Subjective Predictors of Emotional Intelligence in People with Physical Disabilities and Their Significance for the Institutional Context
Subjective Predictors of Emotional Intelligence in People with Physical Disabilities and Their Significance for the Institutional Context

Summary/Abstract: Institutional support plays a crucial role in the social participation of individuals with physical disabilities. Emotional intelligence (EI) is a key personal resource that enhances adaptive responses, interpersonal relationships, and engagement in social roles. The objective of this study is to examine the relationships between emotional intelligence and adaptive responses, self-esteem, a sense of coherence, and value preferences among people with physical disabilities. The study analyzed predictors of EI--adaptive reactions, self-esteem, a sense of coherence, and preferred values--in a sample of 204 participants aged 16-65 with physical disabilities living in southeastern Poland. Regression analysis and structural equation modeling indicated that shock negatively predicts EI, whereas moral-ethical self-concept, externalized hostility, and a sense of manageability are positive predictors. A preference for values such as personal security, family, social harmony, and order was also associated with higher EI. These findings demonstrate that the development of emotional intelligence depends on both individual characteristics and the institutional environment, which can provide support, inclusion, and targeted interventions. The results suggest that institutions can enhance EI by addressing early-stage adaptive reactions, strengthening personal and social resources, and promoting inclusive values.

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