The mediating role of mindfulness, rumination, and academic adversity in the relationship between emotional intelligence as a trait and problematic behaviors online among first -year secondary students.

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Department of Educational Psychology, Faculty of Education, Helwan University, Helwan, Egypt

Abstract

The purpose of this present study was to examine the direct and indirect associations of trait EI with PSMU and POG and the potential mediational role of mindfulness, rumination, and academic adversity. The study sample consisted of 357 students in the first year of secondary school from 5 secondary schools in the East Nasr City Educational Administration, 220 male students (61.6%), 137 females (38.4%). Their ages ranged from 15.8 years to 16.2 years (mean = 15.9 years), with a standard deviation of (0.93). In this study, path analysis model that solves simultaneous and sequential regression equations was used to solve direct and indirect complex relationships between observed variables. Multiple mediation analyses indicated that trait EI was indirectly associated with PSMU via mindfulness, rumination, and academic adversity, and with POG via mindfulness and rumination. Furthermore, rumination affected PSMU positively.  
 

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