Autor según el artículo: Lucas-Mangas S; Valdivieso-León L; Espinoza-Díaz IM; Tous-Pallarés J
Departamento: Psicologia
Autor/es de la URV: Espinoza Díaz, Ivette Margarita / Tous Pallarés, Jordi
Palabras clave: Stress Psychological well-being Emotional regulation Emotional intelligence Burnout variables validity reliability psychological well-being personality model emotional regulation emotional intelligence
Resumen: The main activating variables of psychological well-being and Emotional Intelligence that influence teachers include the process of evaluating well-being, their motivation, and their ability to perceive and regulate sources of stress and burnout. The relationship and influence of psychological well-being and emotional intelligence was analyzed with the adequate regulation of burnout. Those who participated included 386 active teachers (55%), and teachers in training (45%), studying for degrees in Pre-School and Primary Education, and Master’s degrees in Secondary Education Teacher Training of which 71.5% were women. The following were used: Psychological Well-Being Scales, Trait Meta-Mood Scale and the Spanish Burnout Inventory. Pearson’s correlation analysis and multiple regression analysis were performed. The results showed that enthusiasm for the teaching job is related to psychological well-being, especially domain of the environment and personal growth. Multiple regression analysis made it possible to establish a predictive model of well-being, showing that psychological well-being is the main adjustment predictor and/or the mismatch in the work of the teaching staff in both samples, through an adequate regulation of positive relationships, mastery of their environment and having a purpose in life.
Áreas temáticas: Zootecnia / recursos pesqueiros Serviço social Saúde coletiva Química Public, environmental & occupational health Public health, environmental and occupational health Psicología Pollution Odontología Nutrição Medicina iii Medicina ii Medicina i Materiais Interdisciplinar Health, toxicology and mutagenesis Geografía Geociências Farmacia Environmental studies Environmental sciences Ensino Engenharias ii Engenharias i Enfermagem Educação física Educação Ciências biológicas iii Ciências biológicas ii Ciências biológicas i Ciências ambientais Ciências agrárias i Ciência da computação Biotecnología Biodiversidade Astronomia / física Administração pública e de empresas, ciências contábeis e turismo
Acceso a la licencia de uso: https://creativecommons.org/licenses/by/3.0/es/
Direcció de correo del autor: ivettemargarita.espinoza@urv.cat jordi.tous@urv.cat
Identificador del autor: 0000-0001-9033-1142 0000-0001-7685-9071
Fecha de alta del registro: 2023-08-05
Versión del articulo depositado: info:eu-repo/semantics/publishedVersion
Enlace a la fuente original: https://www.mdpi.com/1660-4601/19/6/3514
URL Documento de licencia: http://repositori.urv.cat/ca/proteccio-de-dades/
Referencia al articulo segun fuente origial: International Journal Of Environmental Research And Public Health. 19 (6):
Referencia de l'ítem segons les normes APA: Lucas-Mangas S; Valdivieso-León L; Espinoza-Díaz IM; Tous-Pallarés J (2022). Emotional Intelligence, Psychological Well-Being and Burnout of Active and In-Training Teachers. International Journal Of Environmental Research And Public Health, 19(6), -. DOI: 10.3390/ijerph19063514
DOI del artículo: 10.3390/ijerph19063514
Entidad: Universitat Rovira i Virgili
Año de publicación de la revista: 2022
Tipo de publicación: Journal Publications
Repositori URV