José M. Augusto-Landa

Inteligencia Emocional Percibida y estrategias de afrontamiento al estrés en profesores de enseñanza primaria: propuesta de un modelo explicativo con ecuaciones estructurales (SEM)

Resumen En este estudio se examinó el papel de los componentes de la Inteligencia Emocional Percibida (IEP: atención, claridad y regulación) como posibles predictores de las dimensiones de afrontamiento, en una muestra de 251 profesores de educación primaria (89 hombres y 162 mujeres) con edades comprendidas entre los 22 y 60 años (M= 39.02; SD= 11.25). Los participantes completaron un cuestionario en el que se medía la IEP, las estrategias de afrontamiento junto con los datos socio-demográficos. Proponemos un modelo mediante ecuaciones estructurales que, en su conjunto, da cuenta de un 39% de la varianza de afrontamiento de las emociones y de un 14% de afrontamiento conductual del problema. Esto indica que los sujetos con alta claridad y reparación emocional utilizan estrategias de afrontamiento conductual del problema, cognitivo del problema o centrado en las emociones. Estos resultados apoyan el postulado propuesto por Epstein (1998) según el cual los sujetos con alta IE realizarían un afrontamiento activo de las situaciones estresantes. Las implicaciones y limitaciones del estudio son explicadas en el presente artículo.

Emotional intelligence and health-related quality of life in institutionalised Spanish older adults.

This study explores the relationship between emotional intelligence (EI) and health-related quality of life (HRQoL) in a sample of Spanish older adults who are institutionalised in long-term care (LTC) facilities. One hundred fifteen institutionalised individuals (47.82% women; 88.3 ± 7.9 years) from southern Spain completed a set of questionnaires that included measures of EI, health and personality. Data were analysed via hierarchical regression. After controlling for personality and sociodemographic variables, the EI dimensions, emotional comprehension and emotional facilitation, accounted for part of the variance in several HRQoL facets. These dimensions could have an important role in the HRQoL of residents in LTC. Moreover, the use of a performance measure addresses the limitations of previous studies that have relied on self-report measures. These aspects underscore the importance of the results of this study.

Emotional intelligence and depressive symptoms in Spanish institutionalized elders: does emotional self-efficacy act as a mediator?

Background. This work examines the relationship between emotional intelligence (EI) and depressive symptomatology in institutionalized older adults, delving into the mechanisms underlying this relationship. Considering that previous evidence of the variation of the EI-depression relationship depending on whether the emotional ability or the perception of that ability is evaluated, a model of multiple mediation was tested in which the dimensions of emotional self-efficacy (ESE) act as mediators in the relationship between ability EI and depressive symptomatology. Methods. The sample consisted of 115 institutionalized older adults (47.82% women; 80.3 ± 7.9 years of age) from the province of Jaén (Spain) who completed a test of ESE, a measure of ability EI, and a self-administered questionnaire of depressive symptoms. Results. The results showed a positive association between older adults’ emotional performance and depressive symptomatology, finding stronger associations with ESE than with EI abilities. In addition, multiple mediation analyses showed that two of the four dimensions of ESE fully mediated the relationship between ability EI and depressive symptoms. Discussion. These findings suggest that older adults’ high levels of emotional competence generate a feeling of ESE which can protect them against depressive symptoms. This work supports the predictive validity of emotional abilities and ESE for the mental health of a group that is particularly vulnerable to depression, institutionalized older adults. The limitations of the work are discussed, and future lines of research were considered.

The Moderator Role of Perceived Emotional Intelligence in the Relationship between Sources of Stress and Mental Health in Teachers.

This study analyzes the role of Perceived Emotional Intelligence (PEI) on sources of job stress and mental health in 250 elementary school teachers from Jaén (Spain). The aim of the study was two-fold: (1) to analyze the associations between Perceived Emotional Intelligence (PEI), sources of occupational stress and mental health; and (2) to determine whether PEI moderates the relationship between sources of occupational stress and mental health. An initial sample of 250 teachers was assessed Three questionnaires, the Trait Meta-Mood Scale, the Sources of Stress Scale in Teachers and the Medical Outcomes Study 36-item Short Form Health Survey, were used to evaluate PEI, sources of occupational stress and mental health, respectively. Teachers with higher levels of emotional attention reported lower levels of mental health (r = -.30; p < .001), while teachers showing high emotional clarity reported better emotional role (r = .14; p < .05) and social functioning (r = .15; p < .05). Moreover, PEI components moderate the relationship between sources of occupational stress and emotional role. Specifically, each significant interaction (i.e., deficiencies x attention, adaptation x attention, and adaptation x clarity) made a small and unique contribution in the explanation of emotional role (all p < .05, all sr 2 ∼ .02). Finally, our results imply that PEI is an important moderator of teachers´ occupational stressors on mental health.

Does transformational leadership predict group emotional intelligence in work settings? / ¿Es el liderazgo transformacional un predictor de la inteligencia emocional grupal en los contextos laborales?

Abstract Contagion of emotions is a widely accepted characteristic of transformational leaders. However, the impact they may have on the Emotional Intelligence of their subordinates is an open question. In this paper, we analyse whether Transformational Leadership (LTF) perceptions influence the Emotional Intelligence of their groups (GEI). This is a novel approach within the actual interest on emotional intelligence and its role in group results. The participants were 272 subordinates from 52 groups that belonged to different private and public organizations in Spain. They completed a questionnaire including the variables of interest. Our study helps to clarify the relations between TFL perceptions and GEI, showing that TFL and GEI relate at the group level and that TFL is one of the predictors of the perception of GEI in work settings. Thus, the development of emotionally competent transformational leaders will produce emotionally competent groups that might increase their performance, efficiency and other processes (i.e., engagement).