Corrigendum: Integrating emotion regulation and emotional intelligence traditions: a meta-analysis

Peña-Sarrionandia, Ainize; Mikolajczak, Moïra; Gross, James J.

doi:10.3389/fpsyg.2019.02610

CORRECTION article

Front. Psychol., 27 November 2019

Sec. Educational Psychology

Volume 10 - 2019 | https://doi.org/10.3389/fpsyg.2019.02610

Corrigendum: Integrating emotion regulation and emotional intelligence traditions: a meta-analysis

This article is a correction to:

Integrating emotion regulation and emotional intelligence traditions: a meta-analysis
1. Read original article

$\nAinize Pea-Sarrionandia$ Ainize Peña-Sarrionandia¹

Moïra Mikolajczak²^*

James J. Gross³

¹Faculty of Psychology, Department of Personality, Evaluation and Psychological Treatments, University of the Basque Country, Donostia-San Sebastian, Spain
²Department of Psychology, Research Unit for Emotion Cognition and Health, Université Catholique de Louvain, Louvain-la-Neuve, Belgium
³Department of Psychology, Stanford University, Stanford, CA, United States

A Corrigendum on
Integrating emotion regulation and emotional intelligence traditions: a meta-analysis

by Peña-Sarrionandia, A., Mikolajczak, M., and Gross, J. J. (2015). Front. Psychol. 6:160. doi: 10.3389/fpsyg.2015.00160

In the original article, there was a mistake in Table 1 as published. In Goldenberg's study, measuring the relationship between ability EI and social support, r appears as 0.42, CI (lower bound) as 0.31, CI (upper bound) as 0.52, and d as 0.92. However, r should be 0.04, CI (lower bound) −0.09, CI (upper bound) 0.17, and d 0.08. The corrected Table 1 appears below.

TABLE 1

Table 1. Linking emotional intelligence to the use of emotion regulation strategies.

As a consequence of the first mistake (r in Goldenberg's study was not 0.42, but 0.04), in the original article there was a mistake in Table 3 as published. The d related to Social support seeking was 0.50 in the original article. However, d should be 0.10 and CI around d should be 0.01 and 0.19. The corrected Table 3 appears below.

TABLE 3

Table 3. Linking emotional intelligence (ability) to the use of emotion regulation strategies.

Furthermore, in the original article, there was an error. Interpretations were made considering the wrong r (in Goldenberg's study).

A correction has been made to Results section, subsection EI and Situation Modification, paragraph five:

“Regarding ability EI, the results obtained are consistent with those that use trait measures. Higher ability EI is associated with greater use of problem-focused coping (Goldenberg et al., 2006; MacCann et al., 2011; but see Bastian et al., 2005¹² for non-significant results), although there is no significant relationship between an individual's ability to restrain him or herself (wait for the appropriate moment to act and avoid acting prematurely) and EI (Bastian et al., 2005)¹³. Ability EI also relates to more social support seeking, although effect sizes are nearly null (see Bastian et al., 2005¹⁴; Goldenberg et al., 2006)”.

The authors apologize for this error and state that this does not change the scientific conclusions of the article in any way. The original article has been updated.

Footnotes

12. ^The authors provided us with subcorrelations between Trait EI and the “Active Coping” and “Planning Coping” subscales of the COPE.

13. ^The authors provided us with subcorrelations between Trait EI and the “Restraint Coping” subscale of the COPE.

14. ^The authors provided us with subcorrelations between Trait EI and the “Instrumental Social Support” subscale of the COPE.

References

Adeyemo, D. A. (2007). Moderating influence of emotional intelligence on the link between academic self-efficacy and achievement of university students. Psychol. Dev. Soc. 19, 199–213. doi: 10.1177/097133360701900204