2026-06-06T04:22:22Zhttps://riuma.uma.es/rest/oai/request

oai:riuma.uma.es:10630/321892026-02-03T11:37:30Zcom_10630_2254col_10630_20092

00925njm 22002777a 4500 dc Mérida-López, Sergio author Bakker, Arnold Bastiaan author Extremera-Pacheco, Natalio author 2024-07-14 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. https://hdl.handle.net/10630/32189 10.24310/riuma.32189 Inteligencia emocional Profesores - Estrés laboral Dataset for: How does emotional intelligence help teachers to stay engaged? Cross-validation of a moderated mediation model.