La satisfaction de vie des élèves du secondaire grâce à l’intelligence émotionnelle
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INTRODUCTION. La présente étude a examiné le pouvoir prédictif de l’intelligence émotionnelle (IE) sur le niveau de satisfaction de la vie chez les élèves de l’enseignement secondaire obligatoire. Sur la base de la capacité humaine à percevoir, comprendre et réguler ses émotions, la résilience et l’estime de soi ont été retenues comme variables modulatrices. MÉTHODE. L’échantillon incidente est composé de 842 adolescents âgés de 13 à 16 ans (M=14,8 ; SD=1,49). Les instruments utilisés sont l’échelle d’intelligence émotionnelle de Wong et Law (WLEIS), l’échelle de résilience de Wagnild et Young (RS-25), l’échelle d’estime de soi de Rosenberg (RSES) et l’échelle de satisfaction de la vie de Diener (SWLS). La fiabilité de chaque instrument a été testée à l’aide des coefficients alpha de Cronbach (α). Toutes les familles ou les tuteurs légaux des participants ont donné leur consentement écrit
à la participation, avant d’être informés de l’objectif de la recherche et de la manière dont les données relatives à l’étude empirique ont été traitées. Une régression multiple simultanée a été utilisée pour l’analyse des données. RÉSULTATS. L’IE, l’estime de soi et la résilience sont corrélées de manière significative et directe, l’estime de soi étant la variable qui prédit le mieux la satisfaction de vie (50 % de la variance). L’autorégulation des émotions et l’utilisation des émotions ont permis de prédire le niveau de satisfaction de vie, dans l’échantillon sélectionné. DISCUSSION. Cela indique que pour faciliter la performance et l’acceptation de soi et de la vie, l’autorégulation des émotions est un facteur lié à la résilience permettant de prédire la satisfaction de vie.
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