2026-05-28T00:18:50Zhttps://riuma.uma.es/rest/oai/request

oai:riuma.uma.es:10630/321992026-02-03T10:50:30Zcom_10630_2254col_10630_37953

Student aggression against teachers, stress, and emotional intelligence as predictors of withdrawal intentions among secondary school teachers. Mérida-López, Sergio Extremera-Pacheco, Natalio Agresividad en adolescentes Profesores - Salud mental Inteligencia emocional Política de acceso abierto tomada de: https://v2.sherpa.ac.uk/id/publication/4938 Background and Objectives: This exploratory study aimed to test the buffering effect of emotional intelligence in the associations between aggression against teachers, perceived stress, and withdrawal intentions. Design and Methods: A sample of 329 secondary school teachers (51.4% female) completed questionnaires assessing aggression against teachers, perceived stress, withdrawal intentions, and emotional intelligence. Results: The results showed that emotional intelligence was negatively related to perceived stress and withdrawal intentions. Across moderated-mediation analysis, there were mixed findings regarding the moderating effects of emotional intelligence in the proposed model. Findings indicated that emotional intelligence moderated only the association between perceived stress and withdrawal intentions. Conclusions: These findings suggest that emotional intelligence is a psychological resource for mitigating the negative effects of perceived stress on negative work attitudes among teaching professionals in the context of harmful student behaviors. Possible avenues for including emotional intelligence in the field of teacher victimization are discussed. 2024-07-18T08:36:31Z 2024-07-18T08:36:31Z 2022 journal article Mérida-López, Sergio y Extremera, Natalio (2022). Student aggression against teachers, stress, and emotional intelligence as predictors of withdrawal intentions among secondary school teachers. Anxiety, Stress, & Coping, 35(3), 365-378. https://doi.org/10.1080/10615806.2021.1948020 https://hdl.handle.net/10630/32199 10.1080/10615806.2021.1948020 eng http://creativecommons.org/licenses/by-nc-nd/4.0/ open access Attribution-NonCommercial-NoDerivatives 4.0 Internacional Taylor & Francis