RT Journal Article
T1 Measuring Spanish students’ perception of teachers’ emotionally intelligent behavior: Relationships to academic and individual outcomes
T2 Midiendo la percepción de estudiantes espa ˜ noles de los comportamientos em- ocionalmente inteligentes de sus docentes: Relaciones con resultados académ- icos y personales
A1 Extremera-Pacheco, Natalio
A1 Pulido-Martos, Manuel
A1 Mérida-López, Sergio
A1 Rey-Peña, Lourdes
A1 Ivcevic, Zorana
K1 Psicología de la educación
K1 Rendimiento académico
K1 Relaciones profesor-alumno
K1 Inteligencia emocional
AB The aim of the present investigation was to analyze the psychometric properties of the Spanish version ofthe Teacher Emotionally Intelligent Behavior Scale (TEIBS-S) in two independent studies with secondary stu-dents. In Study 1, a cross-sectional design was used and 1850 secondary students (52.3% girls; Mage = 14.2years) completed the TEIBS-S and other self-report measures of theoretically relevant constructs, includ-ing life satisfaction, negative emotional states, the quality of teacher-student relationships, and supportin the classroom. In Study 2, a prospective design was used in which 409 secondary school students(60% girls; Mage = 13.4 years) completed the TEIBS-S at time 1 and different self-report measures of aca-demic engagement, satisfaction with life, positive and negative emotional states, anxiety and depressionsymptomatology, and somatic symptoms over on average five-month prospective interval. The resultsrevealed preliminary evidence of adequate internal consistency. Also, the factor analyses supported aone–factor solution as original English version and was invariant across gender and expected significantrelationships with the well-being and academic variables analyzed. Finally, Study 2 indicated that theTEIBS-S was positively related to academic engagement dimensions, positive affect and life satisfactionand negatively linked to somatic symptoms five months later. Our findings provide preliminary evidencethat the TEIBS-S is a useful and valid instrument to assess teacher emotional intelligence-related behav-iors that are linked to students’ affective and academic outcomes. Finally, practical recommendationsand future lines of research using the TEIBS-S in school context are suggested.
PB Elsevier
YR 2025
FD 2025-04
LK https://hdl.handle.net/10630/40021
UL https://hdl.handle.net/10630/40021
LA eng
NO Extremera, N., Pulido-Martos, M., Mérida-López, S., Rey, L., & Ivcevic, Z. (2025). Measuring Spanish students’ perception of teachers’ emotionally intelligent behavior: Relationships to academic and individual outcomes. Revista de Psicodidáctica (English Edition), 30(2). https://doi.org/10.1016/j.psicoe.2025.500167
NO Junta de Andalucía
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 21 ene 2026