Trait emotional intelligence profiles, burnout, anxiety, depression, and stress in secondary education teachers

Please use this identifier to cite or link to this item: http://hdl.handle.net/10045/88556
Full metadata record
Full metadata record
DC FieldValueLanguage
dc.contributorInvestigación en Inteligencias, Competencia Social y Educación (SOCEDU)es_ES
dc.contributor.authorMartínez-Monteagudo, Mari Carmen-
dc.contributor.authorInglés, Cándido J.-
dc.contributor.authorGranados, Lucía-
dc.contributor.authorAparisi Sierra, David-
dc.contributor.authorGarcía-Fernández, José Manuel-
dc.contributor.otherUniversidad de Alicante. Departamento de Psicología Evolutiva y Didácticaes_ES
dc.date.accessioned2019-02-21T14:15:52Z-
dc.date.available2019-02-21T14:15:52Z-
dc.date.issued2019-05-01-
dc.identifier.citationPersonality and Individual Differences. 2019, 142: 53-61. doi:10.1016/j.paid.2019.01.036es_ES
dc.identifier.issn0191-8869 (Print)-
dc.identifier.issn1873-3549 (Online)-
dc.identifier.urihttp://hdl.handle.net/10045/88556-
dc.description.abstractThe objective of this study is to identify the existence of different profiles of emotional intelligence according to their dimensions (Attention, Understanding and Repair). In addition, the study seeks to verify whether there are significant differences between the profiles regarding burnout, anxiety, depression, and stress in teachers. A total of 834 teachers, who completed the Trait Meta-Mood Scale-24, the Maslach Burnout Inventory, and the Depression, Anxiety, and Stress Scales-21, were enrolled. Cluster analysis identified four distinct profiles of emotional intelligence: a group of teachers with a predominance of high emotional attention and low emotional repair, a second group with a profile of high emotional intelligence, a third group with generalized low emotional intelligence, and a fourth group with a predominance of low attention and high emotional repair. Similarly, the results revealed significant differences between emotional intelligence profiles regarding burnout, anxiety, depression, and stress. The teachers in the groups with generalized low emotional intelligence and the group with high attention and low repair obtained higher scores in Emotional Exhaustion, Depersonalization, Anxiety, Depression, and Stress and lower scores in Personal Accomplishment.es_ES
dc.languageenges_ES
dc.publisherElsevieres_ES
dc.rights© 2019 Elsevier Ltd.es_ES
dc.subjectEmotional intelligence profileses_ES
dc.subjectBurnoutes_ES
dc.subjectAnxietyes_ES
dc.subjectDepressiones_ES
dc.subjectStresses_ES
dc.subjectTeacherses_ES
dc.subjectCluster analysises_ES
dc.subject.otherPsicología Evolutiva y de la Educaciónes_ES
dc.titleTrait emotional intelligence profiles, burnout, anxiety, depression, and stress in secondary education teacherses_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.peerreviewedsies_ES
dc.identifier.doi10.1016/j.paid.2019.01.036-
dc.relation.publisherversionhttps://doi.org/10.1016/j.paid.2019.01.036es_ES
dc.rights.accessRightsinfo:eu-repo/semantics/restrictedAccesses_ES
Appears in Collections:INV - SOCEDU - Artículos de Revistas

Files in This Item:
Files in This Item:
File Description SizeFormat 
Thumbnail2019_Martinez-Monteagudo_etal_PersonIndivDiffer_final.pdfVersión final (acceso restringido)349,31 kBAdobe PDFOpen    Request a copy


Items in RUA are protected by copyright, with all rights reserved, unless otherwise indicated.