Relationship between Emotional Intelligence, Generativity and Self-Efficacy in Secondary School Teachers
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http://hdl.handle.net/10045/107272
Títol: | Relationship between Emotional Intelligence, Generativity and Self-Efficacy in Secondary School Teachers |
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Autors: | Aparisi, David | Granados, Lucía | Sanmartín, Ricardo | Martínez-Monteagudo, Mari Carmen | García-Fernández, José Manuel |
Grups d'investigació o GITE: | Investigación en Inteligencias, Competencia Social y Educación (SOCEDU) |
Centre, Departament o Servei: | Universidad de Alicante. Departamento de Psicología Evolutiva y Didáctica |
Paraules clau: | Cluster analysis | Emotional intelligence | Generativity | Logistic regression | Self-efficacy |
Àrees de coneixement: | Psicología Evolutiva y de la Educación |
Data de publicació: | 12-de maig-2020 |
Editor: | MDPI |
Citació bibliogràfica: | Aparisi D, Granados L, Sanmartín R, Martínez-Monteagudo MC, García-Fernández JM. Relationship between Emotional Intelligence, Generativity and Self-Efficacy in Secondary School Teachers. Sustainability. 2020; 12(10):3950. doi:10.3390/su12103950 |
Resum: | The aim of this study was to examine the relationship between emotional intelligence (EI), generativity and self-efficacy, identifying different profiles of emotional intelligence. 834 secondary school teachers participated in the study by completing the Trait Meta-Mood Scale–24 (TMMS–24), the Loyola Generativity Scale and the General Self-Efficacy Scale. Cluster analysis identified four EI profiles: the first with high scores in attention and low scores in repair, the second with high scores in all dimensions of EI, the third with low scores in all EI dimensions and a fourth profile with low scores in attention and high scores in repair. Results showed significant statistical differences between the EI profiles found and the different dimensions of generativity and self-efficacy. Logistic regression analysis showed that EI was a statistically significant predictor of generativity, since teachers with high EI scores were more likely to present high scores in positive generativity and self-efficacy and lower probability of presenting high scores in generative doubts. |
URI: | http://hdl.handle.net/10045/107272 |
ISSN: | 2071-1050 |
DOI: | 10.3390/su12103950 |
Idioma: | eng |
Tipus: | info:eu-repo/semantics/article |
Drets: | © 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/). |
Revisió científica: | si |
Versió de l'editor: | https://doi.org/10.3390/su12103950 |
Apareix a la col·lecció: | INV - SOCEDU - Artículos de Revistas |
Arxius per aquest ítem:
Arxiu | Descripció | Tamany | Format | |
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Aparisi_etal_2020_Sustainability.pdf | 642,8 kB | Adobe PDF | Obrir Vista prèvia | |
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