Inteligencia emocional, afrontamiento resiliente y compromiso ocupacional del profesorado novel

  1. Sergio Mérida-López 1
  2. Cirenia Quintana-Orts 2
  3. Lourdes Rey 3
  4. Natalio Extremera 1
  1. 1 Departamento de Psicología Social, Trabajo Social y Servicios Sociales y Antropología Social, Facultad de Psicología y Logopedia, Universidad de Málaga, C/ Doctor Ortiz Ramos, 12, 29010, Málaga (España)
  2. 2 Departamento de Psicología Evolutiva y de la Educación, Facultad de Psicología, Universidad de Sevilla
  3. 3 Departamento de Personalidad, Evaluación y Tratamiento Psicológico, Facultad de Psicología y Logopedia, Universidad de Málaga, C/ Doctor Ortiz Ramos, 12, 29010, Málaga (España)
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Journal:
ESE: Estudios sobre educación.

ISSN: 1578-7001

Year of publication: 2023

Issue: 45

Pages: 31-50

Type: Article

DOI: 10.15581/004.45.002 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: ESE: Estudios sobre educación.

Abstract

Emotional intelligence (EI) and resilient coping (RC) have shown positive links with occupational commitment (OC). Considering the lack of research in this area, the present study examines the role of RC as a mediator and moderator in the relationship between EI and OC in a sample of 338 pre-service teachers (58.9% female; Mage= 26.85, SD= 5.66). Results showed that RC mediated (B= .20; CI= .02, .37), but did not moderate this relationship (B= -.01; CI= -.31, .29). Implications for the design of strategies for promoting positive work attitudes in teacher professional development are discussed.

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