This meta-analysis includes studies concerning the relationships between emotional intelligence (EI) and subjective well-being (SWB). A total of 25 studies with 77 effect sizes and a combined sample of 8520 participants were found. The results provided evidence of a positive significant relationship between EI and SWB (ȓ = 0.32). This relationship was found to be higher in studies using self-report mixed EI instruments (ȓ = 0.38), than with in studies using self-report ability EI instruments (ȓ = 0.32) and performance-based ability EI instruments (ȓ = 0.22). When examining EI measures, there was a larger association between EI and the cognitive component of SWB (ȓ = 0.35) than with the affective component (ȓ = 0.29). There is a need for further research with other evaluation methods to achieve a better understanding of the relationship between EI and SWB.

This study was a quantitative meta-analysis of empirical research on the relationship between emotional intelligence (EI) and academic performance (AP) that included the three main theoretical models of EI. We conducted a computerized literature search in the main electronic databases. Forty-four of an initial 3,210 articles met the inclusion criteria. With 49 effect sizes and a cumulative sample size of 19,861 participants, we found significant heterogeneity indices indicating a variety of results. In general, the results of this study indicated a significant effect of EI on AP ($\overline{Z}$ = 0.26). Average association between EI and AP was higher in studies measured EI as ability ($\overline{Z}$ = 0.31), than studies measured EI as self-report ($\overline{Z}$ = 0.24), and self-report mixed EI ($\overline{Z}$ = 0.26). In the educational field, this meta-analysis provides information on the specific role of EI as a function of used measures. Some practical implications are discussed.

Prior work has suggested that individuals with deficits in emotion regulation skills are prone to compulsive behaviour and to following maladaptive coping strategies, such as smartphone overuse, to manage negative moods. Adolescence is a vulnerable developmental stage for deficits in emotion regulation, and these are linked to excessive smartphone use. The present study is the first to examine the links between the use of specific cognitive emotion regulation (CER) strategies and problematic smartphone use in a sample of adolescents. A total of 845 Spanish adolescents (455 females) completed the Spanish versions of the Cognitive Emotion Regulation Questionnaire and the Smartphone Addiction Scale, along with a socio-demographic survey. The adolescents were divided into two groups: Non-problematic smartphone users (n = 491, 58.1%) and problematic smartphone users (n = 354, 41.9%). Significant group differences were found, with the problematic users reporting significantly higher scores for all maladaptive CER strategies, including higher self-blame, rumination, blaming of others and catastrophising. The results from logistic regression analyses show that rumination, catastrophising and blaming of others were the most important variables for distinguishing between the two groups, along with gender and parental control outside the home. In summary, these findings suggest the importance of specific maladaptive CER strategies in problematic smartphone use and provide insight for relevant targets for intervention designs.

Based on a primary prevention perspective, the main purpose of this study was to examine the relationships between ability emotional intelligence, cognitive emotion regulation strategies, and well-being indicators (e.g., psychological well-being and satisfaction with life), controlling for sociodemographic variables and personality traits in our analyses. Three hundred and seventy-eight college students (123 males; 252 females; 3 unreported) participated voluntarily in this study. We predicted that ability emotional intelligence would be significantly and positively correlated with well-being outcomes, and that cognitive emotion regulation strategies would mediate the associations between ability emotional intelligence and well-being, controlling for sociodemographic and personality traits. Structural equation modelling estimated by bootstrap method indicated that two adaptive cognitive coping strategies were found to act as partial mediators between ability emotional intelligence and well-being indicators. Our findings provide preliminary support for theoretical work linking ability emotional intelligence, cognitive emotion regulation strategies, and well-being outcomes, and contribute to the understanding of how ability emotional intelligence is related to subjective well-being via specific cognitive emotion regulation strategies in college students.

Much attention has been paid to the psychological processes underlying the improvement in mood states and human well-being, particularly during adolescence. Theoretical and empirical research suggests that emotional skills may play a role in enhancing perceived well-being; however the mechanisms involved in during adolescence are unclear. The purpose of this study was to extend understanding by investigating the potential mediators of the relationship between emotional intelligence and life satisfaction in a two-year study. Participants were 269 high school students (145 girls and 124 boys) who completed the self-report Perceived Emotional Intelligence Scale (PEIS), the Satisfaction with Life Scale (SWLS), and the Positive Affect and Negative Affect Scale (PANAS) three times at one-year intervals. The three-step longitudinal design corroborated earlier research indicating that positive and negative affect mediate the relationships between emotional intelligence and life satisfaction. Students with high PEI tended to have more positive experiences and fewer negative experiences, which contributed to their greater life satisfaction. No sex differences were found in the multi-group analyses, suggesting that the causal relationships are similar in both sexes. These findings extend our understanding of the complex network of relationships involving perceived emotional intelligence and life satisfaction in adolescence. Implications and limitations of the findings are discussed.