Burnout, work engagement and life satisfaction among Spanish teachers: The unique contribution of core self-evaluations.

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dc.centroFacultad de Turismoes_ES
dc.contributor.authorPeláez-Fernández, María Angeles
dc.contributor.authorMérida-López, Sergio
dc.contributor.authorRey-Peña, Lourdes
dc.contributor.authorExtremera-Pacheco, Natalio
dc.date.accessioned2023-12-20T11:46:05Z
dc.date.available2023-12-20T11:46:05Z
dc.date.created2023
dc.date.issued2022-05-25
dc.departamentoPsicología Social, Trabajo Social y Servicios Sociales y Antropología Social
dc.descriptionDespite the limitations, these findings provide new insights into the role of CSE as a predictor of life satisfaction among teachers, which may advance a coherent and multifaceted theoretical framework on the explanatory variables through which life satisfaction among teachers may be increasedes_ES
dc.description.abstractThe aim of this study was to examine burnout and engagement dimensions as predictors of life satisfaction in a sample of 531 Spanish teachers. We also aimed to examine the additional contribution of core self-evaluations on life satisfaction, above and beyond socio-demographic variables and burnout and engagement dimensions. Results of hierarchical regression analyses indicated that core self-evaluations explained a substantial and unique amount of variance in life satisfaction beyond and above that accounted for age, one burnout dimension (i.e., personal accomplishment) and one engagement dimension (i.e., dedication). Additional analysis found that personal accomplishment and dedication mediated the link between core self-evaluations and life satisfaction. Some practical implications of the current findings for educational context are discussedes_ES
dc.description.sponsorshipThis research has been funded in part by research projects from the University of Malaga and Junta de Andalucía/FEDER (UMA18-FEDERJA-147), funded projects by the Spanish Ministry of Science and Innovation (PID2020-117006RB-I00) and PAIDI Group CTS-1048 (Junta de Andalucía).es_ES
dc.identifier.citationPeláez-Fernández, M. A., Mérida-López, S., Rey, L., & Extremera, N. (2022). Burnout, work engagement and life satisfaction among Spanish teachers: The unique contribution of core self-evaluations. Personality and Individual Differences, 196, 111727es_ES
dc.identifier.doi10.1016/j.paid.2022.111727
dc.identifier.urihttps://hdl.handle.net/10630/28413
dc.language.isoenges_ES
dc.publisherElsevieres_ES
dc.rightsAtribución 4.0 Internacional
dc.rights.accessRightsopen accesses_ES
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectCalidad de vida en el trabajoes_ES
dc.subjectProfesores - Estrés laborales_ES
dc.subject.otherCore self-evaluationses_ES
dc.subject.otherTeacher burnoutes_ES
dc.subject.otherEngagementes_ES
dc.subject.otherLife satisfactiones_ES
dc.titleBurnout, work engagement and life satisfaction among Spanish teachers: The unique contribution of core self-evaluations.es_ES
dc.typejournal articlees_ES
dc.type.hasVersionVoRes_ES
dspace.entity.typePublication
relation.isAuthorOfPublication3f129db3-95ed-4030-8ae6-593135f52c19
relation.isAuthorOfPublication767a61db-a5f7-4535-b55f-3f465eeaa774
relation.isAuthorOfPublication.latestForDiscovery3f129db3-95ed-4030-8ae6-593135f52c19

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