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Daily Stress and Creativity in Pre-Adolescents: Relationships with Emotional Intelligence and Resilience.

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Title: Daily Stress and Creativity in Pre-Adolescents: Relationships with Emotional Intelligence and Resilience.
Authors: Córcoles-Gil, Ana Belén1, Morcillo-Martínez, Antonio2 Antonio.morcillo@uclm.es, Fernández-Pérez, Dolores3
Source: Electronic Journal of Research in Educational Psychology. sep2025, Vol. 23 Issue 66, p349-370. 22p.
Subject Terms: *Emotional intelligence, *Psychological resilience, *Educational outcomes, *Creative ability, *Educational programs, Social intelligence, Psychological stress, Preteens
Abstract (English): Introduction. Preadolescence is a developmental stage marked by rapid cognitive, social and emotional changes that can affect students' adjustment and academic experiences. This study examines the interplay among core educational variables that play a crucial role in fostering students’ academic success, personal growth, and emotional well-being. Method. A cross-sectional quantitative design was followed in a sample of 180 Spanish students aged 10–12. Participants completed self-report questionnaires measuring daily stress, emotional intelligence, resilience, and creativity. Results. Results showed low to moderate levels of daily stress and creativity, and high resilience and emotional intelligence. Daily stress was negatively correlated with resilience and two emotional intelligence dimensions (emotional clarity and repair). Creativity correlated positively with emotional intelligence and resilience but not with stress. No sex differences were found, though fifth-grade students outperformed sixth-graders in the creativity interest dimension. Regression analyses confirmed that emotional intelligence predicted lower stress, but no mediation effects were found. Discussion and Conclusion. Findings highlight the protective role of emotional intelligence and resilience in stress management and their link with creativity. However, creativity was not influenced by stress, challenging some theoretical expectations. These results underline the need to integrate socioemotional skill development into educational programs to enhance resilience and creativity among students. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): Introducción. La preadolescencia es una etapa del desarrollo caracterizada por rápidos cambios cognitivos, sociales y emocionales que pueden afectar la adaptación y las experiencias académicas de los estudiantes. Este estudio examina la interacción entre algunas variables educativas relevantes que desempeñan un papel crucial en el fomento del éxito académico, el crecimiento personal y el bienestar emocional de los estudiantes. Método. Se planteó un diseño cuantitativo transversal en una muestra de 180 estudiantes españoles de entre 10 y 12 años. Los participantes completaron cuestionarios de autoinforme que medían el estrés diario, la inteligencia emocional, la resiliencia y la creatividad. Resultados. Los resultados mostraron niveles bajos a moderados de estrés diario y creatividad, y altos niveles de resiliencia e inteligencia emocional. El estrés diario se correlacionó negativamente con la resiliencia y dos dimensiones de la inteligencia emotional (claridad emocional y reparación). La creatividad se correlacionó positivamente con la inteligencia emocional y la resiliencia, pero no con el estrés. No se encontraron diferencias entre sexos, aunque los estudiantes de quinto curso obtuvieron mejores resultados que los de sexto en la dimensión de interés por la creatividad. Los análisis de regresión confirmaron que la inteligencia emocional predecía un menor estrés, pero no se encontraron efectos de mediación. Discusión y Conclusion. Los resultados destacan el papel protector de la inteligencia emocional y la resiliencia en la gestión del estrés y su vínculo con la creatividad. Sin embargo, la creatividad no se vio influida por el estrés, lo que desafía algunas expectativas teóricas. Estos resultados subrayan la necesidad de integrar el desarrollo de habilidades socioemocionales en los programas educativos para mejorar la resiliencia y la creatividad entre los estudiantes. [ABSTRACT FROM AUTHOR]
Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Electronic+Journal+of+Research+in+Educational+Psychology%22">Electronic Journal of Research in Educational Psychology</searchLink>. sep2025, Vol. 23 Issue 66, p349-370. 22p.
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  Data: *<searchLink fieldCode="DE" term="%22Emotional+intelligence%22">Emotional intelligence</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychological+resilience%22">Psychological resilience</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Creative+ability%22">Creative ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+programs%22">Educational programs</searchLink><br /><searchLink fieldCode="DE" term="%22Social+intelligence%22">Social intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+stress%22">Psychological stress</searchLink><br /><searchLink fieldCode="DE" term="%22Preteens%22">Preteens</searchLink>
– Name: Abstract
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  Data: Introduction. Preadolescence is a developmental stage marked by rapid cognitive, social and emotional changes that can affect students' adjustment and academic experiences. This study examines the interplay among core educational variables that play a crucial role in fostering students’ academic success, personal growth, and emotional well-being. Method. A cross-sectional quantitative design was followed in a sample of 180 Spanish students aged 10–12. Participants completed self-report questionnaires measuring daily stress, emotional intelligence, resilience, and creativity. Results. Results showed low to moderate levels of daily stress and creativity, and high resilience and emotional intelligence. Daily stress was negatively correlated with resilience and two emotional intelligence dimensions (emotional clarity and repair). Creativity correlated positively with emotional intelligence and resilience but not with stress. No sex differences were found, though fifth-grade students outperformed sixth-graders in the creativity interest dimension. Regression analyses confirmed that emotional intelligence predicted lower stress, but no mediation effects were found. Discussion and Conclusion. Findings highlight the protective role of emotional intelligence and resilience in stress management and their link with creativity. However, creativity was not influenced by stress, challenging some theoretical expectations. These results underline the need to integrate socioemotional skill development into educational programs to enhance resilience and creativity among students. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Spanish)
  Group: Ab
  Data: Introducción. La preadolescencia es una etapa del desarrollo caracterizada por rápidos cambios cognitivos, sociales y emocionales que pueden afectar la adaptación y las experiencias académicas de los estudiantes. Este estudio examina la interacción entre algunas variables educativas relevantes que desempeñan un papel crucial en el fomento del éxito académico, el crecimiento personal y el bienestar emocional de los estudiantes. Método. Se planteó un diseño cuantitativo transversal en una muestra de 180 estudiantes españoles de entre 10 y 12 años. Los participantes completaron cuestionarios de autoinforme que medían el estrés diario, la inteligencia emocional, la resiliencia y la creatividad. Resultados. Los resultados mostraron niveles bajos a moderados de estrés diario y creatividad, y altos niveles de resiliencia e inteligencia emocional. El estrés diario se correlacionó negativamente con la resiliencia y dos dimensiones de la inteligencia emotional (claridad emocional y reparación). La creatividad se correlacionó positivamente con la inteligencia emocional y la resiliencia, pero no con el estrés. No se encontraron diferencias entre sexos, aunque los estudiantes de quinto curso obtuvieron mejores resultados que los de sexto en la dimensión de interés por la creatividad. Los análisis de regresión confirmaron que la inteligencia emocional predecía un menor estrés, pero no se encontraron efectos de mediación. Discusión y Conclusion. Los resultados destacan el papel protector de la inteligencia emocional y la resiliencia en la gestión del estrés y su vínculo con la creatividad. Sin embargo, la creatividad no se vio influida por el estrés, lo que desafía algunas expectativas teóricas. Estos resultados subrayan la necesidad de integrar el desarrollo de habilidades socioemocionales en los programas educativos para mejorar la resiliencia y la creatividad entre los estudiantes. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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        Value: 10.25115/ejrep.v23i66.10344
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        Text: English
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