Emotional Intelligence in Gen Z Teaching Undergraduates: The Impact of Physical Activity and Biopsychosocial Factors
Emotional intelligence is a crucial determinant of socioemotional adaptation, psychological well-being and healthy habits in a population, although it has been barely studied in Generation Z. Therefore, the following research objectives were established: (1) to measure the levels of attention, clari...
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MDPI AG
2025-07-01
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| Series: | European Journal of Investigation in Health, Psychology and Education |
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| Online Access: | https://www.mdpi.com/2254-9625/15/7/123 |
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| author | Daniel Sanz-Martín Rafael Francisco Caracuel-Cáliz José Manuel Alonso-Vargas Irwin A. Ramírez-Granizo |
| author_facet | Daniel Sanz-Martín Rafael Francisco Caracuel-Cáliz José Manuel Alonso-Vargas Irwin A. Ramírez-Granizo |
| author_sort | Daniel Sanz-Martín |
| collection | DOAJ |
| description | Emotional intelligence is a crucial determinant of socioemotional adaptation, psychological well-being and healthy habits in a population, although it has been barely studied in Generation Z. Therefore, the following research objectives were established: (1) to measure the levels of attention, clarity and emotional repair of Spanish university students in teaching undergraduates and (2) to design predictive models of emotional intelligence considering sex, anthropometric measurements, physical activity and the use of social networks as factors. A cross-sectional study was conducted with the involvement of Spanish teaching undergraduates. An online questionnaire integrating sociodemographic questions, the International Physical Activity Questionnaire Short Form, Trait Meta-State Mood Scale TMMS-24 and Social Network Addiction Scale SNAddS-6S were administered. University students exhibited higher levels of emotional attention (30.32 ± 6.08) than those of emotional clarity (28.18 ± 6.34) and emotional repair (28.51 ± 6.02). Most students use X, Pinterest, TikTok, Instagram, YouTube and WhatsApp most days of the week. There are positive relationships between attention and emotional clarity (r = 0.33; <i>p</i> ≤ 0.001), attention and emotional repair (r = 0.18; <i>p</i> ≤ 0.001) and clarity and emotional repair (r = 0.44; <i>p</i> ≤ 0.001). In conclusion, males have higher levels of emotional clarity and emotional repair, but females show higher levels of emotional attention. The model with the highest explanatory power is the one obtained for men’s emotional attention. |
| format | Article |
| id | doaj-art-85925de8d0cd40259612020b282926cd |
| institution | DOAJ |
| issn | 2174-8144 2254-9625 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | European Journal of Investigation in Health, Psychology and Education |
| spelling | doaj-art-85925de8d0cd40259612020b282926cd2025-08-20T03:07:54ZengMDPI AGEuropean Journal of Investigation in Health, Psychology and Education2174-81442254-96252025-07-0115712310.3390/ejihpe15070123Emotional Intelligence in Gen Z Teaching Undergraduates: The Impact of Physical Activity and Biopsychosocial FactorsDaniel Sanz-Martín0Rafael Francisco Caracuel-Cáliz1José Manuel Alonso-Vargas2Irwin A. Ramírez-Granizo3Faculty of Humanities and Social Sciences, Universidad Isabel I (Ui1), 09003 Burgos, SpainFaculty of Health Sciences and Education, Distance University of Madrid (UDIMA), 28010 Madrid, SpainDepartment of Didactics Musical, Plastic and Corporal Expression, Faculty of Education Science, University of Granada, 18071 Granada, SpainDepartment of Didactics Musical, Plastic and Corporal Expression, Faculty of Education Science, University of Granada, 18071 Granada, SpainEmotional intelligence is a crucial determinant of socioemotional adaptation, psychological well-being and healthy habits in a population, although it has been barely studied in Generation Z. Therefore, the following research objectives were established: (1) to measure the levels of attention, clarity and emotional repair of Spanish university students in teaching undergraduates and (2) to design predictive models of emotional intelligence considering sex, anthropometric measurements, physical activity and the use of social networks as factors. A cross-sectional study was conducted with the involvement of Spanish teaching undergraduates. An online questionnaire integrating sociodemographic questions, the International Physical Activity Questionnaire Short Form, Trait Meta-State Mood Scale TMMS-24 and Social Network Addiction Scale SNAddS-6S were administered. University students exhibited higher levels of emotional attention (30.32 ± 6.08) than those of emotional clarity (28.18 ± 6.34) and emotional repair (28.51 ± 6.02). Most students use X, Pinterest, TikTok, Instagram, YouTube and WhatsApp most days of the week. There are positive relationships between attention and emotional clarity (r = 0.33; <i>p</i> ≤ 0.001), attention and emotional repair (r = 0.18; <i>p</i> ≤ 0.001) and clarity and emotional repair (r = 0.44; <i>p</i> ≤ 0.001). In conclusion, males have higher levels of emotional clarity and emotional repair, but females show higher levels of emotional attention. The model with the highest explanatory power is the one obtained for men’s emotional attention.https://www.mdpi.com/2254-9625/15/7/123emotional attentionemotional clarityemotional repairmoderate–vigorous physical activitysocial networksuniversity |
| spellingShingle | Daniel Sanz-Martín Rafael Francisco Caracuel-Cáliz José Manuel Alonso-Vargas Irwin A. Ramírez-Granizo Emotional Intelligence in Gen Z Teaching Undergraduates: The Impact of Physical Activity and Biopsychosocial Factors European Journal of Investigation in Health, Psychology and Education emotional attention emotional clarity emotional repair moderate–vigorous physical activity social networks university |
| title | Emotional Intelligence in Gen Z Teaching Undergraduates: The Impact of Physical Activity and Biopsychosocial Factors |
| title_full | Emotional Intelligence in Gen Z Teaching Undergraduates: The Impact of Physical Activity and Biopsychosocial Factors |
| title_fullStr | Emotional Intelligence in Gen Z Teaching Undergraduates: The Impact of Physical Activity and Biopsychosocial Factors |
| title_full_unstemmed | Emotional Intelligence in Gen Z Teaching Undergraduates: The Impact of Physical Activity and Biopsychosocial Factors |
| title_short | Emotional Intelligence in Gen Z Teaching Undergraduates: The Impact of Physical Activity and Biopsychosocial Factors |
| title_sort | emotional intelligence in gen z teaching undergraduates the impact of physical activity and biopsychosocial factors |
| topic | emotional attention emotional clarity emotional repair moderate–vigorous physical activity social networks university |
| url | https://www.mdpi.com/2254-9625/15/7/123 |
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