Search

La inteligencia emocional (IE) y el afrontamiento resiliente (AR) han mostrado influencias positivas en el compromiso ocupacional (CO). Considerando la falta de estudios en esta línea, el presente trabajo examina el rol del AR como mediador y moderador en la relación entre la IE y el CO en una muestra de 338 docentes noveles (58,9% mujeres; Medad= 26,85, DT= 5,66). Los resultados mostraron que el AR mediaba (B= ,20; IC= ,02, ,37), pero no moderaba esta relación (B= -,01; IC= -,31, ,29). Se discuten las implicaciones para el diseño de acciones de promoción de actitudes laborales positivas en la formación inicial docente., Emotional intelligence (EI) and resilient coping (RC) have shown positive links with occupational commitment (OC). Considering the lack of research in this area, the present study examines the role of RC as a mediator and moderator in the relationship between EI and OC in a sample of 338 pre-service teachers (58.9% female; Mage= 26.85, SD= 5.66). Results showed that RC mediated (B= .20; CI= .02, .37), but did not moderate this relationship (B= -.01; CI= -.31, .29). Implications for the design of strategies for promoting positive work attitudes in teacher professional development are discussed.

Adolescents who experience cybervictimization are at increased risk for suicidal ideation. However, not all adolescents who suffer cybervictimization experience suicidal ideation, suggesting the importance of investigating protective factors that might potentially buffer and decrease these thoughts of death. The present study focused on examining the buffering effects of core self-evaluation (CSE) in the relationship between cybervictimization and suicidal ideation among Spanish adolescents. A moderated model was tested in two studies with two independent samples and designs. In Study 1 (cross-sectional design), a total of 858 students (53% female and 46.4% male; Mage = 15.75, SD = 1.27) completed the measures. In Study 2 (four-month prospective design), the sample consisted of 835 students (54.1% female and 45.9% male, Mage = 13.71, SD = 1.31). Main results showed that CSE might play a differential moderating role in the relationship between cybervictimization and suicidal ideation in both studies. Our findings suggest that adolescents who reported cybervictimization and lower rates of CSE tended to show higher levels of suicidal ideation. A focus on adolescents' evaluations of themselves and their worthiness and competence (i.e., on CSE) may contribute to intervention efforts targeting to prevent suicide after cybervictimization. The implications of these findings for adolescents, educators, and school counselling practitioners are considered.

The adaptation of the Forgivingness Questionnaire (FQ) has been performed for different languages and with diverse samples. So far, no psychometric properties were evaluated for a Spanish version of the FQ. The main aim of the current study was to examine the psychometric properties of the FQ in two Spanish samples: adolescents and emerging adults. A total of 1,076 participants: 419 adolescents (56% females; M.age = 13.78 years) and 657 emerging adults (64% females; Mage = 21.06 years) completed the Spanish version of FQ and other measures. The results of confirmatory factor analysis indicated a good fit for the three-factor model of the FQ, and high reliability for both samples. Convergent validity was supported and multi-group analyses showed the invariance of the factor structure of FQ across gender. These results provide evidence of good psychometric properties of the FQ as a tool to measure dispositional forgiveness among Spanish adolescents and emerging adults.

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

El periodo de pandemia por Covid-19 ha supuesto un fuerte impacto en la vida de las personas, asociándose a fenómenos problemáticos, entre ellos, el FoMO (Fear of Missing Out o miedo a perderse algo). Este miedo ha sido relacionado con numerosos problemas psicológicos, tanto internalizantes como externalizantes. Sin embargo, hasta la fecha, pocos estudios se han centrado en conocer aquellas variables que pueden ejercer un papel protector ante este miedo. El objetivo del presente estudio fue explorar el potenciar papel protector que podrían ejercer el afron-tamiento resiliente y la regulación emocional conjuntamente, como recursos personales frente al FoMO durante la situación de pandemia. Una muestra de 146 jóvenes adultos de entre 18 y 25 años (74% mujeres) cumplimentaron distintos cuestionarios que evaluaban: afrontamiento resiliente (BRS), regulación emocional (WLEIS-S) y miedo a perderse algo (FoMO). Se realizaron análisis de correlación, así como de moderación mediante la macro de PROCESS (Hayes, 2018). Los resultados señalaron asociaciones significativas entre las variables en la dirección esperada. Ade-más, la regulación emocional moderó el efecto principal del afrontamiento resiliente sobre el FoMO. Estos hallazgos sugieren los potenciales beneficios de entrenar y desarrollar ambos recursos personales con el fin de protegerse de emociones negativas como el FoMO., The Covid-19 pandemic period has had a strong impact on people’s lives, it has been associated with problematic phenomena, including FoMO (Fear of Missing Out). This fear has been related to numerous psychological problems, both internalizing and externalizing. However, to date, few studies have focused on variables that can play a protec-tive role to deal with this fear. The objective of the present study was to explore the protective role that Resilient Coping and Emotional Regulation could play as personal resources against FoMO. A sample of 146 young adults, aged between 18 and 25 years (74% women), completed different questionnaires regarding resilient coping (BRS), emotional regulation (WLEIS-S) and fear of missing out (FoMO). Correlation analysis was carried out among the variables, as well as a moderation analysis using the PROCESS macro (Hayes, 2018). The results indicated significant associations between the variables in the expected direction. In addition, Emotional Regulation moderated the main effect of Resilient Coping on FoMO. These findings suggest the potential benefits of training and developing both personal resources to protect against negative emotions such as FoMO.

Adolescents’ perception of their own emotional abilities has been related to psychological adjustment and well-being. However, there are still few studies focusing on specific emotional dimensions in relation to bullying and well-being in adolescence. This study analysed the relationship between emotional intelligence (EI) facets, satisfaction with life, bullying and cyberbullying in adolescents. The sample consisted of 3520 high school students (51.5% females) aged between 12 and 18 years (M = 14.37; SD = 1.67). The correlation analyses showed that the majority of EI facets were positively related to satisfaction with life and negatively with both types of violence. As was expected, bullying and cyberbullying victims and bully–victims scored lower in satisfaction with life and the majority of EI facets. Controlling for sex, age, and grade, self-emotion appraisal, use of emotions and regulation of emotion were the best predictors of life satisfaction in bully–victims of bullying and cyberbullying. Finally, we discuss the relevance of these findings for clinical and educational practice on EI seeking to promote subjective well-being among adolescents involved in bullying and cyberbullying.

Los objetivos del presente estudio fueron examinar (1) si la soledad mediaba la relación entre dos tipos de victimización entre iguales y la ideación suicida y (2) si la inteligencia emocional (IE) ejercía un papel moderador en el efecto indirecto y/o directo del modelo de mediación en una muestra amplia de adolescentes. Se analizaron datos transversales de una muestra de 1,929 estudiantes (Medad = 14.65, DT = 1.79). Se utilizó un cuestionario autoinformado para medir las variables sociodemográficas (curso académico, sexo y edad), los tipos de victimización entre iguales (victimización por acoso tradicional y cibervictimización), la soledad, la IE y la ideación suicida. Los resultados indicaron que la soledad solo mediaba parcialmente la relación entre la victimización por acoso tradicional y la ideación suicida. Por el contrario, la soledad no fue un mediador significativo entre la cibervictimización y la ideación suicida. Además, se halló que los efectos indirectos del modelo de mediación para la victimización por acoso tradicional fueron moderados por la IE. A mayor IE los efectos indirectos de la victimización por acoso tradicional sobre la ideación suicida eran menos intensos. Los resultados sugieren que las intervenciones dirigidas a mejorar las habilidades de IE podrían ayudar a debilitar la asociación entre la victimización entre iguales, la soledad y la ideación suicida en adolescentes víctimas de acoso escolar., The aims of the present study were to examine whether (1) loneliness mediated the association between two types of peer victimisation and suicidal ideation and (2) emotional intelligence (EI) played a moderating role in the indirect and/or direct effect of a mediation model in a large sample of adolescents. Cross-sectional data on 1,929 students (Mage = 14.65, SD = 1.79) were analysed. A self-report questionnaire was used to measure demographic variables (course grade, sex, and age), peer victimisation types (traditional and cybervictimisation), loneliness, EI, and suicidal ideation. The results indicated that loneliness only partially mediated the relationship between traditional victimisation and suicidal ideation. By contrast, loneliness was not a significant mediator between cybervictimisation and suicidal ideation. Furthermore, the indirect effects of the mediation model for traditional victimisation were moderated by EI. The greater the level of EI, the weaker the indirect effects of traditional victimisation on suicidal ideation. The findings suggest that interventions targeted at improving EI abilities may help break the links among peer victimisation, loneliness, and suicidal ideation in adolescent victims of bullying.

Adolescents’ perception of their own emotional abilities has been related to psychological adjustment and well-being. However, there are still few studies focusing on specific emotional dimensions in relation to bullying and well-being in adolescence. This study analysed the relationship between emotional intelligence (EI) facets, satisfaction with life, bullying and cyberbullying in adolescents. The sample consisted of 3520 high school students (51.5% females) aged between 12 and 18 years (M = 14.37; SD = 1.67). The correlation analyses showed that the majority of EI facets were positively related to satisfaction with life and negatively with both types of violence. As was expected, bullying and cyberbullying victims and bully–victims scored lower in satisfaction with life and the majority of EI facets. Controlling for sex, age, and grade, self-emotion appraisal, use of emotions and regulation of emotion were the best predictors of life satisfaction in bully–victims of bullying and cyberbullying. Finally, we discuss the relevance of these findings for clinical and educational practice on EI seeking to promote subjective well-being among adolescents involved in bullying and cyberbullying.