ABSTRACT
The objective of this research was to analyze the relationship between levels of emotional intelligence and family support in a sample of teachers linking variables of teaching, age and sex. We worked with an incidental sample made up of 249 teachers of different educational levels under a non-experimental, cross-sectional and correlational design. For data collection, the TMMS-24 and family APGAR instruments were used. The results indicate adequate levels of clarity and emotional repair in the teachers, as well as normal levels of family support. Regarding the relationship between both constructs, there is a direct and medium-strength association between the clarity and repair factors and family support, indicating that when the perception of support from the family nucleus increases, there is greater emotional intelligence. Regarding the variables age and sex, no significant associations were found. It is concluded that teachers who have family support networks have greater ability to identify, understand and regulate their emotions, as well as develop coping strategies in school and non-school contexts. © 2023, University of Cienfuegos, Carlos Rafael Rodriguez. All rights reserved.
ABSTRACT
The deep crises that threaten well-being and existence could raise people's awareness and lead them to develop more supportive behaviors, especially towards nature. During the COVID-19 quarantine, remote education promoted the rapprochement of teachers and students by sharing personal spaces through video calls. Hence, this research aimed to determine the influence that the pro-environmental behaviors of the teacher as a model influence their students after an online education approach in environmental psychology. For this purpose, a quantitative, cross-sectional study of correlational scope was conducted with 33 college students aged between 19 and 24 years (M=21.69;SD=1.70), 19 women and 14 men, chosen at convenience, to whom the instruments: General Ecological Behavior and Expectation of Environmental Behavior of Others, were applied. Obtained data indicate high pro-environmental behavior and intermediate values for the expectation of the teacher's pro-environmental behavior. In addition, a significant positive correlation between both variables (p < 0.001, r(s) = 0.54) was found. In conclusion, it can be stated that the higher the expectation of pro-environmental behavior of professors as perceived by students, the higher is their acquired pro-environmental behavior, which could mean a challenge for university institutions, and a commitment to achieve that indirect environmental education shows the expected results for the fulfillment of the environmental goals of the public agenda.