2026-06-01T06:25:28Zhttps://riuma.uma.es/rest/oai/request

oai:riuma.uma.es:10630/284132026-04-06T09:01:30Zcom_10630_2254col_10630_37953

00925njm 22002777a 4500 dc Peláez-Fernández, María Ángeles author Mérida-López, Sergio author Rey-Peña, Lourdes author Extremera-Pacheco, Natalio author 2022-05-25 The 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 discussed Peláez-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, 111727 https://hdl.handle.net/10630/28413 10.1016/j.paid.2022.111727 Calidad de vida en el trabajo Profesores - Estrés laboral Burnout, work engagement and life satisfaction among Spanish teachers: The unique contribution of core self-evaluations.