Relationship among interpersonal initiative personality, emotional intelligence,self-esteem and social positive adaption in left-behind junior high school students
10.3969/j.issn.1000-6729.2017.04.008
- VernacularTitle:留守初中生的人际主动、情绪智力、自尊与积极适应的关系
- Author:
Yu ZENG
;
Peng HU
- Keywords:
interpersonal initiative personality;
emotional intelligence;
self-esteem;
multiple mediating effects
- From:
Chinese Mental Health Journal
2017;31(4):295-300
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the multiple meditation effects of emotional intelligence and self-esteem between interpersonal initiative personality and social positive adaption in left-behind junior high school students.Methods:Totally 331 left-behind junior high school students [165 boys,160 girls,average age of (14.5 ± 1.2) years] were selected.They were assessed with the Interpersonal Self-Support Scale for Middle School Students (ISSS-MSS),Emotional Intelligence Questionnaire (EIQ),Rosenberg Self-Esteem Scale (RSES) and Social Adjustment Scale (SAS-YB).Results:The scores of social positive adaption were positively correlated with the scores of interpersonal initiative personality,EIQ and RSES (r ＝ 0.47-0.67,Ps ＜ 0.001).Path analysis showed that interpersonal initiative personality had direct effects on social positive adaption (β ＝ 0.47,P ＜0.001).Mediation modeling showed that interpersonal initiative personality could exert effects on social positive adaption indirectly through the mediating effect of not only emotional intelligence,but also self-esteem (x2/df＝ 3.03,TLI ＝ 0.87,CFI ＝ 0.89,RMSEA ＝ 0.08).Conclusion:The present study indicates that parallel multiple mediation model of emotional intelligence and self-esteem could explain the mechanism of influence of interpersonal initiative personality on social positive adaption appropriately.
