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Chinese Adolescents' Emotional Intel...

Chen, Shitao.

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Chinese Adolescents' Emotional Intelligence, Perceived Social Support, and Resilience.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Chinese Adolescents' Emotional Intelligence, Perceived Social Support, and Resilience./
Author:	Chen, Shitao.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	132 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
Subject:	School counseling. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10616117
ISBN:	9780355161861

Chinese Adolescents' Emotional Intelligence, Perceived Social Support, and Resilience.
Chen, Shitao.

Chinese Adolescents' Emotional Intelligence, Perceived Social Support, and Resilience. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 132 p.

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ph.D.)--Indiana University, 2017.

The constructs of emotional intelligence, perceived social support and resilience have been primarily developed in a Western, individual-oriented societal context. The application of these constructs in Eastern cultures requires further investigation. The aim of the study was to examine the relationships among trait emotional intelligence, perceived social support, and resilience for 493 Chinese adolescents. The sample was composed middle school students; 238 day school and 255 boarding school students. As a preliminary step, the factor structure of the Multidimensional Scale of Perceived Social Support (MSPSS) was analyzed. A two-factor solution for the MSPSS was supported where the first factor was support from family and second factor was support by friends. Using a moderator analysis with emotional intelligence as the predictor variable, and resilience as the outcome variable, social support from family was non-significant. However, with support from friends as the moderator variable, it emerged as a significant predictor. Further analysis indicated that the magnitude of the moderation by social support from friends depended on school type. For students who have lower perceived friend support, school type made a difference, with boarding school experiences providing a stronger positive relationship between trait EI and resilience than day school experience. The highest level of resilience occurred in individuals who reported high trait EI and high perceived social support from friends. In a separate analysis with gender as the moderator, the influence was non-significant. The clinical and practical implications of the study are discussed along the limitations and recommendations for future research.

ISBN: 9780355161861Subjects--Topical Terms:

2144793
School counseling.

Chinese Adolescents' Emotional Intelligence, Perceived Social Support, and Resilience.
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520 $a The constructs of emotional intelligence, perceived social support and resilience have been primarily developed in a Western, individual-oriented societal context. The application of these constructs in Eastern cultures requires further investigation. The aim of the study was to examine the relationships among trait emotional intelligence, perceived social support, and resilience for 493 Chinese adolescents. The sample was composed middle school students; 238 day school and 255 boarding school students. As a preliminary step, the factor structure of the Multidimensional Scale of Perceived Social Support (MSPSS) was analyzed. A two-factor solution for the MSPSS was supported where the first factor was support from family and second factor was support by friends. Using a moderator analysis with emotional intelligence as the predictor variable, and resilience as the outcome variable, social support from family was non-significant. However, with support from friends as the moderator variable, it emerged as a significant predictor. Further analysis indicated that the magnitude of the moderation by social support from friends depended on school type. For students who have lower perceived friend support, school type made a difference, with boarding school experiences providing a stronger positive relationship between trait EI and resilience than day school experience. The highest level of resilience occurred in individuals who reported high trait EI and high perceived social support from friends. In a separate analysis with gender as the moderator, the influence was non-significant. The clinical and practical implications of the study are discussed along the limitations and recommendations for future research.
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