This change took place with the arrival of positive psychology, as one of its objectives is to promote psychological research and practice in such areas as positive traits (strengths), positive emotions, and their contribution to well-being [ 5 ].

1.1. Happiness or Psychological Well-Being

As for the study of happiness, it is essential to point out that there is no consensus about how to define it. One of the most accepted theoretical approaches states that the construct happiness refers to an emotional and cognitive type of psychological state [ 6 ], a positive affective component in which positive emotions and the subjective interpretation of well-being are fundamental [ 6 , 7 , 8 , 9 , 10 , 11 , 12 ].

On a theoretical level, the debate on happiness has two main approaches: 1) the hedonic approach, that affirms that happiness is the presence of positive affection and the absence of negative affection; and 2) the eudaimonic approach, that states that happiness is the consequence of full psychological functioning by means of which the person develops his or her potential [ 13 ]. In line with eudaimonism, it is noteworthy to mention the psychological well-being multidimensional model [ 14 ], focused in the fulfillment of human potential through six key features: autonomy, environmental control, personal growth, positive relationships with others, purpose in life, and self-acceptance [ 15 ]. Both approaches can be integrated in the “three dimensions of happiness” model [ 1 ] which are: 1) a pleasant life, understood as a pleasant feeling towards past, present and future; 2) a committed life, by using positive individual features, including character strengths and talents; and 3) a meaningful life, which means to serve and to belong to positive institutions. Subsequently, this model favored the appearance of 24 Strengths Model [ 16 ] which focuses on studying happiness in strengths and virtues.

Accordingly, they reinforce the idea of the existence of factors that determine happiness [ 17 ]. Then we find the Science of Happiness [ 12 ] which claims that happiness can be increased by the individual himself by means of certain activities. For that matter, such a vital period as adolescence is the ideal moment to increase it. In recent years, different theoretical approaches have defended a positive comprehension of adolescence, a crucial stage characterized by plasticity, the acquisition of competences and the achievement of satisfactory levels of well-being and positive adjustments [ 17 ]. It is a time when the capacity to appreciate satisfaction with life and well-being increases in a critical and conscious way [ 18 ]. Specifically, teaching adolescents to be happy functions with three main goals: as an antidote against depression, as a means of increasing life satisfaction, and as a way to enhance learning and creative thought [ 19 ].

1.2. Emotional Intelligence

One of the variables that could help to this increase of happiness during adolescence can be emotional intelligence [ 20 ]. There are two relevant models of emotional intelligence: Mixed Models and Ability Model. Mixed Models state that emotional intelligence is a compendium of stable personality features, socio-emotional competences, motivational aspects, and different cognitive abilities [ 21 , 22 , 23 ]. On the other side we find the Ability Model [ 24 ] which considers emotional intelligence as an ability focused on emotional information processing [ 25 ]. Ever since Model of Emotional Intelligence, this construct is defined as a type of social intelligence that involves the ability to monitor one’s own and others’ emotions, to discriminate among them, and to use the information to guide one’s thinking and actions [ 24 ]. Subsequently, said authors included in their definition abilities related to cognitive and emotional clarity, perception, and repair that could generate feelings that eased thinking and abilities of cognitive and emotional regulation [ 26 ]. In order to measure this construct, they designed questionnaire TMMS-24, which assesses Perceived Emotional Intelligence through three factors: attention to emotions (capability to feel and express feelings properly), emotional clarity (capability to understand the own emotional states), and emotional repair (capability to correctly regulate emotional states).

1.3. Happiness or Psychological Well-Being and Emotional Intelligence

Scientific literature highlights the major role of emotional intelligence when determining individual happiness [ 20 ]. Numerous researchers have related emotional intelligence with psychological constructs that are closely associated with happiness, such as subjective well-being [ 27 , 28 ], higher rates of positive emotional states and decrease of negative emotional states [ 29 ], satisfaction with life [ 20 , 30 , 31 , 32 ], better psychological functioning and social competence [ 33 ], and better social relations; and negative associations with loneliness [ 34 , 35 , 36 , 37 , 38 , 39 , 40 ]. Other studies have focused on the relationship between emotional intelligence and variables connected with well-being in young people, such as physical and mental health [ 41 , 42 , 43 ] and perception of stress [ 44 ]. There is therefore clear evidence that capacities of emotional intelligence predict aspects related to personal well-being and a positive relation between life satisfaction and subjective happiness [ 45 , 46 ].

For this matter, Hills and Argyle [ 47 ] composed the Oxford Happiness Questionnaire, which evaluates subjective happiness from these psychological dimensions, including items focused on life satisfaction, positive emotions, physical and mental health, or social relationships.

More specifically, studies made from mixed models note that the trait emotional intelligence is a constellation of capacities and self-perceived attitudes related with emotion [ 48 ]. In this regard, different studies note the existence of a positive correlation between emotional intelligence as a trait and perceived happiness [ 49 , 50 ]. On the other hand, from the ability model, research based on Spanish adolescent subjects shows that the abilities of clarity and repair are positively correlated with life satisfaction whereas attention correlates negatively in adolescents [ 51 ]. In the same way, the dimensions of emotional recognition and expression, and the control of emotions mediate in the relationship between fully dispositional mindfulness and subjective happiness [ 52 ]. However, it should be considered that self-perceptions and attitudes associated with people’s emotions—such as emotional regulation, relationship skills, and social competence—determine variation in happiness to a large degree [ 50 ]. Henceforth, research shows that emotional intelligence abilities imply a skill that allows adolescents to guide their thoughts and ponder over their emotions, helping them to improve their well-being levels [ 53 ]. These studies suggest that important interventions may be performed to promote flourishing and happiness, enhancing emotional intelligence through specific training [ 54 ].

The present study seeks to analyze in a sample of adolescents, the association between of the dimensions of emotional intelligence (attention, clarity, and repair) and different levels of perceived happiness (low, medium, and high). It will also identify the sensitivity and the ability to distinguish scores obtained in the Spanish version of the questionnaire Trait Meta Mood Scale [ 55 ], from which high happiness is more likely to exist.

2. Materials and Methods

2.1. participants.

The sample consists of 646 students in the first, second, third, and fourth years of Secondary Education, 47.5% females and 52.5% males, between 12 and 17 years of age. The sampling was carried out by selecting eight schools in the Community of Extremadura (Spain) at random.

2.2. Instruments

2.2.1. trait meta mood scale.

The Spanish version of the questionnaire Trait Meta Mood Scale (TMMS-24) [ 55 ] has been used to evaluate perceived emotional intelligence. The questionnaire is formed by 24 items with a Likert-type five-point answer scale (1 = Do not agree, 5 = Totally agree). Three dimensions are evaluated (eight items per dimension): attention (ability to feel and express feelings appropriately); clarity (understanding of emotional states); and repair (appropriate emotional regulation). Each dimension can be classified into three traits depending on the score: Attention; 1) Attention should be improved; 2) Adequate attention; 3) Excessive attention: Clarity; 1) Clarity should be improved; 2) Adequate clarity; 3) Excellent clarity: Repair; 1) Repair should be improved; 2) Adequate repair; 3) Excellent repair. The internal consistency measured with Cronbach’s alpha was 0.826 for attention, 0.825 for clarity, and 0.833 for repair.

2.2.2. Oxford Happiness Questionnaire

The Oxford Happiness Questionnaire (OHQ) [ 47 ]. The objective of this questionnaire is to measure happiness in general, i.e., psychological well-being. A series of statements about happiness are given and the participants indicate their degree of agreement with each one. In psychometric terms, it consists of 29 items or 29 potential sources of happiness and the participants consider the extent to which they form part of their experiences. It employs a six-point Likert-type scale (1 = I totally disagree, 6 = I totally agree). The lowest score that can be obtained is 1 (if Answer 1, ‘I totally disagree’ is chosen in all the statements) and the highest is 6 (if Answer 6; ‘I totally agree’ is chosen for all the statements). In this study, the internal consistency measured with Cronbach’s alpha was 0.800.

2.3. Procedure

The procedure followed for data collection was the administration of the questionnaires by classroom group. In the first place, the educational centers were contacted to explain the objectives of the study and request authorization for the completion of the questionnaires. We followed the ethical guidelines of the American Psychological Association regarding the informed consent of the parents, due to participants’ being underage. Likewise, anonymity in the answers, the confidentiality of the obtained data, and its exclusive use for research purposes was assured. The administration of the questionnaires was carried out during school hours; it took around 50 min. in an adequate climate and without distractions. This study was approved by the Bioethics and Biosafety Committee of the University of Extremadura (no. 0063/2018).

2.4. Statistical Analysis

Firstly, we submitted the data to the assumptions of independence, normality, homoscedasticity and linearity required by the classical linear model. We did not find normality or homoscedasticity in our data, so we decided to perform a multinomial logistic regression analysis. Although it may seem that transforming a variable initially classified as continuous to categorical would mean losing information, during the analysis we gain efficiency and, mostly, clarity for interpretation. Multinomial logistic regression analysis was performed to determine the degree of association between the variables being studied. The odds ratio and their 95% confidence intervals, and the receiver operating characteristic (ROC) curve were calculated. The analysis based on the ROC curves is a statistical method to determine the diagnostic preciseness of tests that use continuous scales, and are used for three specific purposes: to establish the cut-off point at which the highest sensitivity and specificity is reached; evaluate the discriminative capacity of the diagnostic test, i.e., its capacity to differentiate healthy and sick individuals; and to compare the discriminative capacity of two or more diagnostic tests that express their results as continuous scales.

In order to verify that emotional intelligence is associated with happiness, multinomial logistic regression analysis included happiness as a predictor variable, grouped according to a criterion of percentiles in low, medium, and high happiness and the emotional intelligence dimensions attention, clarity, and repair as predictor variables, grouped in three categories ( Table 1 ). Gender and age of participants were included as control variables.

Categorization and frequencies of the study variables and descriptive statistics of the OHQ-SF questionnaire.

M = mean, SD = standard deviation. P = Percentile.

Both multinomial regression analyses demonstrated a satisfactory fit, χ 2 (16, N = 629) = 104.922, p < 0.001 (two-tailed), ϕ = 0.048; R Nagelkerke = 0.181, enabling correct classification in 62% of the cases.

The detailed analysis of the findings according to the different emotional intelligence dimensions shows the association between happiness and perceived intra-personal emotional intelligence, so that as clarity and repair increase, the individuals see themselves as happier, and as they decrease the individuals are less happy.

To be precise, for the result of the model with the reference category happiness ( Table 2 ), the calculations of the parameters reveal that adequate clarity (Wald = 4.205, p = 0.040), adequate repair (Wald = 8.609, p = 0.003), adequate repair (Wald = 14.759, p < 0.001), and excellent repair (Wald = 8.503, p =0.004) are associated significantly and directly with medium happiness. In addition, adequate (Wald = 10.376, p = 0.001) and excellent clarity (Wald = 8.610, p = 0.003), and adequate (Wald = 15.997, p < 0.001) and excellent repair (Wald = 25.323, p < 0.001) are correlated directly and significantly with high happiness.

Multinomial logistic regression model examining the probability of perceiving low happiness according to the degree of emotional attention, clarity, and repair.

Reference categories: 1 Low happiness. Groups compared: 2 little attention: 3 should improve clarity; 4 should improve repair. * p < 0.05. OR: odds ratio. CI: confidence interval.

The OR calculations of the model with the reference category low happiness ( Table 2 ) show that the probability of medium happiness is twice as high among individuals with adequate clarity, 3.4 times higher with excellent repair and 2.5 times higher with adequate repair. Similarly, the probability of high happiness is 2.7 times higher with adequate clarity, 4.1 times higher with adequate repair, 5.6 times higher with excellent clarity, and 12 times higher with excellent repair.

In addition, calculations of the parameters for the reference category high happiness ( Table 2 ) reveal that the need to improve clarity (Wald = 8.610, p = 0.003), repair (Wald = 25.323, p < 0.001), and adequate repair (Wald = 6.281, p = 0.012) are associated significantly and directly with low happiness. Equally, the need to improve clarity (Wald = 9.771, p = 0.002) and repair (Wald = 11.861, p = 0.001), and adequate clarity (Wald = 7.082, p = 0.008) and repair (Wald = 8.358, p = 0.004) are correlated directly and significantly with medium happiness.

The OR calculations of the model with the reference category high happiness ( Table 3 ) show that the probability of low happiness is 5.6 times higher among individuals who should improve clarity, 12 times higher among those who should improve repair and 3 times higher with adequate repair. Similarly, the probability of medium happiness is 3.5 times higher among individuals who should improve clarity and repair, 2.6 times higher with adequate clarity, and 2.2 times higher with adequate repair.

Multinomial logistic regression model examining the probability of perceiving high happiness according to the degree of emotional attention, clarity, and repair.

Reference categories: 1 High happiness. Groups compared: 2 Excessive attention; 3 Excellent clarity; 4 Excellent repair. * p < 0.05. OR odds ratio. CI confidence interval.

In addition, a receiver operating characteristic (ROC) curve was analyzed to assess the discriminative accuracy of the emotional intelligence dimensions. This allowed the identification of the cut-out points of the emotional intelligence scores beyond which high happiness becomes more likely.

In the ROC analysis, in the non-parametric case, the curve of the clarity dimension has an area below it of 0.696, 95% CI (0.644, 0.748), p < 0.001, and the repair dimension has below it an area of 0.707, 95% CI (0.656, 0.758), p < 0.001, while in the case of the attention dimension, the area below the curve of 0.536, 95% CI (0.478, 0.595), p = 0.206, does not provide significant information ( Figure 1 ).

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Object name is ijerph-16-01720-g001.jpg

ROC curve for the TMMS-24 dimensions predicting the presence of high happiness.

The cut-off points that simultaneously optimize sensitivity and specificity, and the separate cut-off points that optimize sensitivity and specificity of the clarity and repair dimensions are shown in Table 4 .

Sensitivity, specificity and Youden Index for the scores of the clarity and repair dimensions in the TMMS-24.

*** Score that maximizes sensitivity and specificity at the same time. * Score that maximizes sensitivity. ** Score that maximizes specificity.

To identify high happiness, a score of 28.5 or over in the clarity dimension simultaneously maximizes sensitivity (60%) and specificity (71%) (Youden Index = 0.314). A score of 25.5 maximizes sensitivity (72%) while specificity remains higher than expected by random, and a cut-off point of 29.5 maximizes specificity (77%) while sensitivity remains higher than expected by random ( Table 4 ). Similarly, a point of 27.5 or over in the repair dimension simultaneously maximizes sensitivity (78%) and specificity (55%) (Youden Index = 0.333). A score of 26.5 maximizes sensitivity (79%) while specificity remains higher than expected by random, and a cut-off point of 32 maximizes specificity (76%) while sensitivity remains higher than expected by random ( Table 4 ).

4. Discussion

The present study has aimed to analyze the relationship between the dimensions of emotional intelligence (attention, clarity, and repair) and happiness in a sample of adolescents and identify the cut-off points in the emotional intelligence scores, above which high happiness is more likely.

The detailed analysis of the results demonstrates a clear association between emotional intelligence and happiness. In general, these results agree with other research analyzing the association between emotional intelligence and happiness [ 46 , 56 ] or variables connected with it, such as personal and social adjustment [ 34 , 35 , 36 , 37 , 38 , 39 , 40 ]. To be precise, our results show that as emotional clarity and repair increase the individuals perceive themselves to be happier, and when they decrease they are less happy. No association has been found with the attention dimension. They agree with studies on adolescent populations that have found correlations between emotional clarity and repair, but not emotional attention, and variables closely related to happiness, such as well-being and psychological health [ 57 , 58 , 59 ] and quality of life [ 60 ].

This positive relation between happiness and emotional clarity and repair factors show that both abilities are indicators of a better emotional adjustment in adolescents [ 61 , 62 , 63 ]. Thus, the scores for clarity and repair above which happiness is maximized are situated within the established ranges for adequate emotional clarity and repair [ 55 ]. The results underscore that emotional repair has a greater association with happiness. In this line, several researchers have noted that the repair of emotions is fundamental for appropriate psychological functioning and mental health [ 64 , 65 , 66 , 67 ]. Adolescents with higher levels of emotional repair tend to carry out pleasant distracting activities, which can contribute to a greater feeling of happiness [ 68 ].

However, the question is: why is emotional attention not related to happiness? Although emotional attention is necessary for adaptation, paying too much attention to emotions is usually associated with maladaptive factors incompatible with happiness, such as anxiety, depression, hypervigilance, rumination, and catastrophization [ 32 , 33 , 51 ]. Therefore, from this point of view, excessive attention must be associated with low happiness. In contrast, emotional attention implies being aware of the feelings that produce pleasure (happiness) or discomfort (unhappiness). All emotions have a positive function and situations that cause discomfort are inevitable. Therefore, happiness cannot depend on their absence, but on a balance between the quantity and intensity of pleasant/unpleasant. In such a way, people who pay too much attention to their emotions and moods and do not have an adequate emotional clarity and repair would not be capable enough to understand and regulate the different emotional states [ 69 , 70 , 71 , 72 ].

Study Limitations

This was a transversal study; therefore, causal associations cannot be made. Likewise, the sample used and its size restricts generalizability of results. In addition, on the one hand, using the perceptions that the individuals have of their own capacities and feelings hinders the possibility of controlling possible respondent bias. It would therefore be useful to combine their own replies to the questionnaire with tests that are able to evaluate real aptitudes to solve emotional problems. On the other, although the criterion of assigning percentiles to the groups of high, medium, and low happiness allows comparisons to be made between happier or less happy individuals, it does not guarantee the identification of the happy and unhappy individuals, and consequently the results should be interpreted with a degree of caution. Despite these limitations, this study makes interesting contributions to understanding the association between emotional intelligence and happiness.

5. Conclusions

The conclusions of the present study support the idea that some capacities may help to increase the attainment of health and emotional well-being during adolescence. More precisely, it has shown that as adolescents’ capacities of comprehension and emotional regulation increase, so does their subjective happiness. The important role of emotional regulation should be stressed because it is an additional factor associated with happiness.

Finally, we are aware that the educational context is the best setting in which to establish policies promoting emotional health and well-being that can reach all the students and put an end to possible inequalities in the learning of those resources. This study has attempted to determine the specific dimensions that should be focused on when teaching emotional capacities as a variable promoting happiness and emotional well-being and health during this key period of life. To be exact, the capacities of understanding and regulating emotions can be developed and increased in adolescents as a way for their perception of their own happiness to increase.

Author Contributions

J.G.-B., B.L.-d.B., and S.M.-L. designed the study and they had full access to all the data in the study. B.L.-d.B. and S.M.-L. performed all statistical analyses and the interpretation of the data. J.G.-B., B.L.-d.B., R.Y.-T., V.M.L.-R., and S.M.-L. took part in the conduct of the survey and contributed to manuscript preparation. All authors have read and approved the final manuscript.

This work has been funded by the support to Consolidation of Research Groups (Junta de Extremadura GR18091/18.HJ.11). The authors would like to thank their support.

Conflicts of Interest

The authors declare no conflict of interest.

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Stanford Medicine study identifies distinct brain organization patterns in women and men

Stanford Medicine researchers have developed a powerful new artificial intelligence model that can distinguish between male and female brains.

February 20, 2024

sex differences in brain

'A key motivation for this study is that sex plays a crucial role in human brain development, in aging, and in the manifestation of psychiatric and neurological disorders,' said Vinod Menon. clelia-clelia

A new study by Stanford Medicine investigators unveils a new artificial intelligence model that was more than 90% successful at determining whether scans of brain activity came from a woman or a man.

The findings, published Feb. 20 in the Proceedings of the National Academy of Sciences, help resolve a long-term controversy about whether reliable sex differences exist in the human brain and suggest that understanding these differences may be critical to addressing neuropsychiatric conditions that affect women and men differently.

“A key motivation for this study is that sex plays a crucial role in human brain development, in aging, and in the manifestation of psychiatric and neurological disorders,” said Vinod Menon , PhD, professor of psychiatry and behavioral sciences and director of the Stanford Cognitive and Systems Neuroscience Laboratory . “Identifying consistent and replicable sex differences in the healthy adult brain is a critical step toward a deeper understanding of sex-specific vulnerabilities in psychiatric and neurological disorders.”

Menon is the study’s senior author. The lead authors are senior research scientist Srikanth Ryali , PhD, and academic staff researcher Yuan Zhang , PhD.

“Hotspots” that most helped the model distinguish male brains from female ones include the default mode network, a brain system that helps us process self-referential information, and the striatum and limbic network, which are involved in learning and how we respond to rewards.

The investigators noted that this work does not weigh in on whether sex-related differences arise early in life or may be driven by hormonal differences or the different societal circumstances that men and women may be more likely to encounter.

Uncovering brain differences

The extent to which a person’s sex affects how their brain is organized and operates has long been a point of dispute among scientists. While we know the sex chromosomes we are born with help determine the cocktail of hormones our brains are exposed to — particularly during early development, puberty and aging — researchers have long struggled to connect sex to concrete differences in the human brain. Brain structures tend to look much the same in men and women, and previous research examining how brain regions work together has also largely failed to turn up consistent brain indicators of sex.

test

Vinod Menon

In their current study, Menon and his team took advantage of recent advances in artificial intelligence, as well as access to multiple large datasets, to pursue a more powerful analysis than has previously been employed. First, they created a deep neural network model, which learns to classify brain imaging data: As the researchers showed brain scans to the model and told it that it was looking at a male or female brain, the model started to “notice” what subtle patterns could help it tell the difference.

This model demonstrated superior performance compared with those in previous studies, in part because it used a deep neural network that analyzes dynamic MRI scans. This approach captures the intricate interplay among different brain regions. When the researchers tested the model on around 1,500 brain scans, it could almost always tell if the scan came from a woman or a man.

The model’s success suggests that detectable sex differences do exist in the brain but just haven’t been picked up reliably before. The fact that it worked so well in different datasets, including brain scans from multiple sites in the U.S. and Europe, make the findings especially convincing as it controls for many confounds that can plague studies of this kind.

“This is a very strong piece of evidence that sex is a robust determinant of human brain organization,” Menon said.

Making predictions

Until recently, a model like the one Menon’s team employed would help researchers sort brains into different groups but wouldn’t provide information about how the sorting happened. Today, however, researchers have access to a tool called “explainable AI,” which can sift through vast amounts of data to explain how a model’s decisions are made.

Using explainable AI, Menon and his team identified the brain networks that were most important to the model’s judgment of whether a brain scan came from a man or a woman. They found the model was most often looking to the default mode network, striatum, and the limbic network to make the call.

The team then wondered if they could create another model that could predict how well participants would do on certain cognitive tasks based on functional brain features that differ between women and men. They developed sex-specific models of cognitive abilities: One model effectively predicted cognitive performance in men but not women, and another in women but not men. The findings indicate that functional brain characteristics varying between sexes have significant behavioral implications.

“These models worked really well because we successfully separated brain patterns between sexes,” Menon said. “That tells me that overlooking sex differences in brain organization could lead us to miss key factors underlying neuropsychiatric disorders.”

While the team applied their deep neural network model to questions about sex differences, Menon says the model can be applied to answer questions regarding how just about any aspect of brain connectivity might relate to any kind of cognitive ability or behavior. He and his team plan to make their model publicly available for any researcher to use.

“Our AI models have very broad applicability,” Menon said. “A researcher could use our models to look for brain differences linked to learning impairments or social functioning differences, for instance — aspects we are keen to understand better to aid individuals in adapting to and surmounting these challenges.”

The research was sponsored by the National Institutes of Health (grants MH084164, EB022907, MH121069, K25HD074652 and AG072114), the Transdisciplinary Initiative, the Uytengsu-Hamilton 22q11 Programs, the Stanford Maternal and Child Health Research Institute, and the NARSAD Young Investigator Award.

About Stanford Medicine

Stanford Medicine is an integrated academic health system comprising the Stanford School of Medicine and adult and pediatric health care delivery systems. Together, they harness the full potential of biomedicine through collaborative research, education and clinical care for patients. For more information, please visit med.stanford.edu .

Artificial intelligence

Exploring ways AI is applied to health care

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