Inteligencia Emocional Percibida y estrategias de afrontamiento al estrés en profesores de enseñanza primariapropuesta de un modelo explicativo con ecuaciones estructurales (SEM)

  1. Augusto Landa, Jose María
  2. López Zafra, Esther
  3. Pulido Martos, Manuel
Revista:
International Journal of Social Psychology, Revista de Psicología Social

ISSN: 0213-4748,  1579-3680

Año de publicación: 2011

Volumen: 26

Número: 3

Páginas: 413-425

Tipo: Artículo

DOI: 10.1174/021347411797361310 DIALNET GOOGLE SCHOLAR

Otras publicaciones en: International Journal of Social Psychology, Revista de Psicología Social

Objetivos de desarrollo sostenible

Resumen

En este estudio se examinó el papel de los componentes de la Inteligencia Emocional Percibida (IEP: atención, claridad y regulación) como posibles predictores de las dimensiones de afrontamiento, en una muestra de 251 profesores de educación primaria (89 hombres y 162 mujeres) con edades comprendidas entre los 22 y 60 años (M = 39.02; SD = 11.25). Los participantes completaron un cuestionario en el que se medía la IEP, las estrategias de afrontamiento junto con los datos socio-demográficos. Proponemos un modelo mediante ecuaciones estructurales que, en su conjunto, da cuenta de un 39% de la varianza de afrontamiento de las emociones y de un 14% de afrontamiento conductual del problema. Esto indica que los sujetos con alta claridad y reparación emocional utilizan estrategias de afrontamiento conductual del problema, cognitivo del problema o centrado en las emociones. Estos resultados apoyan el postulado propuesto por Epstein (1998) según el cual los sujetos con alta IE realizarían un afrontamiento activo de las situaciones estresantes. Las implicaciones y limitaciones del estudio son explicadas en el presente artículo.

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Fuente de los datos: Dialnet