Inteligencia emocional como factor protector en docentesPerfiles de estrategias de afrontamiento centrado en personas

Referencias bibliográficas

• Alsalhe, T. A., Chalghaf, N., Guelmami, N., Azaiez, F., & Bragazzi, N. L. (2021). Occupational burnout prevalence and its determinants among physical education teachers: A systematic review and meta-analysis. Frontiers in Human Neuroscience, 15, 553230. https://doi.org/10.3389/fnhum.2021.553230 DOI: https://doi.org/10.3389/fnhum.2021.553230
• Asparouhov, T., & Muthén, B. (2014). Auxiliary variables in mixture modeling: Three-step approaches using Mplus. Structural Equation Modeling, 21(3), 329–341. https://doi.org/10.1080/10705511.2014.915181 DOI: https://doi.org/10.1080/10705511.2014.915181
• Asparouhov, T., & Muthén, B. O. (2012). Using Mplus TECH11 and TECH14 to test the number of latent classes.
• Augusto-Landa, J. M., López-Zafra, E., & Pulido-Martos, M. (2011). Inteligencia emocional percibida y estrategias de afrontamiento al estrés en profesores de enseñanza primaria: Propuesta de un modelo explicativo con ecuaciones estructurales (SEM). Revista de Psicología Social, 26(3), 413–425. https://doi.org/10.1174/021347411797361310 DOI: https://doi.org/10.1174/021347411797361310
• Aulén, A.-M., Pakarinen, E., Feldt, T., & Lerkkanen, M.-K. (2021). Teacher coping profiles in relation to teacher well-being: A mixed method approach. Teaching and Teacher Education, 102, 103323. https://doi.org/10.1016/j.tate.2021.103323 DOI: https://doi.org/10.1016/j.tate.2021.103323
• Bakk, Z., & Vermunt, J. K. (2016). Robustness of stepwise latent class modeling with continuous distal outcomes. Structural Equation Modeling, 23(1), 20–31. https://doi.org/10.1080/10705511.2014.955104 DOI: https://doi.org/10.1080/10705511.2014.955104
• Cabello, R., Ruiz-Aranda, D., & Fernández-Berrocal, P. (2010). Docentes emocionalmente inteligentes. REIFOP, 13(1).
• Cano, F. J., Rodríguez, L., & García, J. (2007). Adaptación española del inventario de estrategias de afrontamiento. Actas Españolas de Psiquiatría, 35, 29–39.
• Carver, C. S., & Connor-Smith, J. (2010). Personality and coping. Annual Review of Psychology, 61, 679–704. https://doi.org/10.1146/annurev.psych.093008.100352 DOI: https://doi.org/10.1146/annurev.psych.093008.100352
• Carver, C. S., Scheier, M. F., & Weintraub, J. K. (1989). Assessing coping strategies: A theoretically based approach. Journal of Personality and Social Psychology, 56(2), 267–283. https://doi.org/10.1037/0022-3514.56.2.267 DOI: https://doi.org/10.1037/0022-3514.56.2.267
• Crespo, M., & Cruzado, J. A. (1997). La evaluación del afrontamiento: Adaptación española del cuestionario COPE con una muestra de estudiantes universitarios. Análisis y Modificación de Conducta, 23(92), 797–830.
• Eisenbarth, C. (2021). Coping profiles and psychological distress: A cluster analysis. North American Journal of Psychology, 14, 485–496.
• EU-OSHA - Agencia Europea para la Seguridad y la Salud en el Trabajo. (2014). La estimación del coste del estrés y los riesgos psicosociales relacionados con el trabajo. https://osha.europa.eu/es/publications/calculating-cost-work-related-stress-and-psychosocial-risks
• Ferguson, S. L., Moore, E. W. G., & Hull, D. M. (2020). Finding latent groups in observed data: A primer on latent profile analysis in Mplus for applied researchers. International Journal of Behavioral Development, 44(5), 458–468. https://doi.org/10.1177/0165025419881721 DOI: https://doi.org/10.1177/0165025419881721
• Fernández-Berrocal, P., Extremera, N., & Palomera, R. (2008). Emotional Intelligence as a crucial mental ability on educational context. In A. Valle & J. C. Nuñez (Eds.), Handbook of Instructional Resources and their applications in the classroom (pp. 67–88). Nova.
• Fernandez-Berrocal, P., Extremera, N., & Ramos, N. (2004). Validity and reliability of the Spanish modified version of the Trait Meta-Mood Scale. Psychological Reports, 94(3 Pt 1), 751–755. https://doi.org/10.2466/pr0.94.3.751-755 DOI: https://doi.org/10.2466/pr0.94.3.751-755
• Fernández-Berrocal, P., Gutiérrez-Cobo, M. J., Rodriguez-Corrales, J., & Cabello, R. (2017). Teachers’ affective well-being and teaching experience: The protective role of perceived emotional intelligence. Frontiers in Psychology, 8, 2227. https://doi.org/10.3389/fpsyg.2017.02227 DOI: https://doi.org/10.3389/fpsyg.2017.02227
• 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, 2743. https://doi.org/10.3389/fpsyg.2019.02743 DOI: https://doi.org/10.3389/fpsyg.2019.02743
• Folkman, S., & Lazarus, R. S. (1984). Personal control and stress and coping processes: A theoretical analysis. Journal of Personality and Social Psychology, 46, 839–852. DOI: https://doi.org/10.1037/0022-3514.46.4.839
• García-Carmona, M., Marín, M. D., & Aguayo, R. (2019). Burnout syndrome in secondary school teachers: A systematic review and meta-analysis. Social Psychology of Education, 22(1), 189–208. https://doi.org/10.1007/s11218-018-9471-9 DOI: https://doi.org/10.1007/s11218-018-9471-9
• García-Sancho, E., Salguero, J. M., & Fernández-Berrocal, P. (2017). Ability emotional intelligence and its relation to aggression across time and age groups. Scandinavian Journal of Psychology, 58(1), 43–51. https://doi.org/10.1111/sjop.12331 DOI: https://doi.org/10.1111/sjop.12331
• Gil-Monte, P. R. (2002). Validez factorial de la adaptación al español del Maslach Burnout Inventory-General Survey. Salud Pública de México, 44(1), 33–40. DOI: https://doi.org/10.1590/S0036-36342002000100005
• Gil-Monte, P. R. (2005). Factorial validity of the Maslach Burnout Inventory (MBI-HSS) among Spanish professionals. Revista de Saude Publica, 39(1), 1–8. https://doi.org/10.1590/s0034-89102005000100001 DOI: https://doi.org/10.1590/S0034-89102005000100001
• Herman, K. C., Prewett, S. L., Eddy, C. L., Savala, A., & Reinke, W. M. (2020). Profiles of middle school teacher stress and coping: Concurrent and prospective correlates. Journal of School Psychology, 78, 54–68. https://doi.org/10.1016/j.jsp.2019.11.003 DOI: https://doi.org/10.1016/j.jsp.2019.11.003
• Hughes, D. J., & Evans, T. R. (2018). Putting ‘emotional intelligences’ in their place: Introducing the integrated model of affect-related individual differences. Frontiers in Psychology, 9, 2155. https://doi.org/10.3389/fpsyg.2018.02155 DOI: https://doi.org/10.3389/fpsyg.2018.02155
• Jung, H. S., & Yoon, H. H. (2016). Why is employees’ emotional intelligence important?: The effects of ei on stress-coping styles and job satisfaction in the hospitality industry. International Journal of Contemporary Hospitality Managemen, 28(8), 1649–1675. https://doi.org/10.1108/IJCHM-10-2014-0509 DOI: https://doi.org/10.1108/IJCHM-10-2014-0509
• Jung, T., & Wickrama, K. A. S. (2008). An introduction to latent class growth analysis and growth mixture modeling. Social and Personality Psychology Compass, 2(1), 302–317. https://doi.org/10.1111/j.1751-9004.2007.00054.x DOI: https://doi.org/10.1111/j.1751-9004.2007.00054.x
• Kavčič, T., Avsec, A., & Zager Kocjan, G. (2022). Coping profiles and their association with psychological functioning: A latent profile analysis of coping strategies during the COVID-19 pandemic. Personality and Individual Differences, 185, 111287. https://doi.org/10.1016/j.paid.2021.111287 DOI: https://doi.org/10.1016/j.paid.2021.111287
• Kongcharoen, J., Onmek, N., Jandang, P., & Wangyisen, S. (2019). Stress and work motivation of primary and secondary school teachers. Journal of Applied Research in Higher Education, 12(4), 709–723. https://doi.org/10.1108/jarhe-04-2019-0088 DOI: https://doi.org/10.1108/JARHE-04-2019-0088
• Lazarus, R. S., & Folkman, S. (1986). Cognitive theories of stress and the issue of circularity. In M. H. Appley & R. Trumbull (Eds.), Dynamics of stress. Physiological, psychologcal, and social perspectives (pp. 63–80). Plenum. DOI: https://doi.org/10.1007/978-1-4684-5122-1_4
• Lubke, G. H., & Muthén, B. (2005). Investigating population heterogeneity with factor mixture models. Psychological Methods, 10(1), 21–39. https://doi.org/10.1037/1082-989X.10.1.21 DOI: https://doi.org/10.1037/1082-989X.10.1.21
• Magidson, J., & Vermunt, J. K. (2002). A nontechnical introduction to latent class models. DMA Research Council Journal.
• Maslach, C., & Jackson, S. E. (1981). The measurement of experience of burnout. Journal of Occupational Behaviour, 2, 99–113. DOI: https://doi.org/10.1002/job.4030020205
• Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. J. Sluyter (Eds.), Emotional development and emotional intelligence: educational implications (pp. 3–34). Harper Collins.
• McCormick, J., & Barnett, K. (2011). Teachers’ attributions for stress and their relationships with burnout. International Journal of Educational Management, 25(3), 278–293. DOI: https://doi.org/10.1108/09513541111120114
• 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 DOI: https://doi.org/10.1016/j.ijer.2017.07.006
• Mérida-López, S., & Extremera, N. (2022). Student aggression against teachers, stress, and emotional intelligence as predictors of withdrawal intentions among secondary school teachers. Anxiety, Stress, and Coping, 35(3), 365–378. https://doi.org/10.1080/10615806.2021.1948020 DOI: https://doi.org/10.1080/10615806.2021.1948020
• Morin, A. J. S., McLarnon, M. J. W., & Litalien, D. (2020). Mixture modeling for organizational behavior research. In Y. Griep & S. D. Hansen (Eds.), Handbook on the temporal dynamics of organizational behavior (pp. 351–379). Edward Elgar Publishing. https://doi.org/https://doi.org/10.4337/9781788974387.00031 DOI: https://doi.org/10.4337/9781788974387.00031
• Morin, A. J. S., Meyer, J. P., Creusier, J., & Biétry, F. (2016). Multiple-group analysis of similarity in latent profile solutions. Organizational Research Methods, 19(2), 231–254. https://doi.org/10.1177/1094428115621148 DOI: https://doi.org/10.1177/1094428115621148
• Nylund, K. L., Asparouhov, T., & Muthén, B. O. (2007). Deciding on the number of classes in latent class analysis and growth mixture modeling: A Monte Carlo simulation study. Structural Equation Modeling, 14(4), 535–569. https://doi.org/10.1080/10705510701575396 DOI: https://doi.org/10.1080/10705510701575396
• OCDE. (2021). Education at a Glance 2021: OECD Indicators. OECD Publishing. https://doi.org/10.1787/b35a14e5-en DOI: https://doi.org/10.1787/b35a14e5-en
• Ondé Pérez, D., & Alvarado Izquierdo, J. M. (2019). Análisis de clases latentes como técnica de identificación de tipologías. Revista INFAD De Psicología. International Journal of Developmental and Educational Psychology, 5(1), 251–260. https://doi.org/10.17060/ijodaep.2019.n1.v5.1641 DOI: https://doi.org/10.17060/ijodaep.2019.n1.v5.1641
• Ozamiz-Etxebarria, N., Dosil Santamaría, M., Idoiaga Mondragon, N., & Berasategi Santxo, N. (2021). Estado emocional del profesorado de colegios y universidades en el norte de España ante la COVID-19. Revista Española de Salud Pública, 95, e1–e8.
• Parker, P. D., Martin, A. J., Colmar, S., & Liem, G. A. (2012). Teachers’ workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout. Teaching and Teacher Education, 28(4), 503–513. https://doi.org/10.1016/j.tate.2012.01.001 DOI: https://doi.org/10.1016/j.tate.2012.01.001
• Salovey, P., Mayer, J. D., Goldman, S. L., Turvey, C., & Palfai, T. P. (1995). Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale. In J. W. Pennebaker (Ed.), Emotion, disclosure, & health. (pp. 125–154). American Psychological Association. https://doi.org/10.1037/10182-006 DOI: https://doi.org/10.1037/10182-006
• Schaufeli, W. B., Leiter, M. P., Maslach, C., & Jackson, S. E. (1996). The Maslach Burnout Inventory - General Survey. In C. Maslach, S. E. Jackson, & M. P. Leiter (Eds.), Maslach Burnout Inventory manual (Third edit, pp. 19–26). Consulting Psychologists Press.
• Skinner, E. A., Edge, K., Altman, J., & Sherwood, H. (2003). Searching for the structure of coping: A review and critique of category systems for classifying ways of coping. Psychological Bulletin, 129(2), 216–269. https://doi.org/10.1037/0033- 2909.129.2.216 DOI: https://doi.org/10.1037/0033-2909.129.2.216
• Sonnentag, S., Cheng, B. H., & Parker, S. L. (2022). Recovery from work: Advancing the field toward the future. Annual Review of Organizational Psychology and Organizational Behavior, 9, 33–60. https://doi.org/10.1146/annurev-orgpsych-012420-091355 DOI: https://doi.org/10.1146/annurev-orgpsych-012420-091355
• Spurk, D., Hirschi, A., Wang, M., Valero, D., & Kauffeld, S. (2020). Latent profile analysis: A review and “how to” guide of its application within vocational behavior research. Journal of Vocational Behavior, 120, 103445. https://doi.org/10.1016/j.jvb.2020.103445 DOI: https://doi.org/10.1016/j.jvb.2020.103445
• Stough, C., Saklofske, D. H., & Parker, J. D. A. (2009). A brief analysis of 20 years of emotional intelligence: An introduction to assessing emotional intelligence: Theory, research, and applications. In C. Stough, D. H. Saklofske, & J. D. A. Parker (Eds.), Assessing emotional intelligence: Theory, research, and applications (pp. 3–8). Springer. https://doi.org/10.1007/978-0-387-88370-0_1 DOI: https://doi.org/10.1007/978-0-387-88370-0_1
• Vermunt, J. K. (2010). Latent Class Modeling with Covariates: Two Improved Three-Step Approaches. Political Analysis, 18(4), 450–469. https://doi.org/10.1093/pan/mpq025 DOI: https://doi.org/10.1093/pan/mpq025
• Embse, N. von der, Ryan, S. V., Gibbs, T., & Mankin, A. (2019). Teacher stress interventions: A systematic review. Psychology in the Schools, 1–16. https://doi.org/10.1002/pits.22279 DOI: https://doi.org/10.1002/pits.22279
• Wang, H., Lee, S. Y., & Hall, N. C. (2022). Coping profiles among teachers: Implications for emotions, job satisfaction, burnout, and quitting intentions. Contemporary Educational Psychology, 68, 102030. https://doi.org/10.1016/j.cedpsych.2021.102030 DOI: https://doi.org/10.1016/j.cedpsych.2021.102030
• Warr, P., & Wall, T. (1975). Work and well‐being. Penguin.
• Ye, B., Ma, T., Chen, C., Liu, M., Wang, X., & Yang, Q. (2021). Exploring the profiles of aggressive behavior among college students: A person-centered approach. Current Psychology, 1–13. https://doi.org/10.1007/s12144-020-01267-1 DOI: https://doi.org/10.1007/s12144-020-01267-1
• Young Business Talents. (2022). V Informe Young Business Talents: La visión del profesor. https://www.youngbusinesstalents.com/es/informe-profesores-young-business-talents
• Zeidner, M., & Matthews, G. (2018). Grace under pressure in educational contexts: Emotional intelligence, stress, and coping. In 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 DOI: https://doi.org/10.1007/978-3-319-90633-1_4
• Zeidner, M., Matthews, G., & Roberts, R. D. (2006). Emotional intelligence, coping, and adaptation. In J. Ciarrochi, J. Forgas, & J. D. Mayer (Eds.), Emotional intelligence in everyday life: A scientific inquiry (2nd ed.) (pp. 100–125). Psychology Press. DOI: https://doi.org/10.4135/9781452233529.n6