El papel de la inteligencia emocional en el afrontamiento resiliente y la satisfacción con la vida en docentes

Bibliographische Referenzen

• Antoniou, A. ‐S., Polychroni, F., & Vlachakis, A. ‐N. (2006). Gender and age differences in occupational stress and professional burnout between primary and high‐school teachers in Greece. Journal of Managerial Psychology, 21(7), 682-690. https://doi.org/10.1108/02683940610690213
• Aparisi, D., Granados, L., Sanmartín, R., Martínez-Monteagudo, M. C., & García-Fernández, J. M. (2020). Relationship between Emotional Intelligence, Generativity and Self-Efficacy in Secondary School Teachers. Sustainability, 12(10), 3950. https://doi.org/10.3390/su12103950
• Atienza, F. L., & Pons, D. (s. f.). Propiedades Psicométricas de la Escala de Satisfacción con la Vida en Adolescentes. 7.
• Bermejo-Toro, L., Prieto-Ursúa, M., & Hernández, V. (2016). Towards a model of teacher well-being: Personal and job resources involved in teacher burnout and engagement. Educational Psychology, 36(3), 481-501. https://doi.org/10.1080/01443410.2015.1005006
• Bisquerra, R. (2005). La educación emocional en la formación del profesorado. Revista interuniversitaria de formación del profesorado, ISSN 0213-8646, No 54, 2005 (Ejemplar dedicado a: Educación emocional), pags. 95-114, 19.
• Brackett, M. A., & Mayer, J. D. (s. f.). The Life Space: A Framework and Method to Describe the Individual’s External Traits.
• Brackett, M. A., Rivers, S. E., Shiffman, S., Lerner, N., & Salovey, P. (2006). Relating emotional abilities to social functioning: A comparison of self-report and performance measures of emotional intelligence. Journal of Personality and Social Psychology, 91(4), 780-795. https://doi.org/10.1037/0022-3514.91.4.780
• Brasseur, S., Grégoire, J., Bourdu, R., & Mikolajczak, M. (2013). The Profile of Emotional Competence (PEC): Development and Validation of a Self-Reported Measure that Fits Dimensions of Emotional Competence Theory. PLOS ONE, 8(5), e62635. https://doi.org/10.1371/journal.pone.0062635
• Castillo, R., Fernández-Berrocal, P., & Brackett, M. A. (2013). Enhancing Teacher Effectiveness in Spain: A Pilot Study of The RULER Approach to Social and Emotional Learning. Journal of Education and Training Studies, 1(2), 263-272. https://doi.org/10.11114/jets.v1i2.203
• Castillo-Gualda, R., García, V., Pena, M., Galán, A., & Brackett, M. A. (2017). Resultados preliminares del método RULER en la inteligencia emocional y el compromiso laboral de profesores Españoles. Electronic Journal of Research in Education Psychology, 15(43), 641-664. https://doi.org/10.25115/ejrep.43.17068
• Cejudo, J., & López-Delgado, M. L. (2017). Importancia de la inteligencia emocional en la práctica docente: Un estudio con maestros. Educational Psychology, 23(1), 29-36. https://doi.org/10.1016/j.pse.2016.11.001
• Cejudo, J., López-Delgado, M. L., & Rubio, M. J. (2016). Inteligencia emocional y resiliencia: Su influencia en la satisfacción con la vida en estudiantes universitarios. Anuario de Psicología, 46(2), 51-57. https://doi.org/10.1016/j.anpsic.2016.07.001
• Ciarrochi, J. V., Chan, A. Y. C., & Caputi, P. (2000). A critical evaluation of the emotional intelligence construct. 23.
• Diener, E. (2000). Subjective well-being. The science of happiness and a proposal for a national index. The American Psychologist, 55(1), 34-43.
• Diener, Ed. (1984). Subjective well-being. Psychological Bulletin, 95(3), 542-575. https://doi.org/10.1037/0033-2909.95.3.542
• Diener, Ed. (1994). Assessing subjective well-being: Progress and opportunities. Social Indicators Research, 31(2), 103-157. https://doi.org/10.1007/BF01207052
• Diener, Ed, Horwitz, J., & Emmons, R. A. (1985). Happiness of the very wealthy. Social Indicators Research, 16(3), 263-274. https://doi.org/10.1007/BF00415126
• Diener, Ed, Suh, E., Lucas, R., & Smith, H. (1999). Subjective Well-Being: Three Decades of Progress. Psychological Bulletin, 125, 276-302. https://doi.org/10.1037/0033-2909.125.2.276
• Fernández-Abascal, E. G., & Martín-Díaz, M. D. (2015). Dimensions of emotional intelligence related to physical and mental health and to health behaviors. Frontiers in Psychology, 6.
• Fiorilli, C., Benevene, P., De Stasio, S., Buonomo, I., Romano, L., Pepe, A., & Addimando, L. (2019). Teachers’ Burnout: The Role of Trait Emotional Intelligence and Social Support. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02743
• Geng, Y. (2018). Gratitude mediates the effect of emotional intelligence on subjective well-being: A structural equation modeling analysis. Journal of Health Psychology, 23(10), 1378-1386. https://doi.org/10.1177/1359105316677295
• Hargreaves, A. (2000). Mixed Emotions: Teachers’ Perceptions of Their Interactions with Students. Teaching and Teacher Education, 16, 811-826. https://doi.org/10.1016/S0742-051X(00)00028-7
• Huang, S., Yin, H., & Han, J. (2019). Do Chinese Teachers Perform Emotional Labor Equally? Multi-Group Comparisons Across Genders, Grade Levels and Regions. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.00190
• Kong, F., Gong, X., Sajjad, S., Yang, K., & Zhao, J. (2019). How Is Emotional Intelligence Linked to Life Satisfaction? The Mediating Role of Social Support, Positive Affect and Negative Affect. Journal of Happiness Studies, 20(8), 2733-2745. https://doi.org/10.1007/s10902-018-00069-4
• Kong, F., Zhao, J., & You, X. (2012). Emotional intelligence and life satisfaction in Chinese university students: The mediating role of self-esteem and social support. Personality and Individual Differences, 53(8), 1039-1043. https://doi.org/10.1016/j.paid.2012.07.032
• Koydemir, S., & Schütz, A. (2012). Emotional intelligence predicts components of subjective well-being beyond personality: A two-country study using self- and informant reports. The Journal of Positive Psychology, 7(2), 107-118. https://doi.org/10.1080/17439760.2011.647050
• Limonero, J., Tomás-Sábado, J., Fernández-Castro, J., Gómez-Romero, M., & Aradilla-Herrero, A. (2012). [Resilient coping strategies and emotion regulation: Predictors of life satisfaction] Estrategias de afrontamiento resilientes y regulación emocional: predictores de satisfacción con la vida. Behavioral Psychology/Psicologia Conductual, 20, 183-189.
• López, J. A. P. (2015). Un análisis crítico del concepto de resiliencia en psicología. Anales de Psicología / Annals of Psychology, 31(3), 751-758. https://doi.org/10.6018/analesps.31.3.185631
• Mansfield, C. F., Beltman, S., Broadley, T., & Weatherby-Fell, N. (2016). Building resilience in teacher education: An evidenced informed framework. Teaching and Teacher Education, 54, 77-87. https://doi.org/10.1016/j.tate.2015.11.016
• Martins, A., Ramalho, N., & Morin, E. (2010). A comprehensive meta-analysis of the relationship between Emotional Intelligence and health. Personality and Individual Differences, 49, 554-564. https://doi.org/10.1016/j.paid.2010.05.029
• Mayer, J. D., Caruso, D. R., & Salovey, P. (2016). The Ability Model of Emotional Intelligence: Principles and Updates: Emotion Review. https://doi.org/10.1177/1754073916639667
• Mayer, J., & Salovey, P. (1997). What is emotional intelligence? Emotional Development and Emotional Intelligence: Implications for Educators. https://scholars.unh.edu/psych_facpub/422
• Mérida-López, S., & Extremera, N. (2017). Emotional intelligence and teacher burnout: A systematic review. International Journal of Educational Research, 85, 121-130. https://doi.org/10.1016/j.ijer.2017.07.006
• Mérida-López, S., Extremera, N., Quintana-Orts, C., & Rey, L. (2019). Sentir ilusión por el trabajo docente: Inteligencia emocional y el papel del afrontamiento resiliente en un estudio con profesorado de secundaria. Revista de Psicología y Educación - Journal of Psychology and Education, 15, 67-76. https://doi.org/10.23923/rpye2020.01.186
• Mérida-López, S., Sánchez-Gómez, M., & Extremera, N. (2020). Leaving the Teaching Profession: Examining the Role of Social Support, Engagement and Emotional Intelligence in Teachers’ Intentions to Quit. Psychosocial Intervention, 29(3), 141-151. https://doi.org/10.5093/pi2020a10
• Mikolajczak, M., Nelis, D., Hansenne, M., & Quoidbach, J. (2008). If you can regulate sadness, you can probably regulate shame: Associations between trait emotional intelligence, emotion regulation and coping efficiency across discrete emotions. Personality and Individual Differences, 44(6), 1356-1368. https://doi.org/10.1016/j.paid.2007.12.004
• Mikulic, I. M., Crespi, M. C., & Cassullo, G. L. (2010). Evaluación De La Inteligencia Emocional, La Satisfacción Vital Y El Potencial Resiliente En Una Muestra De Estudiantes De Psicología. Anuario de Investigaciones, XVII, 169-178.
• Molero, P. P., Zurita-Ortega, F., Chacon-Cuberos, R., Castro-Sanchez, M., Ramirez-Granizo, I., & Valero, G. G. (2020). La inteligencia emocional en el ámbito educativo: Un meta-análisis. Anales de Psicología / Annals of Psychology, 36(1), 84-91. https://doi.org/10.6018/analesps.345901
• Nieto, D. A., & Riveiro, J. M. S. (2006). La satisfacción laboral de los profesores en función de la etapa educativa, del género y de la antigüedad profesional. Revista de Investigación Educativa, 24(2), 521-556.
• Noorbakhsh, S. N., Besharat, M. A., & Zarei, J. (2010). Emotional intelligence and coping styles with stress. Procedia - Social and Behavioral Sciences, 5, 818-822. https://doi.org/10.1016/j.sbspro.2010.07.191
• Nyarko, F., Peltonen, K., Kangaslampi, S., & Punamäki, R.-L. (2020). Emotional intelligence and cognitive skills protecting mental health from stress and violence among Ghanaian youth. Heliyon, 6(5). https://doi.org/10.1016/j.heliyon.2020.e03878
• Palmer, B., Donaldson, C., & Stough, C. (2002). Emotional intelligence and life satisfaction. Personality and Individual Differences, 33(7), 1091-1100. https://doi.org/10.1016/S0191-8869(01)00215-X
• Pavot, W., & Diener, E. (2008). The Satisfaction With Life Scale and the emerging construct of life satisfaction. The Journal of Positive Psychology, 3(2), 137-152. https://doi.org/10.1080/17439760701756946
• Peña-Sarrionandia, A., Mikolajczak, M., & Gross, J. J. (2015). Integrating emotion regulation and emotional intelligence traditions: A meta-analysis. Frontiers in Psychology, 6. https://doi.org/10.3389/fpsyg.2015.00160
• Petrides, K. V., & Furnham, A. (2001). Trait emotional intelligence: Psychometric investigation with reference to established trait taxonomies. European Journal of Personality, 15(6), 425-448. https://doi.org/10.1002/per.416
• Romero, J. C. G., Lugo, S. G., Guedea, M. D., & Villa, E. G. (2013). Autorregulación, metas y rendimiento académico en bachilleres con 71 disposiciones resilientes y no resilientes. 12.
• Ruiz Párraga, G. T., & López Martínez, A. E. (2012). Resiliencia psicológica y dolor crónico. Escritos de Psicología (Internet), 5(2), 1-11. https://doi.org/10.5231/psy.writ.2012.1001
• Saklofske, D., Austin, E., Rohr, B., & Andrews, J. (2007). Personality, Emotional Intelligence and Exercise. Journal of health psychology, 12, 937-948. https://doi.org/10.1177/1359105307082458
• Salmela-Aro, K., Hietajärvi, L., & Lonka, K. (2019). Work Burnout and Engagement Profiles Among Teachers. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02254
• Salovey, P., & Mayer, J. D. (1990). Emotional Intelligence. Imagination, Cognition and Personality, 9(3), 185-211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG
• Sánchez-Álvarez, N., Extremera, N., & Fernández-Berrocal, P. (2016). The relation between emotional intelligence and subjective well-being: A meta-analytic investigation. The Journal of Positive Psychology, 11(3), 276-285. https://doi.org/10.1080/17439760.2015.1058968
• Schutte, N. S., Malouff, J. M., Simunek, M., McKenley, J., & Hollander, S. (2002). Characteristic emotional intelligence and emotional well-being. Cognition and Emotion, 16(6), 769-785. https://doi.org/10.1080/02699930143000482
• Schutte, N. S., Manes, R. R., & Malouff, J. M. (2009). Antecedent-focused emotion regulation, response modulation and well-being. Current Psychology: A Journal for Diverse Perspectives on Diverse Psychological Issues, 28(1), 21-31. https://doi.org/10.1007/s12144-009-9044-3
• Uitto, M., Jokikokko, K., & Estola, E. (2015). Virtual special issue on teachers and emotions in Teaching and teacher education (TATE) in 1985–2014. Teaching and Teacher Education, 50, 124-135. https://doi.org/10.1016/j.tate.2015.05.008
• Urquijo, I., Extremera, N., & Villa, A. (2016). Emotional intelligence, life satisfaction, and psychological well-being in graduates: The mediating effect of perceived stress. Applied Research in Quality of Life, 11(4), 1241-1252. https://doi.org/10.1007/s11482-015-9432-9
• Vesely, A. K., Saklofske, D. H., & Leschied, A. D. W. (2013). Teachers—The Vital Resource: The Contribution of Emotional Intelligence to Teacher Efficacy and Well-Being. Canadian Journal of School Psychology. https://doi.org/10.1177/0829573512468855
• Wong, C.-S., Wong, P.-M., & Peng, K. Z. (2010). Effect of Middle-level Leader and Teacher Emotional Intelligence on School Teachers’ Job Satisfaction: The Case of Hong Kong. Educational Management Administration & Leadership, 38(1), 59-70. https://doi.org/10.1177/1741143209351831
• Zeidner, M., & Matthews, G. (2018). Grace Under Pressure in Educational Contexts: Emotional Intelligence, Stress, and Coping. En K. V. Keefer, J. D. A. Parker, & D. H. Saklofske (Eds.), Emotional Intelligence in Education: Integrating Research with Practice (pp. 83-110). Springer International Publishing. https://doi.org/10.1007/978-3-319-90633-1_4
• Zeidner, M., Matthews, G., & Roberts, R. D. (2012). The Emotional Intelligence, Health, and Well-Being Nexus: What Have We Learned and What Have We Missed? Applied Psychology: Health and Well-Being, 4(1), 1-30. https://doi.org/10.1111/j.1758-0854.2011.01062.x
• Zeidner, M., & Olenik shemesh, D. (2010). Emotional intelligence and subjective well-being revisited. Personality and Individual Differences, 48, 431-435. https://doi.org/10.1016/j.paid.2009.11.011