RT Journal Article
T1 How does emotional intelligence help teachers to stay engaged? Cross-validation of a moderated mediation model.
A1 Mérida-López, Sergio
A1 Bakker, Arnold Bastiaan
A1 Extremera-Pacheco, Natalio
K1 Inteligencia emocional
K1 Profesores - Estrés laboral
AB This study used job demands–resources and emotional intelligence theories to test a moderated mediation model explaining work engagement in two independent teacher samples. We hypothesised that emotional intelligence buffers the effect of emotional demands on work engagement through self-appraised stress. Childhood and primary educators (sample 1, N=351) and secondary educators (sample 2, N=344) participated in the study. Although emotional intelligence did not moderate the relationship between emotional demands and self-ap- praised stress, it did buffer the relationship between self-appraised stress and work engagement in both teacher samples. The findings suggest that emotional intelligence has a specific buffering effect affecting intrapersonal and interpersonal processes. We discuss the implications of these findings for efforts to help teachers deal with the detrimental effects of stress on work engagement
YR 2019
FD 2019
LK https://hdl.handle.net/10630/32179
UL https://hdl.handle.net/10630/32179
LA eng
NO Mérida-López, Sergio., Bakker, Arnold B. y Extremera, Natalio (2019). How does emotional intelligence help teachers to stay engaged? Cross-validation of a moderated mediation model. Personality and Individual Differences, 151, 109393. https://doi.org/10.1016/j.paid.2019.04.048
NO Política de acceso abierto tomada de: https://v2.sherpa.ac.uk/id/publication/17121
NO Ayuda predoctoral del Ministerio de Educación, Cultura y Deporte (FPU16/02238) y Universidad de Málaga
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 19 ene 2026