The Role of Family Functionality and Its Relationship with Psychological Well-Being and Emotional Intelligence in High School Students

dc.creatorMolina Moreno, Pablo
dc.creatorFernández Gea, Silvia
dc.creatorMolero Jurado, María del Mar
dc.creatorPérez-Fuentes, María del Carmen
dc.creatorGázquez Linares, José Jesús
dc.date2024-07-09T04:49:54Z
dc.date2024-07-09T04:49:54Z
dc.date2024
dc.date.accessioned2024-07-17T21:09:41Z
dc.date.available2024-07-17T21:09:41Z
dc.identifier10.3390/educsci14060566
dc.identifier22277102
dc.identifierhttps://hdl.handle.net/20.500.12728/11583
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/9508680
dc.descriptionAdolescence is acknowledged as a critical transition stage in human development, during which factors such as family environment, psychological well-being, and emotional competencies are deemed crucial for optimal growth. Objective: A descriptive study with a quantitative, correlational, and cross-sectional approach was conducted to investigate: (1) how psychological well-being, emotional intelligence, and levels of family functioning are associated with each other; (2) the presence of gender disparities in psychological well-being, emotional intelligence, and family functioning; and (3) the identification of significant differences in psychological well-being and emotional intelligence based on family functioning. Methods: Participants were recruited from six different high schools in Spain. In total, 1092 secondary school students (584 females and 508 males) aged 12–17 years (M = 14.15) completed a series of instruments that were administered in person. Subsequently, data were statistically analysed and processed. Results: A positive correlation between family functioning, psychological well-being, and emotional intelligence was observed. In addition, significant gender differences were found in measures of psychological well-being, emotional intelligence, and family functioning. Finally, higher mean scores were identified for the high-functionality group when compared to the moderate-functionality and severe-dysfunctionality groups in both psychological well-being and emotional intelligence measures. Conclusions: The authors conclude by considering the family context as a key factor in adolescent development and propose future practical applications, such as programmes aimed at improving psychological well-being. © 2024 by the authors.
dc.descriptionI+D+i, (PID2020-119411RB-I00); FEDER, (PRE2021-097460, FPU21/03514)
dc.formatapplication/pdf
dc.languageen
dc.publisherMultidisciplinary Digital Publishing Institute (MDPI)
dc.subjecteducation
dc.subjectemotional intelligence
dc.subjectfamily functionality
dc.subjecthigh school
dc.subjectpsychological well-being
dc.subjectstudents and adolescence
dc.titleThe Role of Family Functionality and Its Relationship with Psychological Well-Being and Emotional Intelligence in High School Students
dc.typeArticle


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