Extracurricular sports and emotional intelligence in secondary school students: effects of the type of sports grouping and sex
Abstract
The development of emotional intelligence has been related in previous studies to sports practice and physical activity. The purpose of this research was to analyze the effects of extracurricular sports practice, sports grouping (collective or individual), and gender on the emotional intelligence of adolescents. The sample comprised 384 secondary school students. Students averaged 14.1 years, being 53.5% girls and 46.5% boys. The measurement of emotional intelligence was carried out using the Bar-On’s Emotional Intelligence Inventory Youth Version (EQ-I: YV, Bar-On and Parker, 2000). Results showed that there is an uneven development in the different dimensions of emotional intelligence among Spanish secondary school students (h2=.478), with general mood and interpersonal intelligence being the most prominent features. In addition, girls outperformed boys in interpersonal (h2=.014) and intrapersonal intelligences (h2=.023), reaching boys higher scores in adaptability (h2=.016). At the same time, an impact of extracurricular sports practice and, in particular, of team sports on the students’ general state of mind was detected (h2=.028), while intrapersonal intelligence is directly related to the practice of individual sports. Finally, an interaction effect (h2=.032) between sport grouping and sex was observed in intrapersonal intelligence, indicating that girls could present an advantage in the development of this trait when practicing individual sports.
Downloads
References
Acebes-Sánchez, J., Diez-Vega, I., Esteban-Gonzalo, S. y Rodríguez-Romo, G. (2019). Physical activity and emotional intelligence among undergraduate students: a correlational study. BMC Public Health, 19(1), 1-7. doi: 10.1186/s12889-019-7576-5
Acebes-Sánchez, J., Blanco-García, C., Diez-Vega, I., Mon-López, D. y Rodríguez-Romo, G. (2021). Emotional Intelligence in Physical Activity, Sports and Judo: A Global Approach. International Journal of Environmental Research and Public Health, 18(16), 8695. doi: 10.3390/ijerph18168695
Amado-Alonso D., León-del-Barco B., Mendo-Lázaro S., Sánchez-Miguel P.A. e Iglesias Gallego D. (2019) Emotional Intelligence and the Practice of Organized Physical-Sport Activity in Children. Sustainability, 11(6):1615. doi: 10.3390/su11061615
Ato, M., López, J. y Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29(3), 1038-1059. doi:10.6018/analesps.29.3.178511
Bar-On, R. (2000a). Emotional and social intelligence: Insights from the Emotional Quotient Inventory (EQi). En R. Bar-On & J.D.A. Parker (Eds.), Handbook of emotional intelligence: Theory, development, assessment and application at home, school and in the workplace (pp. 363-388). Jossey-Bass. doi: 10.1016/s0160-2896(01)00084-8
Bar-On, R. (2006). The Bar-On model of emotional-social intelligence (ESI). Psicothema, 18, 13-25.
Bar-On, R. y Parker, J. D. A. (2000b). Emotional Quotient Inventory: Youth Version (EQ-i:YV). Technical manual. Multi-Health Systems.
Barreiro da Silva, J.F., Boleto Rosado, A.F., Marques da Silva, C.M. y Serpa, S. (2014) Relationship between emotional intelligence, life satisfaction and sport practice. Revista Iberoamericana de Psicología del Ejercicio y el Deporte, 9, 93–109.
Brière, F. N., Yale-Soulière, G., González-Sicilia, D., Harbec, M. J., Morizot, J., Janosz, M. y Pagani, L. S. (2018). Prospective associations between sport participation and psychological adjustment in adolescents. Journal of Epidemiology and Community Health, 72(7), 575-581. doi: 10.1136/jech-2017-209656
Bosacki, S., Moreira, F. P., Sitnik, V., Andrews, K. y Talwar, V. (2020). Theory of mind, self-knowledge, and perceptions of loneliness in emerging adolescents. The Journal of genetic psychology, 181(1), 14-31. doi: 10.1080/00221325.2019.1687418
Campo, M., Laborde, S. y Mosley, E. (2016). Emotional Intelligence Training in Team Sports. Journal of Individual Differences, 37, 152–158. doi: 10.1027/1614-0001/a000201
Castro-Sánchez, M., Zurita-Ortega, F., Chacón-Cuberos, R., López-Gutiérrez, C. J. y Zafra-Santos, E. (2018). Emotional Intelligence, Motivational Climate and Levels of Anxiety in Athletes from Different Categories of Sports: Analysis through Structural Equations. International journal of environmental research and public health, 15(5), 894. doi: 10.3390/ijerph15050894
Catalá, P. y Peñacoba, C. (2020). Factores psicológicos asociados a la vulnerabilidad de lesiones. Estudio de caso en un equipo de fútbol semi-profesional. Revista de Psicología Aplicada al Deporte y el Ejercicio Físico, 5(1), 1-10. doi:10.5093/rpadef2020a5
Ciarrochi, J., Chan, A. Y. y Bajgar, J. (2001). Measuring emotional intelligence in adolescents. Personality and individual differences, 31(7), 1105-1119. doi: 10.1016/S0191-8869(00)00207-5
Costa, H., Saavedra, F. y Fernandes, H. M. (2021). Emotional intelligence and well-being: Associations and sex-and age-effects during adolescence. Work, 69 (1), 275-282. doi:10.3233/WOR-213476
D’Amico, A. y Geraci, A. (2021). The Role of Emotional and Meta-Emotional Intelligence in Pre-adolescents’ Well-Being and Sociometric Status. Frontiers in Psychology, 12:749700. doi: 10.3389/fpsyg.2021.749700
Davis, S.K. y Humphrey, N. (2012). The influence of emotional intelligence (EI) on coping and mental health in adolescence: Divergent roles for trait and ability EI. Journal of Adolescence, 35(5),1369-1379. doi: 10.1016/j.adolescence.2012.05.007
Declaración de Helsinki de la AMM (2013). Principios éticos para las investigaciones médicas en seres humanos (64º Asamblea General). Fortaleza, Brasil.
De la Barrera, U., Mónaco, E., Postigo-Zegarra, S., Gil-Gómez, J. A. y Montoya-Castilla, I. (2021). EmoTIC: impact of a game-based social-emotional programme on adolescents. Plos one, 16(4), e0250384. doi: 10.1371/journal.pone.0250384
Duque, V. H., Mancha-Triguero, D., Ibáñez, S. y Sáenz-López, P. (2022). Motivación, inteligencia emocional y carga de entrenamiento en función del género y categoría en baloncesto en edades escolares. Cuadernos de Psicología del Deporte, 22(2), 15-32. doi: 10.6018/cpd.450341
Durán C., Lavega P., Salas C., Tamarit M. e Invernó J. (2015). Emotional Physical Education in adolescents. Identifying predictors of emotional experience. Cultura, Ciencia y Deporte, 10(28), 5–18. doi: 10.12800/ccd.v10i28.511
Eagleton, J. R., McKelvie, S. J. y De Man, A. (2007). Extra version and neuroticism in team sport participants, individual sport participants, and nonparticipants. Perceptual and motor skills, 105(1), 265-275. doi: 10.2466/pms.105.1.265-275
El Hassan, K. y El Sader, M. (2005). Adapting and validating the BarOn EQ–i: YV in the Lebanese context. International Journal of Testing, 5(3), 301-317. doi: 10.1207/s15327574ijt0503_7
Fernández, E.J., Almagro, B.J. y Sáenz-López, P. (2015) Inteligencia emocional percibida y el bienestar psicológico de estudiantes universitarios en función del nivel de actividad física. Cultura, Ciencia y Deporte, 10, 31–39. doi: 10.12800/ccd.v10i28.513
Merino Fernández, M., Brito, C. J., Miarka, B. y López Díaz-de-Durana, A. (2020). Anxiety and emotional intelligence: comparisons between combat sports, gender and levels using the trait meta-mood scale and the inventory of situations and anxiety response. Frontiers in psychology, 11, 130. doi: 10.3389/fpsyg.2020.00130
Fernández-Berrocal, P., Extremera, N. y Palomera, R. (2008). Emotional intelligence as a crucial mental ability on educational context. En A. Valle, J. C. Núñez, R.G. Cabanach, J. A. González-Pineda and S. Rodríguez (Eds.). Handbook of Instructional Resources and Their Applications in the Classroom (pp. 67-88). Nova Science Publishers, Inc.
Fernández-Martínez, E., López-Alonso, A. I., Marqués-Sánchez, P., Martínez-Fernández, M. C., Sánchez-Valdeón, L. y Liébana-Presa, C. (2019). Emotional Intelligence, Sense of Coherence, Engagement and Coping: A Cross-Sectional Study of University Students’ Health. Sustainability, 11(24), 6953. MDPI AG. doi: 10.3390/su11246953
Ferrándiz, C., Hernández, D., Bermejo, M. R., Ferrando, M. y Sáinz, M. (2012). Social and emotional intelligence in childhood and adolescence: Spanish validation of a measurement instrument. Revista de Psicodidáctica, 17, 309-339. doi: 10.1387/Rev.Psicodidact.2814
Fuhrmann D., Knoll L.J., Blakemore S.J. (2015) Adolescence as a sensitive period of brain development. Trends in Cognitive Science, 19(10), 558–66. doi: 10.1016/j.tics.2015.07.008
Galdón López, S. G., Zurita Ortega, F., Ubago Jiménez, J. L. y González Valero, G. (2021). Importancia de la actividad física sobre la inteligencia emocional y diferencias de género. Retos, 42, 636-642. doi: 10.47197/retos.v42i0.86448
George, D. y Mallery, M. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference, 17.0 update (10a ed.). Pearson. doi: 10.4324/9781351033909
Gilar-Corbi, R., Valdés, M. V., Navas, L., Holgado-Tello, F. P. y Castejón, J. L. (2021). Validation of the Bar-On EQ-i: YV (S) Inventory in Its Spanish Version: Gender-Based Invariance Analysis. International Journal of Environmental Research and Public Health, 18(4), 1643. doi: 10.3390/ijerph18041643
Gómez-Baya D., Mendoza R., Paíno S. y Matos M.G. (2017) Perceived emotional intelligence as a predictor of depressive symptoms during mid-adolescence: A two-year longitudinal study on gender differences. Personality and Individual Differences, 104, 303-12. doi: 10.1016/j.paid.2016.08.022
Hirsch, J.K. y Barton A.L. (2011). Positive social support, negative social exchanges, and suicidal behavior in college students. Journal of American College Health, 59(5), 393–398. doi:10.1080/07448481.2010.515635.
IBM Corp. (2020). IBM SPSS Statistics for Windows, Version 27.0. IBM Corp.
Iglesias, C. I. y Moral, M. V. (2021). Rendimiento deportivo en atletas federados y su relación con autoestima, motivación e inteligencia emocional. Revista de Psicología Aplicada al Deporte y al Ejercicio Físico, 6, e14, 1-13. doi:10.5093/rpadef2021a15
Johnston, S. A., Roskowski, C., He, Z., Kong, L. y Chen, W. (2020). Effects of team sports on anxiety, depression, perceived stress, and sleep quality in college students. Journal of American College Health, 69(7), 791-797 doi:10.1080/07448481.2019.1707836
Joseph, D. L., Jin, J., Newman, D. A. y O'Boyle, E. H. (2015). Why does self-reported emotional intelligence predict job performance? A meta-analytic investigation of mixed EI. Journal of Applied Psychology, 100(2), 298-342. doi: 10.1037/a0037681
Kajbafnezhad, H., Ahadi, H., Heidarie, A. R., Askari, P. y Enayati, M. (2011). Difference between team and individual sports with respect to psychological skills, overall emotional intelligence and athletic success motivation in Shiraz city athletes. Journal of Physical Education and Sport, 11(3), 249-254.
Keefer K.V., Holden R.R. y Parker J.D.A. (2013). Longitudinal assessment of trait emotional intelligence: Measurement invariance and construct continuity from late childhood to adolescence. Psychological Assessment, 25(4), 1255-1272. doi: 10.1037/a0033903
Kim, H. y Kim, T. (2017). Emotional intelligence and transformational leadership: A review of empirical studies. Human Resource Development Review, 16(4), 377-393. doi: 10.1177/1534484317729262
Kopp, A. y Jekauc, D. (2018). The influence of emotional intelligence on performance in competitive sports: a meta-analytical investigation. Sports, 6(4), 175. doi: 10.3390/sports6040175.
Kuhnert, R. L., Begeer, S., Fink, E. y de Rosnay, M. (2017). Gender-differentiated effects of theory of mind, emotion understanding, and social preference on prosocial behavior development: A longitudinal study. Journal of Experimental Child Psychology, 154, 13–27. doi:10.1016/j.jecp.2016.10.001
Laborde, S., Dosseville, F., Guillén, F. y Chávez, E. (2014). Validity of the trait emotional intelligence questionnaire in sports and its links with performance satisfaction. Psychology of Sport and Exercise, 15(5), 481-490. doi: 10.1016/j.psychsport.2014.05.001
Laborde, S., Dosseville, F. y Allen, M. S. (2016). Emotional intelligence in sport and exercise: A systematic review. Scandinavian Journal of Medicine & Science in Sports, 26(8), 862-874. doi: 10.1111/sms.12510
Laborde, S., Guillén, F. y Watson, M. (2017). Trait emotional intelligence questionnaire full-form and short-form versions: Links with sport participation frequency and duration and type of sport practiced. Personality and Individual Differences, 108, 5-9. doi: 10.1016/j.paid.2016.11.061
MacCann, C., Jiang, Y., Brown, L. E., Double, K. S., Bucich, M. y Minbashian, A. (2020). Emotional intelligence predicts academic performance: A meta-analysis. Psychological Bulletin, 146(2), 150-186. doi: 10.1037/bul0000219
Martín de Benito, M., Guzmán Luján, J. F. y de Benito Trigueros, A. M. (2018). Inteligencia emocional, percepción de apoyo a la autonomía y relaciones en el deporte. Cuadernos de Psicología del Deporte, 18(1), 13–20. doi: 10.4321/s1578-84232015000200019
Mayer, J.D. y Salovey, P. (1997) What is emotional intelligence. En P. Salovey, D. Sluyter (Eds.), Emotional Development and Emotional Intelligence (pp. 3–31). Basic Books. doi: 10.1037/t05047-000
Meyer J. D., Koltyn K. F., Stegner A. J., Kim J. S. y Cook D. B. (2016). Influence of Exercise Intensity for Improving Depressed Mood in Depression: A Dose-Response Study. Behavioral Therory 47(4), 527-37. doi: 10.1016/j.beth.2016.04.003
Mishra, P., Pandey, C. M., Singh, U., Gupta, A., Sahu, C. y Keshri, A. (2019). Descriptive statistics and normality tests for statistical data. Annals of cardiac anaesthesia, 22(1), 67–72. doi: 10.4103/aca.ACA_157_18
Mroczkowska, H. (1997). Attributive reduction of failure-borne losses in view of team cohesion-analogies and differences in individual versus team competition. Biology of sport, 14(4), 325-332.
Parker, J. D. A., Creque, R. E., Barnhart, D. L., Harris, J. I., Majeski, S. A., Wood, L. M., Bond, B. J. y Hogan, M. J. (2004). Academic Achievement in high school: does emotional intelligence matter? Personality and Individual Differences, 37, 1321-1330. doi: 10.1016/j.paid.2004.01.002
Parker, J., Saklofske, D., Shaughnessy, P., Huang, S.H., Wood, L.M. y Eastabrook, J.M. (2005). Generalizability of the emotional intelligence construct: A cross-cultural study of North American aboriginal youth. Personality and Individual Differences, 39(1), 215-227. doi:10.1016/j.paid.2005.01.008
Pedrosa, I., Juarros-Basterretxea, J., Robles-Fernández, A., Basteiro, J. y García-Cueto, E. (2015). Pruebas de bondad de ajuste en distribuciones simétricas, ¿qué estadístico utilizar? Universitas psychologica, 14(1), 245-254. doi: 10.11144/Javeriana.upsy13-5.pbad
Pluhar, E., McCracken, C., Griffith, K. L., Christino, M. A., Sugimoto, D. y Meehan III, W. P. (2019). Team sport athletes may be less likely to suffer anxiety or depression than individual sport athletes. Journal of sports science & medicine, 18(3), 490-496.
Rey, L.; Quintana-Orts, C., Mérida-López, S. y Extremera, N. (2018) Emotional intelligence and peer cyber-victimisation in adolescents: Gender as moderator. Comunicar, 26, 9–18. doi: 10.3916/C56-2018-01
Ros Martínez, A. y Garcés de los Fayos Ruiz, E. J. (2013). Inteligencia emocional y deporte: situación actual del estado de la investigación. Cuadernos de Psicología del Deporte, 13(1), 105–112. doi: 10.4321/S1578-84232013000100011
Sainz Gómez, M., Ferrándiz, C., Fernández, C. y Ferrando, M. (2014). Propiedades psicométricas del Inventario de Cociente Emocional EQ-i:YV en alumnos superdotados y talentosos. Revista de Investigación Educativa, 32 (1), 41-55. doi: 10.6018/rie.32.1.162501
Salavera C, Usán P, Teruel P, Antoñanzas JL. (2020) Eudaimonic Well-Being in Adolescents: The Role of Trait Emotional Intelligence and Personality. Sustainability, 12(7), 2742. doi: 10.3390/su12072742
Salguero, J. M., Fernández-Berrocal, P., Balluerka, N. y Aritzeta, A. (2010). Measuring perceived emotional intelligence in the adolescent population: Psychometric properties of the Trait Meta-Mood Scale. Social Behavior and Personality: an international journal, 38(9), 1197-1209. doi: 10.2224/sbp.2010.38.9.1197
Sánchez-Álvarez, N., Extremera, N. y Fernández-Berrocal, P. (2016). The relation between emotional intelligence and subjective well-being: A meta-analytic investigation. The Journal of Positive Psychology, 11(3), 276-285. doi:10.1080/17439760.2015.1058968
Sánchez-Gómez, M., Oliver, A., Adelantado-Renau, M. y Breso, E. (2020). Inteligencia emocional y ansiedad en adolescentes: Una propuesta práctica en el aula. Quaderns digitals: Revista de Nuevas Tecnologías y Sociedad, (91), 74-89. doi: 10.6035/psique.26
Sanchís-Sanchís, A., Grau, M. D., Moliner, A. R. y Morales-Murillo, C. P. (2020). Effects of Age and Gender in Emotion Regulation of Children and Adolescents. Frontiers in psychology, 11, 946. doi: 10.3389/fpsyg.2020.00946
San Román-Mata, S., Puertas-Molero, P., Ubago-Jiménez, J. L. y González-Valero, G. (2020). Benefits of Physical Activity and Its Associations with Resilience, Emotional Intelligence, and Psychological Distress in University Students from Southern Spain. International Journal of Environmental Research and Public Health, 17(12), 4474. doi: 10.3390/ijerph17124474
Szabo, A. y Urban, F. (2014). Do combat sports develop emotional intelligence? Kinesiology, 46, 53–60.
Ubago-Jiménez, J. L., González-Valero, G., Puertas-Molero, P. y García-Martínez, I. (2019). Development of emotional intelligence through physical activity and sport practice. a systematic review. Behavioral Sciences, 9(4), 44-54. doi: 10.3390/bs9040044
Ugarriza, N. y Pajares, L. (2016). La evaluación de la inteligencia emocional a través del inventario de BarOn ICE: NA, en una muestra de niños y adolescentes. Persona, 8, 11-58. doi: 10.26439/persona2005.n008.893
GrandaVera, J., Alemany Arrebola, I. y Aguilar García, N. (2018). Género y relación con la práctica de la actividad física y el deporte. Apunts. Educación física y deportes, 2(132), 123-141. doi: 10.5672/apunts.2014-0983.es.(2018/2).132.09
Viguer, P., Cantero, M. J. y Bañuls, R. (2017). Enhancing emotional intelligence at school: Evaluation of the effectiveness of a two-year intervention program in Spanish pre-adolescents. Personality and Individual Differences, 113, 193-200. doi: 10.1016/j.paid.2017.03.036
Yoon H.S., Kim G-H. y Kim J. (2011). Effectiveness of an interpersonal relationship program on interpersonal relationships, self-esteem, and depression in nursing students. Journal of Korean Academy of Nursing, 41(6), 805-813. doi:10.4040/jkan.2011.41.6.805.
Zamanian, F., Haghighi, M., Forouzandeh, E., Sedighi, Z. y Salehian, M. (2011) A Comparison of Emotional Intelligence in Elite Student Athletes and Non-Athletes. Annals of Biological Research, 2, 179–183.
Las obras que se publican en esta revista están sujetas a los siguientes términos:
1. El Servicio de Publicaciones de la Universidad de Murcia (la editorial) conserva los derechos patrimoniales (copyright) de las obras publicadas, y favorece y permite la reutilización de las mismas bajo la licencia de uso indicada en el punto 2.
2. Las obras se publican en la edición electrónica de la revista bajo una licencia Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (texto legal). Se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que: i) se cite la autoría y la fuente original de su publicación (revista, editorial y URL de la obra); ii) no se usen para fines comerciales; iii) se mencione la existencia y especificaciones de esta licencia de uso.
3. Condiciones de auto-archivo. Se permite y se anima a los autores a difundir electrónicamente las versiones pre-print (versión antes de ser evaluada) y/o post-print (versión evaluada y aceptada para su publicación) de sus obras antes de su publicación, ya que favorece su circulación y difusión más temprana y con ello un posible aumento en su citación y alcance entre la comunidad académica. Color RoMEO: verde.
