2026-05-31T02:12:40Zhttps://riuma.uma.es/rest/oai/request

oai:riuma.uma.es:10630/321792026-02-03T11:17:35Zcom_10630_2254col_10630_37953

How does emotional intelligence help teachers to stay engaged? Cross-validation of a moderated mediation model. Mérida-López, Sergio Bakker, Arnold Bastiaan Extremera-Pacheco, Natalio Inteligencia emocional Profesores - Estrés laboral 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 2024-07-17T11:48:50Z 2024-07-17T11:48:50Z 2024-07-17T11:48:50Z 2019 journal article 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 https://hdl.handle.net/10630/32179 10.1016/j.paid.2019.04.048 eng http://creativecommons.org/licenses/by-nc-nd/4.0/ open access Attribution-NonCommercial-NoDerivatives 4.0 Internacional