Emotional Intelligence in Gen Z Teaching Undergraduates: The Impact of Physical Activity and Biopsychosocial Factors

Abstract

Emotional intelligence is a crucial determinant of socioemotional adaptation, psychological well-being and healthy habits in a population, although it has been barely studied in Generation Z. Therefore, the following research objectives were established: (1) to measure the levels of attention, clarity and emotional repair of Spanish university students in teaching undergraduates and (2) to design predictive models of emotional intelligence considering sex, anthropometric measurements, physical activity and the use of social networks as factors. A cross-sectional study was conducted with the involvement of Spanish teaching undergraduates. An online questionnaire integrating sociodemographic questions, the International Physical Activity Questionnaire Short Form, Trait Meta-State Mood Scale TMMS-24 and Social Network Addiction Scale SNAddS-6S were administered. University students exhibited higher levels of emotional attention (30.32 ± 6.08) than those of emotional clarity (28.18 ± 6.34) and emotional repair (28.51 ± 6.02). Most students use X, Pinterest, TikTok, Instagram, YouTube and WhatsApp most days of the week. There are positive relationships between attention and emotional clarity (r = 0.33; p ≤ 0.001), attention and emotional repair (r = 0.18; p ≤ 0.001) and clarity and emotional repair (r = 0.44; p ≤ 0.001). In conclusion, males have higher levels of emotional clarity and emotional repair, but females show higher levels of emotional attention. The model with the highest explanatory power is the one obtained for men’s emotional attention.