Background: The role of emotional intelligence on the experience of behavioural addictions is a growing area of research interest. However, there are operationalisation issues in studying both emotional intelligence and behavioural addictions separately. This review aims to report on the existing literature of studies exploring the relationship between these two concepts, and to identify gaps in research practice in order to inform future studies. Methods: A search, covering the date range of 2013–2024, conducted in five databases in August 2024 identified 43 articles, reported according to PRISMA 2020 guidelines. The findings are discussed under four subheadings: technology-related behavioural addiction, internet gaming disorder, eating disorders, and consumer behaviour and compulsive buying. Results: Overall, the results show that emotional intelligence is negatively correlated with behavioural addictions and plays both a moderating and mediating role in the associations between behavioural addictions and other negative outcomes such as suicidal ideation, rumination, fear of missing out, and depression. Conclusions: In addition to summarising studies and controversial discussions on emotional intelligence and behavioural addictions, this review suggests possible roadmaps to ensure more accurate research outcomes by highlighting the importance of theoretical and methodological distinctions between trait and ability models of emotional intelligence.

Measuring psychological constructs in children presents unique challenges, as careful consideration of children’s cognitive and socioemotional development is needed. The Trait Emotional Intelligence Questionnaire-Child Form (TEIQue-CF) was developed within the theoretical underpinnings of trait Emotional Intelligence theory and is predicated on primary aged children. This review aims to systematize the scientific literature on the TEIQue-CF, its corresponding short form, the TEIQue-CSF and the translated versions of these tools to identify the key outcomes predicted by these forms in children aged 8–13 years. A search was conducted in Google Scholar, PubMed, Scopus, Web of Science and APA PsycArticles in June 2024. This review was guided by the latest version of the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines. Conducted search identified 40 studies that investigated child emotional intelligence measured via TEIQue child forms. The key findings cover several topics related to the emotional aspects of children’s personalities, such as their intra- and interpersonal relationships, school life, cognition, and creativity. This systematic review revealed that trait Emotional Intelligence measured via the TEIQue child forms provide reliable results and is valid, as it has been linked to key childhood variables. This review also provides guidance for future research on the topic of trait Emotional Intelligence in children by highlighting current research limitations to avoid the likelihood of misleading research findings.

Affective Dependence (AD) is a problematic model of the love relationship that is becoming increasingly prevalent and evident in the context of couple relationships. Similarly, the phenomenon is being observed with growing frequency in daily clinical practice, making it increasingly necessary to identify treatment guidelines that can help clinicians in dealing with AD, while waiting for the literature to reach a consensus on its definition and nosographic profile. The main objective of this work is to explore the existing evidence of effectiveness regarding feasible treatments for Affective Dependence through a scoping review of the international literature carried out using the main scientific databases and following the PRISMA-ScR (PRISMA Extension for Scoping Reviews) guidelines. Seven studies were included in this review, and the results show that several pharmaceuticals, as well as different types of individual and group therapies, are proposed as treatment plans for AD. However, there is a lack of clinical trials that can verify the efficacy of the AD treatments reported so far in the literature. Some reflections that may help to distinguish a “healthy” addiction from a dysfunctional or markedly pathological one are considered alongside potential prevention perspectives.

Trait Emotional Intelligence (Trait EI) has been increasingly linked to children’s adaptive functioning; however, its role in creative thinking remains underexplored, particularly at the level of individual facets. This exploratory study examined the relationship between trait EI dimensions and creative potential in primary school children. A sample of 344 students (165 females) aged 8–11 years completed the TEIQue-Child Form and the graphical tasks of the Evaluation of Potential Creativity (EPoC), assessing divergent and convergent thinking in both abstract and concrete domains. Multiple regression analyses tested the predictive role of trait EI facets and their interaction with age in children’s creative potential. The results indicated that Adaptability and Self-Motivation positively predicted divergent thinking, particularly in abstract tasks. Notably, the effect of Adaptability varied across grades, showing a stronger association in younger children and a progressive decrease with age, whereas Self-Motivation displayed a more stable pattern. No significant associations emerged for convergent thinking, which, however, showed a developmental trend characterized by a fourth-grade slump. Overall, the findings suggest that specific emotional self-perceptions selectively support divergent thinking during childhood and that these effects are developmentally sensitive. These results contribute to a more nuanced understanding of the relationship between Trait EI and creativity, highlighting the value of a facet-level approach and of a developmental perspective.