Resultados de investigación

Background and Objectives: This exploratory study aimed to test the buffering effect of emotional intelligence in the associations between aggression against teachers, perceived stress, and withdrawal intentions. Design and Methods: A sample of 329 secondary school teachers (51.4% female) completed questionnaires assessing aggression against teachers, perceived stress, withdrawal intentions, and emotional intelligence. Results: The results showed that emotional intelligence was negatively related to perceived stress and withdrawal intentions. Across moderated-mediation analysis, there were mixed findings regarding the moderating effects of emotional intelligence in the proposed model. Findings indicated that emotional intelligence moderated only the association between perceived stress and withdrawal intentions. Conclusions: These findings suggest that emotional intelligence is a psychological resource for mitigating the negative effects of perceived stress on negative work attitudes among teaching professionals in the context of harmful student behaviors. Possible avenues for including emotional intelligence in the field of teacher victimization are discussed., -Ayuda predoctoral del Ministerio de Educación, Cultura y Deporte (FPU16/02238) -Universidad de Málaga y Junta de Andalucía (UMA18-FEDERJA-147) -Grupo PAIDI CTS-1048 de la Junta de Andalucía

This study used job demands–resources and emotional intelligence theories to test a moderated mediation model explaining work engagement in two independent teacher samples. We hypothesised that emotional intelligence buffers the effect of emotional demands on work engagement through self-appraised stress. Childhood and primary educators (sample 1, N=351) and secondary educators (sample 2, N=344) participated in the study. Although emotional intelligence did not moderate the relationship between emotional demands and self-ap- praised stress, it did buffer the relationship between self-appraised stress and work engagement in both teacher samples. The findings suggest that emotional intelligence has a specific buffering effect affecting intrapersonal and interpersonal processes. We discuss the implications of these findings for efforts to help teachers deal with the detrimental effects of stress on work engagement., Ayuda predoctoral del Ministerio de Educación, Cultura y Deporte (FPU16/02238) Universidad de Málaga

Additional file 2. Macroscopic lesions, histopathology and parasite DNA detection in lymph nodes draining the small intestine., Ministerio de Ciencia e Innovación; Comunidad de Madrid; H2020 European Institute of Innovation and Technology, Peer reviewed

The aim of this study is to explore a model examining how emotional intelligence (EI), gender, depressive symptoms and suicidal thoughts and behaviours (STB) may interact. The sample included 380 Spanish adolescent bully-victims (61.6% boys; mean age = 14.38 years). The results indicated that EI is a significant negative predictor of decreased STB and that this relation is fully mediated by depressive symptoms. This effect was moderated by gender, such that the mediation is stronger for girls compared to boys. The promotion of EI may be core in the development of prevention programmes for suicide, especially among female bully-victims., Parte del proyecto I+D+i PID2020-117006RB-I00, financiado por MCIN/AEI/10.13039/501100011033, Grupo de investigación Applied Positive Lab CTS-1048G-FEDER, Contrato posdoctoral financiado por el Spanish Ministry of Science, Innovation and Universities (FJC2019-038942-I/ AEI/10.13039/501100011033).

Emotional intelligence (EI) is typically linked to higher subjective happiness scores in human service professionals. It is unknown which EI facets are more predictive in explaining subjective happiness beyond that accounted for by other key predictors such as perceived stress. This study investigated which EI facets were the most predictive in explaining subjective happiness above perceived stress in a relatively large sample of Spanish teachers. The sample was composed of 1323 Spanish teaching professionals (821 females and 529 secondary school teachers) from different educational centers located in Southern Spain. A student-recruited sampling technique was used, and the surveys included the Wong and Law Emotional Intelligence Scale, the Subjective Happiness Scale, and the Perceived Stress Scale. Predictive and incremental validity was assessed with SPSS, and hierarchical regression analysis was used to predict subjective happiness from EI facets beyond that accounted for by perceived stress. The results showed that all four EI facets correlated significantly with each other. Also, they all were positively and significantly associated with subjective happiness, whereas perceived stress was negatively associated with happiness scores. Moreover, self-emotion appraisal, use of emotions and regulation of emotions accounted for a significant amount of variance in the prediction of satisfaction with life beyond the effects of sociodemographic variables and perceived stress. This study extends the specific contribution of EI facets in predicting subjective happiness, rather than EI as a unified construct, in a relatively large sample of Spanish teachers. Self-focused dimensions involving appraisal, use and regulation of emotions appeared to be the most important predictors of happiness beyond stress experienced by teachers. Improved knowledge of the link between specific dimensions of EI and global subjective happiness might improve training in a well-being prevention..., Junta de Andalucía (UMA18-FEDERJA-147). Ministerio de Ciencia e Innovación (PID2020-117006RB-I00). Grupo PAIDI CTS-1048 de la Junta de Andalucía. Universidad de Málaga. Ministerio de Ciencia, Innovación y Universidades (FJC2019-038942-I/AEI/10.13039/501100011033)

La inteligencia emocional (IE) y el afrontamiento resiliente (AR) han mostrado influencias positivas en el compromiso ocupacional (CO). Considerando la falta de estudios en esta línea, el presente trabajo examina el rol del AR como mediador y moderador en la relación entre la IE y el CO en una muestra de 338 docentes noveles (58,9% mujeres; Medad= 26,85, DT= 5,66). Los resultados mostraron que el AR mediaba (B= ,20; IC= ,02, ,37), pero no moderaba esta relación (B= -,01; IC= -,31, ,29). Se discuten las implicaciones para el diseño de acciones de promoción de actitudes laborales positivas en la formación inicial docente., -Junta de Andalucía (UMA18-FEDERJA-147) -Ministerio de Ciencia e Innovación (PID2020-117006RB-I00) -Grupo PAIDI CTS-1048 de la Junta de Andalucía -Universidad de Málaga (contratos postdoctorales) -Ministerio de Ciencia, Innovación y Universidades (FJC2019-038942-I/AEI/10.13039/501100011033)

The present study focuses on the interplay of emotion-regulation ability and perceived workplace social support as predictors of job satisfaction and happiness in a Spanish multi-occupational sample. A total of 494 working adults (39.4% females) took part in this study. Emotion-regulation ability and perceived support from colleagues and supervisors were positively associated. In addition, emotion-regulation ability and perceived support from colleagues and supervisors showed positive associations with job satisfaction and happiness. Furthermore, considering results from moderation analyses, when low levels of perceived workplace social support were reported, the relationship between emotion regulation and both job satisfaction and happiness was stronger than in cases of higher perceived workplace support. In line with previous studies, these findings suggest that training in emotion regulation abilities may take into consideration the potential moderating role of job characteristics such as support from colleagues and supervisors. Finally, theoretical and practical implications of the joint study of these factors in line with the Job Demands-Resources model and the Emotional Intelligence framework are discussed., Proyecto I+D+i del Ministerio de Economía y Competitividad (PSI2012-38813) Ayuda predoctoral del Ministerio de Educación, Cultura y Deporte (FPU16/02238) Plan Propio de Investigación de la Universidad de Málaga (PPIT.UMA.B1.2017/23)

The aim of the present investigation was to analyze the psychometric properties of the Spanish version of the Teacher Emotionally Intelligent Behavior Scale (TEIBS-S) in two independent studies with secondary students., Parte del proyecto I+D+i PID2020-117006RB-I00, financiado por MCIN/AEI/10.13039/501100011033, Grupo de investigación Applied Positive Lab CTS-1048G-FEDER (Junta de Andalucía)

This research explored the relationship between family and school factors, emotional intelligence facets, and cyberbullying roles in a sample of 2,883 adolescents (aged 12–18; M = 14.11, SD = 1.42). Findings from logistic regression revealed shared factors associated with cybervictims, cyberbullies, and cyberbully-victims, including lower use of emotion, higher family conflict, and reduced teacher support. Lower emotion regulation and weaker family cohesion were linked to cyberbully-victim and cyberbully roles, while self-emotion appraisal was relevant for cyberbullies, and other-emotion appraisal was significant for cybervictims. Furthermore, student support was particularly significant for cybervictims. These results underscore the importance of reducing family conflict, enhancing teacher support, and promoting emotional intelligence as preventive measures against cyberbullying. Implications for family and school-based interventions are discussed., This research was partially supported by the Spanish Ministry of Science and Innovation (R+D+i project PID2020-117006RB-I00), and the PAIDI Group CTS-1048 (Junta de Andalucía). The first author was supported by a Postdoctoral Research Fellowship Grant (POSTDOC_21_00364) from the Junta de Andalucía.

A growing number of studies have tested the relationship between personal resources (e.g., emotional intelligence) and indicators of occupational well-being, including work engagement. However, few have examined health-related factors moderating or mediating the pathway from emotional intelligence to work engagement. A better knowledge of this area would contribute substantially to the design of effective intervention strategies. The present study’s main goal was to test the mediating and moderating role of perceived stress in the association between emotional intelligence and work engagement. The participants comprised 1166 Spanish teaching professionals (744 of whom were female and 537 worked as secondary teachers; Mage = 44.28 years). The results showed that perceived stress partially mediated the link between emotional intelligence and work engagement. Moreover, the positive relationship between emotional intelligence and work engagement was strengthened among individuals who scored high in perceived stress. The results suggest that multifaceted interventions targeting stress management and emotional intelligence development may facilitate engagement in emotionally demanding occupations such as teaching., -Universidad de Málaga -Junta de Andalucía (UMA18-FEDERJA-147) -Ministerio de Ciencia e Innovación (PID2020-117006RB-I00) -Grupo PAIDI CTS-1048 de la Junta de Andalucía