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For Generation Z: What Is the Underlying Reason Between Emotional Intelligence and Depression Relationship?

Year 2022, Volume: 30 Issue: 53, 27 - 48, 29.07.2022
https://doi.org/10.17233/sosyoekonomi.2022.03.02

Abstract

Exploring the individual characteristics of Generation Z becomes crucial with this generation's increasing number and significance in business life. This study investigates the mediating role of life satisfaction on emotional intelligence and depression linkage. It examines whether the mediating role is contingent upon Generation Z’s majors (STEM/non-STEM) and gender. The universe was Generation Z university senior students. Data were gathered via an online survey (emotional intelligence, life satisfaction, depression scales) from 844 university students. Findings reveal that emotional intelligence decreases depression via life satisfaction. Gender moderated this relationship so that the mediating role of life satisfaction was more pronounced in female Generation Z.

References

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  • Arar, T. & I. Yüksel (2015), “How to manage Generation Z in business life”, Journal of Global Economics, Management and Business Research, 4, 195-202.
  • Austin, E.J. et al. (2005), “Personality, well-being and health correlates of trait emotional intelligence”, Personality and Individual Differences, 38, 547-558.
  • Aycan, Z. (2001), “Human resource management in Turkey-Current issues and future challenges”, International Journal of Manpower, 3, 252-260.
  • Babbage, D.R. & K.R. Ronan (2000), “Philosophical worldview and personality factors in traditional and social scientists: Studying the world in our own image”, Personality and Individual Differences, 28, 405-420.
  • Bandura, A. (1986), Social foundations of thought and action, Englewood Cliffs, NJ: Prentice-Hall.
  • Bar-On, R. (2010), “Emotional intelligence: An integral part of positive psychology”, South African Journal of Psychology, 40, 54-62.
  • Becher, T. (1994), “The significance of disciplinary differences”, Studies in Higher Education, 19, 151-161.
  • Beck, A.T. & K. Bredemeier (2016), “A unified model of depression: Integrating clinical, cognitive, biological, and evolutionary perspectives”, Clinical Psychological Science, 4, 596-619.
  • Beck, A.T. et al. (1961), “An inventory for measuring depression”, Archives of General Psychiatry, 4, 561-571.
  • Bejtkovský, J. (2016), “The employees of baby boomers generation, generation X, generation Y and generation Z in selected Czech corporations as conceivers of development and competitiveness in their corporation”, Journal of Competitiveness, 8, 105-123.
  • Bradley, D.E. & J.A. Roberts (2004), “Self-employment and job satisfaction: Investigating the role of self-efficacy, depression, and seniority”, Journal of Small Business Management, 42, 37-58.
  • Bringmann, L.F. et al. (2015), “Revealing the dynamic network structure of the Beck Depression Inventory-II”, Psychological Medicine, 45, 747-757.
  • Broadbent, E. et al. (2017), “Generation Z: Global citizenship survey”, What the World’s Young People Think and Feel, 4, 26-44.
  • Brown, K.W. & R.M. Ryan (2003), “The benefits of being present: Mindfulness and its role in psychological well-being”, Journal of Personality and Social Psychology, 84, 822-831.
  • Chamorro-Premuzic, T. et al. (2007), “The happy personality: Mediational role of trait emotional intelligence”, Personality and Individual Differences, 42, 1633-1639.
  • Chen, X. & T. Weko (2009), Students who study science, technology, engineering, and mathematics (STEM) in postsecondary education, Washington, DC: U.S. Department of Education, National Center for Education Statistics.
  • Cho, M. et al. (2018), “Generation Z’s sustainable volunteering: Motivations, attitudes and job performance”, Sustainability, 10, 1-16.
  • Ciarrochi, J. et al. (2002), “Emotional intelligence moderates the relationship between stress and mental health”, Personality and Individual Differences, 32, 197-209.
  • Cooper, A. & K.V. Petrides (2010), “A psychometric analysis of the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) using item response theory”, Journal of Personality Assessment, 92, 449-457.
  • Csobanka, Z.E. (2016), “The Z generation”, Acta Technologica Dubnicae, 2, 63-76.
  • Davis, S.K. & N. Humphrey (2012), “The influence of emotional intelligence (EI) on coping and mental health in adolescence: Divergent roles for trait and ability EI”, Journal of Adolescence, 35, 1369-1379.
  • Demir, E. & O. Ersan (2018), “The impact of economic policy uncertainty on stock returns of Turkish tourism companies”, Current Issues in Tourism, 21, 847-855.
  • Deniz, M.E. et al. (2013), “Trait Emotional Intelligence Questionnaire-Short form: Validity and reliability studies”, Egitim ve Bilim, 38, 169-180.
  • Diener, E.D. (2000), “Subjective well-being: The science of happiness and a proposal for a national index”, American Psychologist, 55, 34-43.
  • Diener, E.D. et al. (1985), “The Satisfaction with Life Scale”, Journal of Personality Assessment, 49, 71-75.
  • Downey, L.A. et al. (2008), “The relationship between emotional intelligence and depression in a clinical sample”, The European Journal of Psychiatry, 22, 93-98.
  • Fernandez-Berrocal, P. et al. (2006), “The role of emotional intelligence in anxiety and depression among adolescents”, Individual Differences Research, 4, 16-26.
  • Fredrickson, B.L. (2001), “The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions”, American Psychologist, 56, 218-226.
  • Frost, A. et al. (2015), “Daily life with depressive symptoms: Gender differences in adolescents' everyday emotional experiences”, Journal of Adolescence, 43, 132-141.
  • Gable, S.L. & J. Haidt (2005), “What (and why) is positive psychology?”, Review of General Psychology, 9, 103-110.
  • Gentina, E. et al. (2018), “Does Gen Z's emotional intelligence promote iCheating yet curb iCheating through reduced nomophobia?”, Computers & Education, 126, 231-247.
  • Goldbeck, L. et al. (2007), “Life satisfaction decreases during adolescence”, Quality of Life Research, 16, 969-979.
  • Groen, Y. et al. (2018), “How predictive are sex and empathizing-systemizing cognitive style for entry into the academic areas of social or physical sciences?”, Cognitive Processing, 19, 95-106.
  • Hansenne, M. & J. Bianchi (2009), “Emotional intelligence and personality in major depression: Trait versus state effects”, Psychiatry Research, 166, 63-68.
  • Hayes, A.F. (2013), Introduction to mediation, moderation, and conditional process analysis: A regression-based approach, New York: Guilford.
  • Hertel, J. et al. (2009), “Emotional intelligence and mental disorder”, Journal of Clinical Psychology, 65, 942-954.
  • Huta, V. & R.M. Ryan (2010), “Pursuing pleasure or virtue: The differential and overlapping well-being benefits of hedonic and eudaimonic motives”, Journal of Happiness Studies, 11, 735-762.
  • Inglehart, R. (1977), The silent revolution: Changing values and political styles among Western Publics, Princeton: Princeton University Press.
  • Judge, T.A. & S. Watanabe (1993), “Another look at the job satisfaction-life satisfaction relationship”, Journal of Applied Psychology, 78, 939-948.
  • Kafetsios, K. & L.A. Zampetakis (2008), “Emotional intelligence and job satisfaction: Testing the mediatory role of positive and negative affect at work”, Personality and Individual Differences, 44, 712-722.
  • Kong, F. et al. (2012), “Emotional intelligence and life satisfaction in Chinese university students: The mediating role of self-esteem and social support”, Personality and Individual Differences, 8, 1039-1043.
  • Lerner, D. & R.M. Henke (2008), “What does research tell us about depression, job performance, and work productivity?”, Journal of Occupational and Environmental Medicine, 50, 401-410.
  • Luhmann, M. et al. (2012), “Subjective well-being and adaptation to life events: A meta-analysis”, Journal of Personality and Social Psychology, 102, 592-603.
  • Mahmoud, J.S.R. et al. (2012), “The relationship among young adult college students’ depression, anxiety, stress, demographics, life satisfaction, and coping styles”, Issues in Mental Health Nursing, 33, 149-156.
  • Mavroveli, S. et al. (2007), “Trait emotional intelligence, psychological well‐being and peer‐rated social competence in adolescence”, British Journal of Developmental Psychology, 25, 263-275.
  • Mayer, J.D. & P. Salovey (1997, “What is emotional intelligence?”, in: P. Salovey & D. Sluyter (eds.), Emotional development and emotional intelligence: Implications for educators (3-31), New York: Basic Books.
  • McIntyre, H.H. (2010), “Gender differences in the nature and linkage of higher-order personality factors to trait and ability emotional intelligence”, Personality and Individual Differences, 48, 617-622.
  • Mikolajczak, M. et al. (2007), “Psychometric properties of the Trait Emotional Intelligence Questionnaire: Factor structure, reliability, construct, and incremental validity in a French-speaking population”, Journal of Personality Assessment, 88, 338-353.
  • Mohzan, M.A.M. et al. (2013), “The influence of emotional intelligence on academic achievement”, Procedia-Social and Behavioral Sciences, 90, 303-312.
  • Moksnes, U.K. et al. (2013), “The association between sense of coherence and life satisfaction in adolescents”, Quality of Life Research, 22, 1331-1338.
  • Naghavi, F. et al. (2012), “Gender differences and construct of the early adolescent’s emotional intelligence”, Life Science Journal, 9, 124-128.
  • Nagy, A. & L. Székely (2012), “The basis and the structure of the tertiary socialization field and the ‘Youth-Affairs’ as an autonomous area”, Acta Technologica Dubnicae, 2, 1-18.
  • Njoroge, C.N. & R. Yazdanifard (2014), “The impact of social and emotional intelligence on employee motivation in a multigenerational workplace”, Global Journal of Management and Business Research, 4, 1-7.
  • Nolen-Hoeksema, S. et al. (1999), “Explaining the gender difference in depressive symptoms”, Journal of Personality and Social Psychology, 77, 1061-1072.
  • Oblinger, D. & J. Oblinger (2005), “Is it age or IT: First steps toward understanding the Net generation”, in: D. Oblinger & J. Oblinger (eds), Educating the Net Generation (20-27), Washington: EDUCASE.
  • O'Connor Jr, R.M. & I.S. Little (2003, “Revisiting the predictive validity of emotional intelligence: Self-report versus ability-based measures”, Personality and Individual differences, 35, 1893-1902.
  • Oh, E. & T.C. Reeves (2011), “Generation differences and the integration of technology in learning, instruction, and performance”, in: J.M. Spector et al. (eds) (2014), Handbook of research on educational communications and technology (819-828), New York: Springer Science + Business Media.
  • Ordun, G. & A. Akun (2016), “Personality characteristics and emotional intelligence levels of Millenials: A study in Turkish context”, Journal of Economic and Social Studies, 6, 125-148.
  • Owens, M. et al. (2012), “Anxiety and depression in academic performance: An exploration of the mediating factors of worry and working memory”, School Psychology International, 33, 433-449.
  • Özkan, M. & B. Solmaz (2015), “Mobile addiction of generation Z and its effects on their social lives: (An application among university students in the 18-23 age group)”, Procedia-Social and Behavioral Sciences, 205, 92-98.
  • Palmer, B. et al. (2002), “Emotional intelligence and life satisfaction”, Personality and Individual Differences, 33, 1091-1100.
  • Petrides, K.V. & A. Furnham (2000), “Gender differences in measured and self-estimated trait emotional intelligence”, Sex Roles, 42, 449-461.
  • Petrides, K.V. & A. Furnham (2004), Technical manual of the Trait Emotional Intelligence Questionnaire (TEIQue), London: the University of London, Institute of Education.
  • Petrides, K.V. & A. Furnham (2006), “The role of trait emotional intelligence in a gender‐specific model of organizational variables”, Journal of Applied Social Psychology, 36, 552-569.
  • Piccinelli, M. & G. Wilkinson (2000), “Gender differences in depression: Critical review”, The British Journal of Psychiatry, 177, 486-492.
  • Preacher, K.J. & A.F. Hayes (2004), “SPSS and SAS procedures for estimating indirect effects in simple mediation models”, Behavior Research Methods, Instruments, & Computers, 36, 717-731.
  • Preacher, K.J. et al. (2007), “Addressing moderated mediation hypotheses: Theory, methods, and prescriptions”, Multivariate Behavioral Research, 42, 185-227.
  • Salami, S.O. (2010), “Emotional intelligence, self-efficacy, psychological well-being and students attitudes: Implications for quality education”, European Journal of Educational Studies, 2, 247-257.
  • Salguero, J.M. et al. (2012), “Emotional intelligence and depression: The moderator role of gender”, Personality and Individual Differences, 53, 29-32.
  • Salk, R.H. et al. (2017), “Gender differences in depression in representative national samples: Meta-analyses of diagnoses and symptoms”, Psychological Bulletin, 143, 783-822.
  • Sanchez-Ruiz, M.J. et al. (2010), “Trait emotional intelligence profiles of students from different university faculties”, Australian Journal of Psychology, 62, 51-57.
  • Schutte, N.S. & J.M. Malouff (2011), “Emotional intelligence mediates the relationship between mindfulness and subjective well-being”, Personality and Individual Differences, 50, 1116-1119.
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Z Kuşağı İçin: Duygusal Zekâ Özelliği ve Depresyon İlişkisinin Arkasında Yatan Sebep Nedir?

Year 2022, Volume: 30 Issue: 53, 27 - 48, 29.07.2022
https://doi.org/10.17233/sosyoekonomi.2022.03.02

Abstract

Z Kuşağı’nın iş hayatında artan sayıları ile birlikte öneminin de anlaşılması, bu kuşağa ilişkin bireysel özelliklerin araştırılmasını gerektirmiştir. Bu çalışma, yaşam doyumunun duygusal zekâ ile depresyon arasındaki ilişki üzerindeki aracı rolünü araştırmakta ve aracılık etkisinin Z Kuşağı olan katılımcıların üniversite alanlarına (STEM/STEM dışı alan) ve cinsiyetlerine göre farklılık gösterip göstermediğini incelemektedir. İş hayatına adım atacak olan Z kuşağı üniversite son sınıf öğrencilerinin evreni oluşturduğu çalışmada veriler, çevrimiçi anket ile (duygusal zekâ, yaşam doyumu, depresyon ölçekleri) 844 lisans öğrencisinden toplanmıştır. Bulgular, duygusal zekanın depresyonu yaşam doyumu aracılığıyla azalttığını ortaya koymaktadır. Yaşam doyumunun aracılık rolünün kadın Z Kuşağı'nda daha belirgin olduğu tespit edilmiştir.

References

  • Albert, P.R. (2015), “Why is depression more prevalent in women?”, Journal of Psychiatry & Neuroscience, 40, 219-231.
  • Arar, T. & I. Yüksel (2015), “How to manage Generation Z in business life”, Journal of Global Economics, Management and Business Research, 4, 195-202.
  • Austin, E.J. et al. (2005), “Personality, well-being and health correlates of trait emotional intelligence”, Personality and Individual Differences, 38, 547-558.
  • Aycan, Z. (2001), “Human resource management in Turkey-Current issues and future challenges”, International Journal of Manpower, 3, 252-260.
  • Babbage, D.R. & K.R. Ronan (2000), “Philosophical worldview and personality factors in traditional and social scientists: Studying the world in our own image”, Personality and Individual Differences, 28, 405-420.
  • Bandura, A. (1986), Social foundations of thought and action, Englewood Cliffs, NJ: Prentice-Hall.
  • Bar-On, R. (2010), “Emotional intelligence: An integral part of positive psychology”, South African Journal of Psychology, 40, 54-62.
  • Becher, T. (1994), “The significance of disciplinary differences”, Studies in Higher Education, 19, 151-161.
  • Beck, A.T. & K. Bredemeier (2016), “A unified model of depression: Integrating clinical, cognitive, biological, and evolutionary perspectives”, Clinical Psychological Science, 4, 596-619.
  • Beck, A.T. et al. (1961), “An inventory for measuring depression”, Archives of General Psychiatry, 4, 561-571.
  • Bejtkovský, J. (2016), “The employees of baby boomers generation, generation X, generation Y and generation Z in selected Czech corporations as conceivers of development and competitiveness in their corporation”, Journal of Competitiveness, 8, 105-123.
  • Bradley, D.E. & J.A. Roberts (2004), “Self-employment and job satisfaction: Investigating the role of self-efficacy, depression, and seniority”, Journal of Small Business Management, 42, 37-58.
  • Bringmann, L.F. et al. (2015), “Revealing the dynamic network structure of the Beck Depression Inventory-II”, Psychological Medicine, 45, 747-757.
  • Broadbent, E. et al. (2017), “Generation Z: Global citizenship survey”, What the World’s Young People Think and Feel, 4, 26-44.
  • Brown, K.W. & R.M. Ryan (2003), “The benefits of being present: Mindfulness and its role in psychological well-being”, Journal of Personality and Social Psychology, 84, 822-831.
  • Chamorro-Premuzic, T. et al. (2007), “The happy personality: Mediational role of trait emotional intelligence”, Personality and Individual Differences, 42, 1633-1639.
  • Chen, X. & T. Weko (2009), Students who study science, technology, engineering, and mathematics (STEM) in postsecondary education, Washington, DC: U.S. Department of Education, National Center for Education Statistics.
  • Cho, M. et al. (2018), “Generation Z’s sustainable volunteering: Motivations, attitudes and job performance”, Sustainability, 10, 1-16.
  • Ciarrochi, J. et al. (2002), “Emotional intelligence moderates the relationship between stress and mental health”, Personality and Individual Differences, 32, 197-209.
  • Cooper, A. & K.V. Petrides (2010), “A psychometric analysis of the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) using item response theory”, Journal of Personality Assessment, 92, 449-457.
  • Csobanka, Z.E. (2016), “The Z generation”, Acta Technologica Dubnicae, 2, 63-76.
  • Davis, S.K. & N. Humphrey (2012), “The influence of emotional intelligence (EI) on coping and mental health in adolescence: Divergent roles for trait and ability EI”, Journal of Adolescence, 35, 1369-1379.
  • Demir, E. & O. Ersan (2018), “The impact of economic policy uncertainty on stock returns of Turkish tourism companies”, Current Issues in Tourism, 21, 847-855.
  • Deniz, M.E. et al. (2013), “Trait Emotional Intelligence Questionnaire-Short form: Validity and reliability studies”, Egitim ve Bilim, 38, 169-180.
  • Diener, E.D. (2000), “Subjective well-being: The science of happiness and a proposal for a national index”, American Psychologist, 55, 34-43.
  • Diener, E.D. et al. (1985), “The Satisfaction with Life Scale”, Journal of Personality Assessment, 49, 71-75.
  • Downey, L.A. et al. (2008), “The relationship between emotional intelligence and depression in a clinical sample”, The European Journal of Psychiatry, 22, 93-98.
  • Fernandez-Berrocal, P. et al. (2006), “The role of emotional intelligence in anxiety and depression among adolescents”, Individual Differences Research, 4, 16-26.
  • Fredrickson, B.L. (2001), “The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions”, American Psychologist, 56, 218-226.
  • Frost, A. et al. (2015), “Daily life with depressive symptoms: Gender differences in adolescents' everyday emotional experiences”, Journal of Adolescence, 43, 132-141.
  • Gable, S.L. & J. Haidt (2005), “What (and why) is positive psychology?”, Review of General Psychology, 9, 103-110.
  • Gentina, E. et al. (2018), “Does Gen Z's emotional intelligence promote iCheating yet curb iCheating through reduced nomophobia?”, Computers & Education, 126, 231-247.
  • Goldbeck, L. et al. (2007), “Life satisfaction decreases during adolescence”, Quality of Life Research, 16, 969-979.
  • Groen, Y. et al. (2018), “How predictive are sex and empathizing-systemizing cognitive style for entry into the academic areas of social or physical sciences?”, Cognitive Processing, 19, 95-106.
  • Hansenne, M. & J. Bianchi (2009), “Emotional intelligence and personality in major depression: Trait versus state effects”, Psychiatry Research, 166, 63-68.
  • Hayes, A.F. (2013), Introduction to mediation, moderation, and conditional process analysis: A regression-based approach, New York: Guilford.
  • Hertel, J. et al. (2009), “Emotional intelligence and mental disorder”, Journal of Clinical Psychology, 65, 942-954.
  • Huta, V. & R.M. Ryan (2010), “Pursuing pleasure or virtue: The differential and overlapping well-being benefits of hedonic and eudaimonic motives”, Journal of Happiness Studies, 11, 735-762.
  • Inglehart, R. (1977), The silent revolution: Changing values and political styles among Western Publics, Princeton: Princeton University Press.
  • Judge, T.A. & S. Watanabe (1993), “Another look at the job satisfaction-life satisfaction relationship”, Journal of Applied Psychology, 78, 939-948.
  • Kafetsios, K. & L.A. Zampetakis (2008), “Emotional intelligence and job satisfaction: Testing the mediatory role of positive and negative affect at work”, Personality and Individual Differences, 44, 712-722.
  • Kong, F. et al. (2012), “Emotional intelligence and life satisfaction in Chinese university students: The mediating role of self-esteem and social support”, Personality and Individual Differences, 8, 1039-1043.
  • Lerner, D. & R.M. Henke (2008), “What does research tell us about depression, job performance, and work productivity?”, Journal of Occupational and Environmental Medicine, 50, 401-410.
  • Luhmann, M. et al. (2012), “Subjective well-being and adaptation to life events: A meta-analysis”, Journal of Personality and Social Psychology, 102, 592-603.
  • Mahmoud, J.S.R. et al. (2012), “The relationship among young adult college students’ depression, anxiety, stress, demographics, life satisfaction, and coping styles”, Issues in Mental Health Nursing, 33, 149-156.
  • Mavroveli, S. et al. (2007), “Trait emotional intelligence, psychological well‐being and peer‐rated social competence in adolescence”, British Journal of Developmental Psychology, 25, 263-275.
  • Mayer, J.D. & P. Salovey (1997, “What is emotional intelligence?”, in: P. Salovey & D. Sluyter (eds.), Emotional development and emotional intelligence: Implications for educators (3-31), New York: Basic Books.
  • McIntyre, H.H. (2010), “Gender differences in the nature and linkage of higher-order personality factors to trait and ability emotional intelligence”, Personality and Individual Differences, 48, 617-622.
  • Mikolajczak, M. et al. (2007), “Psychometric properties of the Trait Emotional Intelligence Questionnaire: Factor structure, reliability, construct, and incremental validity in a French-speaking population”, Journal of Personality Assessment, 88, 338-353.
  • Mohzan, M.A.M. et al. (2013), “The influence of emotional intelligence on academic achievement”, Procedia-Social and Behavioral Sciences, 90, 303-312.
  • Moksnes, U.K. et al. (2013), “The association between sense of coherence and life satisfaction in adolescents”, Quality of Life Research, 22, 1331-1338.
  • Naghavi, F. et al. (2012), “Gender differences and construct of the early adolescent’s emotional intelligence”, Life Science Journal, 9, 124-128.
  • Nagy, A. & L. Székely (2012), “The basis and the structure of the tertiary socialization field and the ‘Youth-Affairs’ as an autonomous area”, Acta Technologica Dubnicae, 2, 1-18.
  • Njoroge, C.N. & R. Yazdanifard (2014), “The impact of social and emotional intelligence on employee motivation in a multigenerational workplace”, Global Journal of Management and Business Research, 4, 1-7.
  • Nolen-Hoeksema, S. et al. (1999), “Explaining the gender difference in depressive symptoms”, Journal of Personality and Social Psychology, 77, 1061-1072.
  • Oblinger, D. & J. Oblinger (2005), “Is it age or IT: First steps toward understanding the Net generation”, in: D. Oblinger & J. Oblinger (eds), Educating the Net Generation (20-27), Washington: EDUCASE.
  • O'Connor Jr, R.M. & I.S. Little (2003, “Revisiting the predictive validity of emotional intelligence: Self-report versus ability-based measures”, Personality and Individual differences, 35, 1893-1902.
  • Oh, E. & T.C. Reeves (2011), “Generation differences and the integration of technology in learning, instruction, and performance”, in: J.M. Spector et al. (eds) (2014), Handbook of research on educational communications and technology (819-828), New York: Springer Science + Business Media.
  • Ordun, G. & A. Akun (2016), “Personality characteristics and emotional intelligence levels of Millenials: A study in Turkish context”, Journal of Economic and Social Studies, 6, 125-148.
  • Owens, M. et al. (2012), “Anxiety and depression in academic performance: An exploration of the mediating factors of worry and working memory”, School Psychology International, 33, 433-449.
  • Özkan, M. & B. Solmaz (2015), “Mobile addiction of generation Z and its effects on their social lives: (An application among university students in the 18-23 age group)”, Procedia-Social and Behavioral Sciences, 205, 92-98.
  • Palmer, B. et al. (2002), “Emotional intelligence and life satisfaction”, Personality and Individual Differences, 33, 1091-1100.
  • Petrides, K.V. & A. Furnham (2000), “Gender differences in measured and self-estimated trait emotional intelligence”, Sex Roles, 42, 449-461.
  • Petrides, K.V. & A. Furnham (2004), Technical manual of the Trait Emotional Intelligence Questionnaire (TEIQue), London: the University of London, Institute of Education.
  • Petrides, K.V. & A. Furnham (2006), “The role of trait emotional intelligence in a gender‐specific model of organizational variables”, Journal of Applied Social Psychology, 36, 552-569.
  • Piccinelli, M. & G. Wilkinson (2000), “Gender differences in depression: Critical review”, The British Journal of Psychiatry, 177, 486-492.
  • Preacher, K.J. & A.F. Hayes (2004), “SPSS and SAS procedures for estimating indirect effects in simple mediation models”, Behavior Research Methods, Instruments, & Computers, 36, 717-731.
  • Preacher, K.J. et al. (2007), “Addressing moderated mediation hypotheses: Theory, methods, and prescriptions”, Multivariate Behavioral Research, 42, 185-227.
  • Salami, S.O. (2010), “Emotional intelligence, self-efficacy, psychological well-being and students attitudes: Implications for quality education”, European Journal of Educational Studies, 2, 247-257.
  • Salguero, J.M. et al. (2012), “Emotional intelligence and depression: The moderator role of gender”, Personality and Individual Differences, 53, 29-32.
  • Salk, R.H. et al. (2017), “Gender differences in depression in representative national samples: Meta-analyses of diagnoses and symptoms”, Psychological Bulletin, 143, 783-822.
  • Sanchez-Ruiz, M.J. et al. (2010), “Trait emotional intelligence profiles of students from different university faculties”, Australian Journal of Psychology, 62, 51-57.
  • Schutte, N.S. & J.M. Malouff (2011), “Emotional intelligence mediates the relationship between mindfulness and subjective well-being”, Personality and Individual Differences, 50, 1116-1119.
  • Seber, G. vd. (1993), “Umutsuzluk ölçeği: Geçerlilik ve güvenirliği”, Kriz Dergisi, 1, 139-142.
  • Seemiller, C. & M. Grace (2016), Generation Z goes to college, San Francisco, CA: Jossey‐ Bass.
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There are 84 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Ebru Evrensel Inanc 0000-0001-6705-8125

Ceren Aydoğmuş 0000-0002-2982-2011

Selin Metin Camgöz 0000-0002-3304-7177

Elif Özdilek 0000-0003-0907-8771

Publication Date July 29, 2022
Submission Date March 22, 2021
Published in Issue Year 2022 Volume: 30 Issue: 53

Cite

APA Inanc, E. E., Aydoğmuş, C., Metin Camgöz, S., Özdilek, E. (2022). For Generation Z: What Is the Underlying Reason Between Emotional Intelligence and Depression Relationship?. Sosyoekonomi, 30(53), 27-48. https://doi.org/10.17233/sosyoekonomi.2022.03.02
AMA Inanc EE, Aydoğmuş C, Metin Camgöz S, Özdilek E. For Generation Z: What Is the Underlying Reason Between Emotional Intelligence and Depression Relationship?. Sosyoekonomi. July 2022;30(53):27-48. doi:10.17233/sosyoekonomi.2022.03.02
Chicago Inanc, Ebru Evrensel, Ceren Aydoğmuş, Selin Metin Camgöz, and Elif Özdilek. “For Generation Z: What Is the Underlying Reason Between Emotional Intelligence and Depression Relationship?”. Sosyoekonomi 30, no. 53 (July 2022): 27-48. https://doi.org/10.17233/sosyoekonomi.2022.03.02.
EndNote Inanc EE, Aydoğmuş C, Metin Camgöz S, Özdilek E (July 1, 2022) For Generation Z: What Is the Underlying Reason Between Emotional Intelligence and Depression Relationship?. Sosyoekonomi 30 53 27–48.
IEEE E. E. Inanc, C. Aydoğmuş, S. Metin Camgöz, and E. Özdilek, “For Generation Z: What Is the Underlying Reason Between Emotional Intelligence and Depression Relationship?”, Sosyoekonomi, vol. 30, no. 53, pp. 27–48, 2022, doi: 10.17233/sosyoekonomi.2022.03.02.
ISNAD Inanc, Ebru Evrensel et al. “For Generation Z: What Is the Underlying Reason Between Emotional Intelligence and Depression Relationship?”. Sosyoekonomi 30/53 (July 2022), 27-48. https://doi.org/10.17233/sosyoekonomi.2022.03.02.
JAMA Inanc EE, Aydoğmuş C, Metin Camgöz S, Özdilek E. For Generation Z: What Is the Underlying Reason Between Emotional Intelligence and Depression Relationship?. Sosyoekonomi. 2022;30:27–48.
MLA Inanc, Ebru Evrensel et al. “For Generation Z: What Is the Underlying Reason Between Emotional Intelligence and Depression Relationship?”. Sosyoekonomi, vol. 30, no. 53, 2022, pp. 27-48, doi:10.17233/sosyoekonomi.2022.03.02.
Vancouver Inanc EE, Aydoğmuş C, Metin Camgöz S, Özdilek E. For Generation Z: What Is the Underlying Reason Between Emotional Intelligence and Depression Relationship?. Sosyoekonomi. 2022;30(53):27-48.