On the Construct of Subjective Risk Intelligence and Its Relationships with Personality, Emotional Intelligence and Coping Strategies: A Comparison between Adolescents and Adults
Abstract
:1. Introduction
1.1. SRI, Personality and EI
1.2. Personality, EI and Coping in Adults and Adolescents
1.3. SRI and Coping
1.4. The Rationale of the Study
- Personality traits and EI are antecedents of SRI because they can promote or impede an intelligent risk perception and evaluation, which give the necessary push to action.
- Individuals assess their ability to cope with stressful situations effectively or ineffectively, and this may be mediated by the person’s resources and then by a successful assessment. SRI drives the person to perform the action.
- This pattern is applicable to adolescents and adults, even though some differences are expected due to the different cognitive and emotional development in adolescence with respect to the adult stage.
1.5. Aims
- Adolescents and adults have differences in SR, due to the different degrees of development of psychological resources.
- Personality traits and EI are antecedents of coping strategies.
- SRI plays a mediational role in the relationship at point 2.
- The mediational role of SRI could be different in adolescents and adults due to point 1.
2. Materials and Methods
2.1. Participants
2.2. Measures
2.3. Data Analysis
3. Results
3.1. Descriptive Statistics and Correlations
3.2. Differences in SRI between Adolescents and Adults
3.3. Path Analysis and Mediation Model
4. Discussion
5. Conclusions
6. Limitations
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
- Beck, U. Risk Society: Towards a New Modernity; Sage: London, UK, 1992. [Google Scholar]
- Beck, U. World Risk Society; Polity: Cambridge, UK, 1999. [Google Scholar]
- Connor-Smith, J.K.; Flachsbart, C. Relations between personality and coping: A meta-analysis. J. Personal. Soc. Psychol. 2007, 93, 1080–1107. [Google Scholar] [CrossRef] [PubMed]
- Park, H.S.; Ha, J.H.; Lee, M.H.; Lee, H.J. The relationship between emotional intelligence and stress coping of nurses. J. Korean Fundam. Nurs. 2014, 21, 466–474. [Google Scholar] [CrossRef]
- Wang, Y.; Xie, G.; Cui, X. Effects of emotional intelligence and selfleadership on students’ coping with stress. Soc. Behav. Personal. 2016, 44, 853–864. [Google Scholar] [CrossRef]
- Perera, H.N.; Di Giacomo, M. The role of trait emotional intelligence in academic performance during the university transition: An integrative model of mediation via social support, coping, and adjustment. Personal. Individ. Differ. 2014, 83, 208–213. [Google Scholar] [CrossRef]
- Craparo, G.; Magnano, P.; Paolillo, A.; Costantino, V. The Subjective Risk Intelligence Scale. The Development of a New Scale to Measure a New Construct. Curr. Psychol. 2018, 37, 966–981. [Google Scholar] [CrossRef]
- Chiu, F.C. Improving your creative potential without awareness: Overinclusive thinking training. Think. Ski. Creat. 2015, 15, 1–12. [Google Scholar] [CrossRef]
- Lin, P.H.; Huang, Y.M.; Chen, C.C. Exploring imaginative capability and learning motivation difference through picture. IEEE Access 2018, 6, 63416–63425. [Google Scholar] [CrossRef]
- Gelade, G.A. Creative style, personality, and artistic endeavor. Genet. Soc. Gen. Psychol. Monogr. 2002, 128, 213. [Google Scholar]
- Batey, M.D. A psychometric Investigation of Everyday Creativity; University of London: London, UK; University College London: London, UK, 2007. [Google Scholar]
- Karwowski, M.; Lebuda, I.; Wisniewska, E.; Gralewski, J. Big Five Personality Traits as the Predictors of Creative Self-Efficacy and Creative Personal Identity: Does Gender Matter? J. Creat. Behav. 2013, 47, 215–232. [Google Scholar] [CrossRef]
- van der Zanden, P.J.; Meijer, P.C.; Beghetto, R.A. A review study about creativity in adolescence: Where is the social context? Think. Ski. Creat. 2020, 38, 100702. [Google Scholar] [CrossRef]
- Hong, E.; Peng, Y.; O’Neil, H.F., Jr. Activities and accomplishments in various domains: Relationships with creative personality and creative motivation in adolescence. Roeper Rev. 2014, 36, 92–103. [Google Scholar] [CrossRef]
- Sànchez-Ruiz, M.J.; Pérez-Gonzalez, J.C.; Petrides, K.V. Trait emotional intelligence profiles of students from different university faculties. Aust. J. Psychol. 2010, 62, 51–57. [Google Scholar] [CrossRef]
- Bermejo, R.; Prieto, M.; Fernández, M.; Soto, G.; Sainz, M. A cognitive-creative profile of emotional talent. J. New Approaches Educ. Res. 2013, 2, 12–16. [Google Scholar] [CrossRef]
- Şahin, F. General intelligence, emotional intelligence and academic knowledge as predictors of creativity domains: A study of gifted students. Cogent Educ. 2016, 3, 1218315. [Google Scholar] [CrossRef]
- Caprara, G.V.; Steca, P. Affective and social self-regulatory efficacy beliefs as determinants of positive thinking and happiness. Eur. Psychol. 2005, 10, 275–286. [Google Scholar] [CrossRef]
- McGeown, S.P.; Putwain, D.; Simpson, E.G.; Boffey, E.; Markham, J.; Vince, A. Predictors of adolescents’ academic motivation: Personality, self-efficacy and adolescents’ characteristics. Learn. Individ. Differ. 2014, 32, 278–286. [Google Scholar] [CrossRef]
- Strobel, M.; Tumasjan, A.; Spörrle, M. Be yourself, believe in yourself, and be happy: Self-efficacy as a mediator between personality factors and subjective well-being. Scand. J. Psychol. 2011, 52, 43–48. [Google Scholar] [CrossRef]
- Zakiei, A.; Vafapoor, H.; Alikhani, M.; Farnia, V.; Radmehr, F. The relationship between family function and personality traits with general self-efficacy (parallel samples studies). BMC Psychol. 2020, 8, 88. [Google Scholar] [CrossRef]
- Chan, D.W. Perceived emotional intelligence and self-efficacy among Chinese secondary school teachers in Hong Kong. Personal. Individ. Differ. 2004, 36, 1781–1795. [Google Scholar] [CrossRef]
- Penrose, A.; Perry, C.; Ball, I. Emotional intelligence and teacher self efficacy: The contribution of teacher status and length of experience. Issues Educ. Res. 2007, 17, 107–126. [Google Scholar]
- Petrides, K.V.; Pita, R.; Kokkinaki, F. The location of trait emotional intelligence in personality factor space. Br. J. Psychol. 2007, 98, 273–289. [Google Scholar] [CrossRef] [PubMed]
- Sommaruga, M.; Casu, G.; Giaquinto, F.; Gremigni, P. Self-perceived provision of patient centered care by healthcare professionals: The role of emotional intelligence and general self-efficacy. Patient Educ. Couns. 2017, 100, 974–980. [Google Scholar] [CrossRef] [PubMed]
- Besser, A.; Shackelford, T.K. Mediation of the effects of the big five personality dimensions on negative mood and confirmed affective expectations by perceived situational stress: A quasi-field study of vacationers. Personal. Individ. Differ. 2007, 42, 1333–1346. [Google Scholar] [CrossRef]
- Gunthert, K.C.; Cohen, L.H.; Armeli, S. The role of neuroticism in daily stress and coping. J. Personal. Soc. Psychol. 1999, 77, 1087. [Google Scholar] [CrossRef] [PubMed]
- Suls, J.; Green, P.; Hillis, S. Emotional reactivity to everyday problems, affective inertia, and neuroticism. Personal. Soc. Psychol. Bull. 1998, 24, 127–136. [Google Scholar] [CrossRef]
- Vollrath, M.; Torgersen, S. Personality types and coping. Personal. Individ. Differ. 2000, 29, 367–378. [Google Scholar] [CrossRef]
- Armstrong, A.R.; Galligan, R.F.; Critchley, C.R. Emotional intelligence and psychological resilience to negative life events. Personal. Individ. Differ. 2011, 51, 331–336. [Google Scholar] [CrossRef]
- Salovey, P.; Bedell, B.T.; Detweiler, J.B.; Mayer, J.D. Coping intelligently. Coping: The Psychology of What Works; Oxford University Press: Oxford, UK, 1991; pp. 141–164. [Google Scholar]
- Koerner, N.; Dugas, M.J. An investigation of appraisals in individuals vulnerable to excessive worry: The role of intolerance of uncertainty. Cogn. Ther. Res. 2008, 32, 619–638. [Google Scholar] [CrossRef]
- Andronnikova, O.O. On the relationship between uncertainty tolerance and hardiness in adolescents. J. Sib. Fed. Univ. Humanit. Soc. Sci. 2021, 14, 320–326. [Google Scholar] [CrossRef]
- Mirimanova, M.S.; Obukhov, A.S. Vospitanie tolerantnosti cherez sotsiokul’turnoe vzaimodeystvie [Education of tolerance through socio-cultural interaction]. In Razvitie Issledovatel’skoy Deiatel’nosti Uchashchikhsia [Development of Research Activities of Students]; Narodnoe obrazovanje: Mosca, Russia, 2001; pp. 88–98. [Google Scholar]
- Borracci, R.A.; Ciambrone, G.; Arribalzaga, E.B. Tolerance for uncertainty, personality traits and specialty choice among medical students. J. Surg. Educ. 2021, 78, 1885–1895. [Google Scholar] [CrossRef]
- Vahedi, V.S.; Fatemi, A.H. The role of emotional intelligence and tolerance of ambiguity in academic Iranian EFL learners’ willingness to communicate. J. Lang. Teach. Res. 2016, 7, 178. [Google Scholar] [CrossRef]
- Sica, C.; Magni, C.; Ghisi, M.; Altoè, G.; Sighinolfi, C.; Chiri, L.R.; Franceschini, S. Coping Orientation to Problems Experienced-Nuova Versione Italiana (COPE-NVI): Uno strumento per la misura degli stili di coping. Psicoter. Cogn. Comport. 2008, 14, 27–53. [Google Scholar]
- Carver, C.S.; Connor-Smith, J. Personality and coping. Annu. Rev. Psychol. 2010, 61, 679–704. [Google Scholar] [CrossRef]
- Somerfield, M.R.; McCrae, R. Stress and coping research: Methodological challenges, theoretical advances, and clinical applications. Am. Psychol. 2000, 55, 620–625. [Google Scholar] [CrossRef] [PubMed]
- Ficková, E. Personality regulators of coping behavior in adolescents. Stud. Psychol. 2001, 43, 321–329. [Google Scholar]
- McCrae, R.R.; Costa, P.T., Jr.; Ostendorf, F.; Angleitner, A.; Hrebickova, M.; Avia, M.D.; Sanz, J. Nature over nurture: Temperament, personality, and life span development. J. Personal. Soc. Psychol. 2000, 78, 173–186. [Google Scholar] [CrossRef] [PubMed]
- Saklofske, D.H.; Austin, E.J.; Galloway, J.; Davidson, K. Individual difference correlates of health-related behaviours: Preliminary evidence for links between emotional intelligence and coping. Personal. Individ. Differ. 2007, 42, 491–502. [Google Scholar] [CrossRef]
- Fteiha, M.; Awwad, N. Emotional intelligence and its relationship with stress coping style. Health Psychol. Open 2020, 7, 2055102920970416. [Google Scholar] [CrossRef]
- Noorbakhsh, S.N.; Besharat, M.A.; Zarei, J. Emotional intelligence and coping styles with stress. Procedia Soc. Behav. Sci. 2010, 5, 818–822. [Google Scholar] [CrossRef]
- Mohammadi, D.; Torabi, S.; Gharaei, B. The relationship between coping styles and emotional intelligence in students. Iran. J. Psychiatry Clin. Psychol. 2008, 14, 176–183. [Google Scholar]
- MacCann, C.; Fogarty, G.J.; Zeidner, M.; Roberts, R.D. Coping mediates the relationship between emotional intelligence (EI) and academic achievement. Contemp. Educ. Psychol. 2011, 36, 60–70. [Google Scholar] [CrossRef]
- Rohrmann, B. Risk Attitude Scales: Concepts, Questionnaires, Utilizations; Project Report; University of Melbourne: Melbourne, Australia, 2005. [Google Scholar]
- Magnano, P.; Guarnera, M.; Buccheri, S.L.; Zarbo, R.; Craparo, G. Adaptation and Validation of the Subjective Risk Intelligence Scale for Italian Adolescents (SRIS-A). Child Psychiatry Hum. Dev. 2023, 54, 722–735. [Google Scholar] [CrossRef] [PubMed]
- Chassin, L.; Presson, C.C.; Sherman, S. Constructive vs destructive deviance in adolescent health-related behaviours. J. Youth Adolesc. 1989, 18, 245–262. [Google Scholar] [CrossRef]
- Moore, S.; Gullone, E. Predicting adolescent risk behavior using a personalized cost-benefit analysis. J. Youth Adolesc. 1996, 25, 343–359. [Google Scholar] [CrossRef]
- Dumont, M.; Provost, M.A. Resilience in Adolescents: ProtectiveRole of Social Support, Coping Strategies, Self-Esteem, and Social Activities on Experience of Stress and Depression. J. Youth Adolesc. 1999, 28, 343–363. [Google Scholar] [CrossRef]
- Rettie, H.; Daniels, J. Coping and tolerance of uncertainty: Predictors and mediators of mental health during the COVID-19 pandemic. Am. Psychol. 2021, 76, 427. [Google Scholar] [CrossRef]
- Cheng, Y.H.; Kuan, F.Y.; Li, C.I.; Ken, Y. A comparison between the effect of emotional certainty and uncertainty on coping strategies. Soc. Behav. Personal. 2010, 38, 53–60. [Google Scholar] [CrossRef]
- Lazarus, R.S.; Folkman, S. Stress, Appraisal, and Coping; Springer Publishing Company: New York, NY, USA, 1984. [Google Scholar]
- Dwyer, A.; Cummings, A.L. Stress, self-efficacy, social support, and coping strategies in university students. Can. J. Couns. Psychother. 2001, 35, 208–220. [Google Scholar]
- Zhao, F.F.; Lei, X.L.; He, W.; Gu, Y.H.; Li, D.W. The study of perceived stress, coping strategy and self-efficacy of Chinese undergraduate nursing students in clinical practice. Int. J. Nurs. Pract. 2015, 21, 401–409. [Google Scholar] [CrossRef]
- Crego, A.; Carrillo-Diaz, M.; Armfield, J.M.; Romero, M. Stress and academic performance in dental students: The role of coping strategies and examination-related self-efficacy. J. Dent. Educ. 2016, 80, 165–172. [Google Scholar] [CrossRef]
- Moos, R.H.; Schaefer, J.A. Coping resources and processes: Current concepts and measures. In Handbook of Stress: Theoretical and Clinical Aspects, 2nd ed.; Goldberger, L., Breznitz, S., Eds.; Free Press: New York, NY, USA, 1993; pp. 234–257. [Google Scholar]
- Lazarus, R.S. Why we should think of stress as a subset of emotion? In Handbook of Stress: Theoretical and Clinical Aspects, 2nd ed.; Goldberger, L., Breznitz, S., Eds.; Free Press: New York, NY, USA, 1993; pp. 21–39. [Google Scholar]
- Felton, B.J.; Revenson, T.A.; Hinrichsen, G.A. Stress and coping in the explanation of psychological adjustment among chronically ill adults. Soc.Sci. Med. 1984, 18, 889–898. [Google Scholar] [CrossRef] [PubMed]
- Carver, C.S.; Scheier, M.F.; Weintraub, J.K. Assessing coping strategies: A theoretically based approach. J. Personal. Soc. Psychol. 1989, 56, 267–283. [Google Scholar] [CrossRef] [PubMed]
- Faul, F.; Erdfelder, E.; Lang, A.G.; Buchner, A. G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behav. Res. Methods 2007, 39, 175–191. [Google Scholar] [CrossRef] [PubMed]
- Faul, F.; Erdfelder, E.; Buchner, A.; Lang, A.G. Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses. Behav. Res. Methods 2009, 41, 1149–1160. [Google Scholar] [CrossRef] [PubMed]
- Erdfelder, E.; Faul, F.; Buchner, A. GPOWER: A general power analysis program. Behav. Res. Methods Instrum. Comput. 1996, 28, 1–11. [Google Scholar] [CrossRef]
- Rammstedt, B.; John, O.P. Measuring personality in one minute or less: A 10-item short version of the Big Five Inventory in English and German. J. Res. Personal. 2007, 41, 203–212. [Google Scholar] [CrossRef]
- Guido, G.; Peluso, A.; Capestro, M.; Miglietta, M. An Italian version of the 10-item Big Five Inventory: An application to hedonic and utilitarian shopping values. Personal. Individ. Differ. 2015, 76, 135–140. [Google Scholar]
- Schutte, N.S.; Malouff, J.M.; Thorsteinsson, E.B.; Bhullar, N.; Rooke, S. A meta-analytic investigation of the relationship between emotional intelligence and health. Personal. Individ. Differ. 2007, 42, 921–933. [Google Scholar] [CrossRef]
- Craparo, G.; Magnano, P.; Faraci, P. Psychometric Properties of the Italian Version of the Self-Report Emotional Intelligence Test (SREIT). TPM Test. Psychom. Methodol. Appl. Psychol. 2014, 21, 121–133. [Google Scholar] [CrossRef]
- Magnano, P.; Paolillo, A.; Platania, S.; Santisi, G. Courage as a potential mediator between personality and coping. Personal. Individ. Differ. 2017, 111, 13–18. [Google Scholar] [CrossRef]
- Sirigatti, S.; Stefanile, C. CISS—Coping Inventory for Stressful Situation. Standardizzazione e Validazione Italiana; Giunti O.S. Organizzazioni Speciali: Firenze, Italy, 2009. [Google Scholar]
- Endler, N.S.; Parker, J.D.A. Coping Inventory for Stressful Situations (CISS): Manual, 2nd ed.; Multi-Health Systems: Toronto, ON, Canada, 1999. [Google Scholar]
- The Jamovi Project. Jamovi (Version 2.3) [Computer Software]. 2022. Available online: https://www.jamovi.org (accessed on 12 April 2023).
- Hayes, A.F.; Scharkow, M. The Relative Trustworthiness of Inferential Tests of the Indirect Effect in Statistical Mediation Analysis. Psychol. Sci. 2013, 24, 1918–1927. [Google Scholar] [CrossRef] [PubMed]
- IBM Corp. IBM SPSS Statistics for Windows, Version 25.0; IBM Corp: Armonk, NY, USA, 2017. [Google Scholar]
- Salovey, P.; Bedell, B.; Detweiler, J.B.; Mayer, J.D. Current Directions in Emotional Intelligence Research. In Handbook of Emotions, 2nd ed.; Lewis, M., Haviland-Jones, J.M., Eds.; Guilford Press: New York, NY, USA, 2000. [Google Scholar]
- Caspi, A.; Roberts, B.W.; Shiner, R.L. Personality development: Stability and change. Annu. Rev. Psychol. 2005, 56, 453–484. [Google Scholar] [CrossRef] [PubMed]
- McCrae, R.R.; John, O.P. An introduction to the five-factor model and its applications. J. Personal. 1992, 60, 175–215. [Google Scholar] [CrossRef] [PubMed]
- Rothbart, M.K.; Hwang, J. Temperament and the development of competence and motivation. In Handbook of Competence and Motivation; Elliott, A.J., Dweck, G.S., Eds.; The Guilford Press: New York, NY, USA; London, UK, 2005; pp. 167–184. [Google Scholar]
- Lengua, L.J.; Sandler, I.N.; West, S.G.; Wolchik, S.A.; Curran, P.J. Emotionality and self-regulation, threat appraisal, and coping in children of divorce. Dev. Psychopathol. 1999, 11, 15–37. [Google Scholar] [CrossRef] [PubMed]
- Vollrath, M. Personality and stress. Scand. J. Psychol. 2001, 42, 335–347. [Google Scholar] [CrossRef] [PubMed]
- Hills, P.; Argyle, M. Emotional stability as a major dimension of happiness. Personal. Individ. Differ. 2001, 31, 1357–1364. [Google Scholar] [CrossRef]
- Wolfradt, U.; Hempel, S.; Miles, J.N.V. Perceived parenting styles, depersonalisation, anxiety and coping behavior in adolescents. Personal. Individ. Differ. 2003, 34, 521–532. [Google Scholar]
- Nicholls, A.R.; Levy, A.R.; Perry, J.L. Emotional maturity, dispositional coping, and coping effectiveness among adolescent athletes. Psychol. Sport Exerc. 2015, 17, 32–39. [Google Scholar] [CrossRef]
- John, O.P.; Srivastava, S. The Big-Five trait taxonomy: History, measurement, and theoretical perspectives. In Handbook of Personality: Theory and Research; Pervin, L.A., John, O.P., Eds.; Guilford Press: New York, NY, USA, 1999; pp. 102–138. [Google Scholar]
- Afshar, H.; Roohafza, H.R.; Keshteli, A.H.; Mazaheri, M.; Feizi, A.; Adibi, P. The association of personality traits and coping styles according to stress level. J. Res. Med. Sci. 2015, 20, 353. [Google Scholar]
- Agbaria, Q.; Mokh, A.A. Coping with stress during the coronavirus outbreak: The contribution of big five personality traits and social support. Int. J. Ment. Health Addict. 2022, 20, 1854–1872. [Google Scholar] [CrossRef]
- Meier, B.P.; Robinson, M.D. Why the sunny side is up: Associations between affect and vertical position. Psychol. Sci. 2004, 15, 243–247. [Google Scholar] [CrossRef] [PubMed]
- Graziano, W.G.; Eisenberg, N. Agreeableness: A dimension of personality. In Handbook of Personality Psychology; Academic Press: Cambridge, MA, USA, 1997; pp. 795–824. [Google Scholar]
- Jensen-Campbell, L.A.; Graziano, W.G. Agreeableness as a moderator of interpersonal conflict. J. Personal. 2001, 69, 323–362. [Google Scholar] [CrossRef] [PubMed]
- Derryberry, D.; Reed, M.A.; Pilkenton-Taylor, C. Temperament and coping: Advantages of an individual differences perspective. Dev. Psychopathol. 2003, 15, 1049–1066. [Google Scholar] [CrossRef] [PubMed]
- Asghari, A.; Kadir, R.A.; Elias, H.; Baba, M. Conceptualization Personality and Coping in Adolescents. Educ. Sci. Psychol. 2012, 3, 55–61. [Google Scholar]
- White, R.W. Strategies for adaptation: An attempt at systematic description. In Coping and Adaptation; Coelho, G.V., Hamburg, D.A., Adams, J.E., Eds.; Basic Books: New York, NY, USA, 1974; pp. 47–68. [Google Scholar]
- Magnano, P.; Santisi, G.; Zammitti, A.; Zarbo, R.; Scuderi, V.E.; Valenti, G.D.; Faraci, P. The relationship between subjective risk intelligence and courage with working performance: The potential mediating effect of workplace social courage. Eur. J. Investig. Health Psychol. Educ. 2022, 12, 431–444. [Google Scholar] [CrossRef] [PubMed]
- Lodi, E.; Perrella, L.; Zarbo, R.; Patrizi, P. Courage as Mediator between Positive Resources and General/Domain-Specific Well-Being Indices. Eur. J. Investig. Health Psychol. Educ. 2022, 12, 1067–1081. [Google Scholar] [CrossRef]
- Magnus, K.; Diener, E.; Fujita, F.; Pavot, W. Extraversion and neuroticism as predictors of objective life events: A longitudinal analysis. J. Personal. Soc. Psychol. 1993, 65, 1046. [Google Scholar] [CrossRef]
(a) | ||||||||||||
M | SD | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
1. Agreeableness | 3.12 | 0.83 | — | |||||||||
2. Conscientiousness | 3.37 | 0.88 | 0.12 ** | — | ||||||||
3. Emotional stability | 2.69 | 1.03 | 0.21 *** | 0.17 *** | — | |||||||
4. Extraversion | 3.31 | 0.93 | 0.15 *** | 0.06 | 0.11 ** | — | ||||||
5. Openness | 3.40 | 0.97 | −0.05 | 0.06 | −0.08 | −0.02 | — | |||||
6. Emotional intelligence | 3.71 | 0.43 | 0.10 * | 0.23 *** | 0.07 | 0.24 *** | 0.19 *** | — | ||||
7. Subjective risk intelligence | 3.09 | 0.54 | 0.04 | 0.24 *** | 0.40 *** | 0.18 *** | 0.11 ** | 0.30 *** | — | |||
8. Task-oriented | 3.60 | 0.54 | 0.004 | 0.33 *** | 0.07 | 0.01 | 0.11 ** | 0.53 *** | 0.38 *** | — | ||
9. Emotion-oriented | 3.23 | 0.67 | −0.14 | −0.18 | −0.43 | −0.17 | 0.03 | 0.01 | −0.53 | −0.01 | — | |
10. Avoidance-oriented | 3.24 | 0.70 | 0.06 | −0.03 | −0.06 | 0.20 *** | −0.002 | 0.33 *** | −0.03 | 0.17 *** | 0.23 *** | — |
(b) | ||||||||||||
M | SD | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | ||
1. Agreeableness | 3.11 | 0.85 | — | |||||||||
2. Conscientiousness | 3.81 | 0.87 | 0.01 | — | ||||||||
3. Emotional stability | 2.85 | 1.05 | 0.25 *** | 0.12 ** | — | |||||||
4. Extraversion | 3.30 | 0.88 | 0.08 * | 0.12 ** | 0.08 * | — | ||||||
5. Openness | 3.54 | 0.91 | 0.01 | −0.02 | 0.001 | 0.02 | — | |||||
6. Emotional intelligence | 3.70 | 0.50 | 0.08 * | 0.22 *** | 0.13 *** | 0.23 *** | 0.11 ** | — | ||||
7. Subjective risk intelligence | 3.39 | 0.54 | 0.12 *** | 0.28 *** | 0.43 *** | 0.22 *** | 0.05 | 0.57 *** | — | |||
8. Self-directed | 2.78 | 0.39 | −0.02 | 0.15 *** | 0.18 *** | 0.04 | 0.12 ** | 0.25 *** | 0.18 *** | — | ||
9. Avoidance | 1.86 | 0.48 | −0.04 | −0.20 *** | −0.13 *** | −0.02 | −0.03 | −0.23 *** | −0.35 *** | 0.09 * | — |
Sample 1: Adolescents (N = 641) | Sample 2: Adults (N = 749) | t | p | |||
---|---|---|---|---|---|---|
M | SD | M | SD | |||
Imaginative capability | 3.39 | 0.71 | 3.55 | 0.55 | 4.58 | <0.001 |
Positive attitude toward uncertainty | 3.15 | 0.87 | 3.43 | 0.96 | 5.71 | <0.001 |
Problem-solving self-efficacy | 3.42 | 0.67 | 3.80 | 0.58 | 11.20 | <0.001 |
Stress management | 2.41 | 0.95 | 2.78 | 1.00 | 7.03 | <0.001 |
SRIS total score | 3.09 | 0.54 | 3.39 | 0.54 | 10.12 | <0.001 |
95% C.I. | ||
---|---|---|
Variable | R2 | Lower |
Subjective risk intelligence | 0.27 | 0.21 |
Task-oriented coping | 0.39 | 0.33 |
Emotion-oriented coping | 0.39 | 0.33 |
Avoidance-oriented coping | 0.16 | 0.11 |
Paths | Indirect Effects | Direct Effects | |||||
---|---|---|---|---|---|---|---|
β | 95% C.I. | p | β | 95% C.I. | |||
Agreeableness–SRI–task-oriented | −0.02 | −0.41 | −0.03 | 0.025 | −0.04 | −1.08 | 0.25 |
Agreeableness–SRI–emotion-oriented | 0.04 | 0.08 | 0.95 | 0.020 | −0.07 | −1.74 | −0.09 |
Agreeableness–SRI–avoidance-oriented | 0.01 | −0.01 | 0.28 | 0.067 | 0.02 | −0.74 | 1.25 |
Conscientiousness–SRI–task-oriented | 0.03 | 0.12 | 0.50 | 0.002 | 0.19 | 1.26 | 2.52 |
Conscientiousness–SRI–emotion-oriented | −0.06 | −1.14 | −0.31 | <0.001 | −0.07 | −1.63 | −0.06 |
Conscientiousness–SRI–avoidance-oriented | −0.02 | −0.36 | −0.02 | 0.025 | −0.09 | −2.06 | −0.17 |
Emotional stability–SRI–task-oriented | 0.01 | 0.53 | 1.07 | <0.001 | −0.07 | −1.19 | −0.04 |
Emotional stability–SRI–emotion-oriented | −0.18 | −2.31 | −1.43 | <0.001 | −0.21 | −2.94 | −1.51 |
Emotional stability–SRI–avoidance-oriented | −0.05 | −0.84 | −0.15 | 0.005 | −0.05 | −1.40 | 0.33 |
Extraversion–SRI–task-oriented | 0.02 | 0.05 | 0.40 | 0.011 | −0.14 | −1.88 | −0.70 |
Extraversion–SRI–emotion-oriented | −0.05 | −0.92 | −0.14 | 0.008 | −0.09 | −1.79 | −0.32 |
Extraversion–SRI–avoidance-oriented | −0.01 | −0.28 | −0.002 | 0.047 | 0.15 | 0.85 | 2.62 |
Openness–SRI–task-oriented | 0.02 | 0.03 | 0.36 | 0.019 | −0.03 | −0.79 | 0.33 |
Openness–SRI–emotion-oriented | −0.04 | −0.83 | −0.09 | 0.014 | 0.03 | −0.39 | 0.10 |
Openness–SRI–avoidance-oriented | −0.01 | −0.25 | 0.004 | 0.059 | −0.05 | −1.45 | 0.23 |
Emotional intelligence–SRI–task-oriented | 0.06 | 0.63 | 1.58 | <0.001 | 0.45 | 7.77 | 10.46 |
Emotional intelligence–SRI–emotion-oriented | −0.10 | −3.497 | −1.639 | <0.001 | 0.21 | 3.51 | 6.85 |
Emotional intelligence–SRI–avoidance-oriented | −0.03 | −1.192 | −0.169 | 0.009 | 0.37 | 7.41 | 11.44 |
95% C.I. | ||
---|---|---|
Variables | R2 | Lower |
Subjective risk intelligence | 0.48 | 0.42 |
Self-directed coping | 0.11 | 0.07 |
Avoidance coping | 0.14 | 0.10 |
Paths | Indirect Effects | Direct Effects | |||||
---|---|---|---|---|---|---|---|
β | 95% C.I. | p | β | 95% C.I. | |||
Agreeableness–SRI–self-directed | 0.000 | −0.026 | 0.034 | 0.781 | −0.072 | −1.527 | −0.062 |
Agreeableness–SRI–avoidance-directed | 0.003 | −0.219 | 0.297 | 0.767 | −0.0047 | −1.006 | 0.881 |
Conscientiousness–SRI–self-directed | −0.005 | −0.179 | 0.067 | 0.375 | 0.0906 | 0.220 | 1.723 |
Conscientiousness–SRI–avoidance-directed | −0.039 | −0.779 | −0.237 | <0.001 | −0.113 | −2.402 | −0.544 |
Emotional stability–SRI–self-directed | −0.015 | −0.429 | 0.159 | 0.368 | 0.173 | 0.831 | 2.247 |
Emotional stability–SRI–avoidance-directed | −0.011 | −1.649 | −0.813 | <.001 | 0.019 | −0.584 | 0.999 |
Extraversion–SRI–self-directed | −0.003 | −0.096 | 0.037 | 0.386 | −0.026 | −1.090 | 0.537 |
Extraversion–SRI–avoidance-directed | −0.021 | −0.514 | −0.025 | 0.031 | 0.072 | 0.037 | 1.838 |
Openness–SRI–self-directed | 0.000 | −0.023 | 0.025 | 0.957 | 0.099 | 0.311 | 1.712 |
Openness–SRI–avoidance-directed | 0.000 | −0.213 | 0.226 | 0.957 | −0.012 | −1.017 | 0.708 |
Emotional intelligence–SRI–self-directed | −0.021 | −1.263 | 0.467 | 0.367 | 0.233 | 2.674 | 5.987 |
Emotional intelligence–SRI–avoidance-directed | −0.160 | −4.707 | −2.554 | <0.001 | −0.033 | −2.838 | 1.357 |
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content. |
© 2024 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Guarnera, M.; Zarbo, R.; Buccheri, S.L.; Magnano, P. On the Construct of Subjective Risk Intelligence and Its Relationships with Personality, Emotional Intelligence and Coping Strategies: A Comparison between Adolescents and Adults. Eur. J. Investig. Health Psychol. Educ. 2024, 14, 1543-1560. https://doi.org/10.3390/ejihpe14060102
Guarnera M, Zarbo R, Buccheri SL, Magnano P. On the Construct of Subjective Risk Intelligence and Its Relationships with Personality, Emotional Intelligence and Coping Strategies: A Comparison between Adolescents and Adults. European Journal of Investigation in Health, Psychology and Education. 2024; 14(6):1543-1560. https://doi.org/10.3390/ejihpe14060102
Chicago/Turabian StyleGuarnera, Maria, Rita Zarbo, Stefania Lucia Buccheri, and Paola Magnano. 2024. "On the Construct of Subjective Risk Intelligence and Its Relationships with Personality, Emotional Intelligence and Coping Strategies: A Comparison between Adolescents and Adults" European Journal of Investigation in Health, Psychology and Education 14, no. 6: 1543-1560. https://doi.org/10.3390/ejihpe14060102