The influence of gender on the relationship between emotional intelligence and psychological well-being in Spanish university students.

backgroundNumerous studies have shown that emotional intelligence could play a role in satisfaction with life and eudaimonic well-being. Several theories hold that emotional intelligence is a construct that can be measured and that can be improved. Emotional intelligence depends on various variables such as age, sex, sociocultural status, environmental factors, and learning history; emotional intelligence should be made a priority subject to teach students to perceive, understand, and regulate emotions from an early age. Teaching of emotional skills at university can have a positive effect on academic performance, psychological well-being, and satisfaction with life.

methodsThe aim of this study is twofold: 1) to analyse differences in emotional intelligence and psychological well-being between sexes among Spanish university students; and 2) to analyse whether emotional intelligence can be used to predict satisfaction with life and eudaimonic well-being in the sample. The instruments used were Schutte's emotional intelligence scale, the satisfaction with life scale, and the eudaimonic well-being scale. The sample comprised 721 Spanish university students (293 men, 40.64% and 428 women, 59.36%).

resultsThe results suggest that women yield higher scores in emotional intelligence factors related to attention to the emotions of others, the expression of emotions, and the regulation of the emotions of others. No significant differences were found concerning satisfaction with life and eudaimonic well-being. The results also indicate that both men and women perceive the regulation of one's own emotions as a key factor in satisfaction with life. Women tend to link eudaimonic well-being with emotional skills associated with interpersonal relations, while men tend to associate it with emotional skills pertaining to the individual.

conclusionsThe results suggest that, among all emotional intelligence-related factors, the regulation of one's own emotions is the most valuable predictor of satisfaction with life and eudaimonic well-being. The results also emphasise the importance of teaching emotional intelligence as a way to improve levels of well-being, irrespective of sex, although sex-related differences need to be examined more in depth in order to gain a better understanding of the role played by emotional intelligence, satisfaction with life, and eudaimonic well-being in the psychological and personal development of our students.