|Type||Journal Article (Original Research)|
|Year of Publication||2018|
|Download||Teal2018_Article_TheRoleOfDispositionalMindfuln.pdf (583.3 KB)|
|Abstract||Emotional intelligence (EI) and dispositional mindfulness are two constructs that have been implicated in well-being, particularly in males, and are often part of student well-being programs. This study examined the relationships between EI, dispositional mindfulness, and well-being in adolescent boys. It was hypothesised that EI would mediate the relationship between dispositional mindfulness and well-being. The sample consisted of 294 adolescent male school students aged 13-17 years (M = 14.13, SD = 1.26). Participants completed self-report questionnaires related to dispositional mindfulness (Mindfulness Attention Awareness Scale for Adolescents), EI (Adolescent Swinburne University Emotional Intelligence Scale), subjective happiness (Subjective Happiness Scale) and psychological distress (General Health Questionnaire). Two multiple mediation models were developed to assess the extent to which EI mediates the relationship between dispositional mindfulness and (1) subjective happiness and (2) psychological distress. The results indicated that three EI dimensions: Emotional Recognition and [removed]ERE), Emotional Management and Control (EMC), and Understanding the Emotions of Others (UEO), were significantly positively correlated with dispositional mindfulness (p < 0.01). In addition, two EI dimensions (ERE and EMC) partially mediated the relationship between dispositional mindfulness and subjective happiness (ERE: P M = 0.22[0.08], 95% CI = 0.09, 0.39; EMC: P M = 0.28[0.11], 95% CI = 0.10, 0.54), and between dispositional mindfulness and psychological distress (ERE: P M = 0.14[0.06], 95% CI = 0.04, 0.26; EMC: P M = 0.31[0.08], 95% CI = 0.17, 0.48). It was concluded that the development of programs incorporating aspects of dispositional mindfulness and EI could provide tangible benefits to the psychological well-being of adolescent males.|
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