Factores emocionales internos como estrategias de protección del estrés en futuros docentes

  1. Pérez-Navío, Eufrasio 1
  2. Quijano-López, Rocío 2
  3. Óscar Gavín Chocano
  4. Inmaculada García Martínez
  1. 1 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

  2. 2 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

Revista:
Revista complutense de educación

ISSN: 1130-2496,  1988-2793

Año de publicación: 2024

Volumen: 35

Número: 1

Páginas: 81-91

Tipo: Artículo

DOI: 10.5209/RCED.82623 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista complutense de educación

Resumen

El bienestar subjetivo de la persona, fluctúa en la complementariedad entre componentes emocionales y cognitivos, teniendo implicaciones consustaciales en el desarrollo global del individuo. Por tanto, identificar aquellos factores de protección socioemocionales nos permitirá definir estrategias reguladoras frente al estrés. El presente estudio pretende aportar evidencias sobre el valor de la Inteligencia Emocional y Resiliencia como factores de protección frente al estrés, actuando como variable mediadora la Autoestima, utilizando el enfoque de mínimos cuadrados parciales (PLS-SEM) del modelo de ruta. Participaron 723 estudiantes universitarios, 588 son mujeres, (81.30%) y 135 hombres (18.70%), con una edad media de 21.43 años (±5.65). Se utilizaron los instrumentos: Escala de Resiliencia (RS-14), Wong Law Emotional Intelligence Scale (WLEIS-S), Escala de Autoestima de Rosenberg (RSE), Satisfaction with Life Scale (SWLS) y Perceived Stress Scale (PSS-10). Los resultados evidenciaron la relación entre las dimensiones de los instrumentos considerados, actuando como variable potenciadora la autoestima, siendo los coeficientes de determinación: autoestima (r²=.632), satisfacción vital (r²=.313) y estrés percibido (r²=.509), con un error cuadrático medio (SRMR) de .067. Las consecuencias prácticas subrayan la necesidad de fomentar estrategias educativas útiles de análisis de las situaciones emocionales.

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