Artículo
Teachers’ subjective happiness: testing the importance of emotional intelligence facets beyond perceived stress
Autor/es | Mérida López, Sergio
Quintana Orts, Cirenia Rey Peña, Lourdes Extremera Pacheco, Natalio |
Departamento | Universidad de Sevilla. Departamento de Psicología Evolutiva y de la Educación |
Fecha de publicación | 2022 |
Fecha de depósito | 2022-03-09 |
Publicado en |
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Resumen | Purpose: Emotional intelligence (EI) is typically linked to higher subjective happiness scores in human service professionals. It is unknown which EI facets are more predictive in explaining subjective happiness beyond ... Purpose: Emotional intelligence (EI) is typically linked to higher subjective happiness scores in human service professionals. It is unknown which EI facets are more predictive in explaining subjective happiness beyond that accounted for by other key predictors such as perceived stress. This study investigated which EI facets were the most predictive in explaining subjective happiness above perceived stress in a relatively large sample of Spanish teachers. Methods: The sample was composed of 1323 Spanish teaching professionals (821 females and 529 secondary school teachers) from different educational centers located in Southern Spain. A student-recruited sampling technique was used, and the surveys included the Wong and Law Emotional Intelligence Scale, the Subjective Happiness Scale, and the Perceived Stress Scale. Predictive and incremental validity was assessed with SPSS, and hierarchical regression analysis was used to predict subjective happiness from EI facets beyond that accounted for by perceived stress. Results: The results showed that all four EI facets correlated significantly with each other. Also, they all were positively and significantly associated with subjective happiness, whereas perceived stress was negatively associated with happiness scores. Moreover, self-emotion appraisal, use of emotions and regulation of emotions accounted for a significant amount of variance in the prediction of satisfaction with life beyond the effects of sociodemographic variables and perceived stress. Conclusion: This study extends the specific contribution of EI facets in predicting subjective happiness, rather than EI as a unified construct, in a relatively large sample of Spanish teachers. Self-focused dimensions involving appraisal, use and regulation of emotions appeared to be the most important predictors of happiness beyond stress experienced by teachers. Improved knowledge of the link between specific dimensions of EI and global subjective happiness might improve training in a well-being prevention program for professional development. |
Agencias financiadoras | Universidad de Málaga Junta de Andalucía European Commission (EC). Fondo Europeo de Desarrollo Regional (FEDER) Ministerio de Ciencia e Innovación (MICIN). España Ministerio de Ciencia, Innovación y Universidades (MICINN). España |
Identificador del proyecto | UMA18-FEDERJA-147
PID2020-117006RB-I00 FJC2019-038942-I/AEI/10.13039/501100011033 |
Cita | Mérida López, S., Quintana Orts, C., Rey Peña, L. y Extremera Pacheco, N. (2022). Teachers’ subjective happiness: testing the importance of emotional intelligence facets beyond perceived stress. Psychology Research and Behavior Management, 15, 317-326. |
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Teachers’ Subjective.pdf | 302.8Kb | [PDF] | Ver/ | |