Emotional Intelligence as predictor of psicosocial adaptation in the educational environment. Outcomes of an empirical research with students from the Community of Madrid

The results of an empirical investigation are submitted in order to demonstrate the relationship between Emotional Intelligence (EI) and psychosocial adaptation in a sample of students from the Community of Madrid. The subjects, with ages between 14 and 32 years old, were enrolled from public and private teaching institutions. Measures of self-evaluated (TMMS-24) and objective (TESIS) Emotional Intelligence were used, and also of social competence (SCF), behavior self-management in social situations (SMS), and perceived decoding abilities of nonverbal communication (PDA); likewise, we gauge the psychosocial adaptation by means of two questionnaires (TAMAI, BASC) and by some indicators of adjustment in the teaching context (academic scores, school reports, sending-off the classroom and off the school, etc.). Altogether, the statistical results guarantee the hypothesis that high levels of EI are predicting a promising adaptation in the educational environment, although the type of measures employed is an important factor to establish the presumed relations. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)