ABSTRACT
BACKGROUND: For decades, the field of quality of life for people with intellectual disabilities has focused on the improving the external life conditions. However, scarce research has examined the contribution of person-related psychological resources such as emotional competence (EC) on well-being in this population. MATERIALS AND METHODS: Using a cross-sectional design, 139 adults with intellectual disabilities completed different measures: Subjective Happiness Scale, Satisfaction with Life Scale, Positive Affect and Negative Affect Scale and Wong and Law Emotional Intelligence Scale. RESULTS: Emotional competence shows a positive and significant association with life satisfaction and happiness. EC dimensions were predictors of well-being beyond socio-demographic variables and dispositional affectivity. CONCLUSIONS: Our findings provide preliminary evidence of the potential value of considering EC in the improvement in the quality of life of people with intellectual disabilities. Professionals interested in intellectual disabilities care might consider training programmes based on EC as an additional intervention strategy aimed at improving well-being.
Subject(s)
Emotional Intelligence , Emotions , Health Status , Intellectual Disability/psychology , Quality of Life/psychology , Adult , Cross-Sectional Studies , Female , Humans , Male , Middle Aged , Personal Satisfaction , Spain , Surveys and QuestionnairesABSTRACT
The study examines the incremental validity of emotional intelligence dimensions above and beyond core self-evaluations and positive affectivity as predictors of employee engagement in both college students (N=347) and employees (N=344). Moreover, we test the potential role as mediators of emotional intelligence dimensions and positive affectivity in the relationship between core self-evaluations and engagement. The hierarchical regression and mediation analyses have shown the potential influence of emotional intelligence dimensions (clarity and repair) on vigor and dedication. Data of mediational analyses revealed the mediator role of positive affectivity and emotional intelligence dimensions in the relationships between core self-evaluations - engagement (vigor and dedication). Results are discussed in the context of the relevance of personal resources in academic and organizational settings.
El presente estudio examina la validez incremental de las dimensiones de la inteligencia emocional más allá del potencial explicativo de las core self-evaluations (auto-evaluaciones centrales) y la afectividad positiva como predictores del engagement (ilusión por el trabajo) tanto en estudiantes universitarios (N=347) como en trabajadores (N=344). Por otra parte, se analiza el rol de las dimensiones de la inteligencia emocional y la afectividad positiva como mediadores en la relación entre core self-evaluations y engagement. Las regresiones jerárquicas y los análisis de mediación apuntan la influencia potencial de las dimensiones de la claridad y reparación emocional sobre el vigor y la dedicación. Los datos de los análisis mediacionales revelan asimismo el papel mediador de las dimensiones de la afectividad positiva y de la inteligencia emocional en la relación entre las core self-evaluations y el engagement (vigor y dedicación). Los resultados se discuten en el contexto de la relevancia de los recursos personales en contextos académicos y organizacionales.
Subject(s)
Humans , Male , Female , Emotional Intelligence , Emotions , Guideline Adherence , Labor Relations , Self-Assessment , Regression AnalysisABSTRACT
Dentro del marco de la psicología organizacional positiva, nuestro objetivo fue analizar la capacidad explicativa de diversas variables personales (autoestima, optimismo, autoeficacia profesional y habilidades emocionales) sobre el síndrome de burnout docente y la sintomatología asociada al estrés. La muestra está compuesta por 245 profesores de primaria y secundaria que cumplimentaron una batería formada por escalas de optimismo, autoestima, autoeficacia profesional, habilidades emocionales, síndrome de estar quemado y síntomas de estrés. En conjunto, los recursos personales explicaron un porcentaje significativo del síndrome y, en especial, de la sintomatología asociada al estrés. Con respecto a los análisis de validez incremental se destaca la importancia de las dimensiones de inteligencia emocional percibida, atención y claridad emocional, como factores explicativos del síndrome una vez controlados los niveles de optimismo, autoestima y autoeficacia profesional de los docentes. Se discute la importancia de investigar los mecanismos afectivos implicados en la aparición y mantenimiento del burnout (AU)
Within the frame work of a positive organizational psychology approach, our objective was to analyse the predictive validity of several personal dimensions (self-esteem, professional self-efficacy, dispositional optimism and perceived emotional abilities) on burnout syndrome and symptoms associated with stress in primary and secondary school teachers. The sample consisted of 245 teachers who filled out a battery of questionnaires on optimism, self-esteem, professional self-efficacy, emotional abilities, burnout and stress symptoms. In general, personal resources explained for a significant percentage of variance of burnout symptoms and, in particular, symptoms associated with stress. In regard to incremental validity, the importance of perceived emotional intelligence, attention to feelings and mood clarity are highlighted as factors capable of explaining the variance in burnout syndrome after controlling for teachers levels of self-esteem, self-efficacy and optimism. The importance of investigating the affective mechanisms involved in the onset and maintenance of burnout syndrome are discussed (AU)
Subject(s)
Humans , Burnout, Professional/psychology , Stress, Psychological , Faculty , Self Efficacy , Self Concept , Aptitude , Emotional IntelligenceABSTRACT
This study examines the role of Perceived Emotional Intelligence (PEI) (measured by the Spanish version of the Trait Meta-Mood Scale) and general self-efficacy as predictors of burnout and engagement dimensions. The unique contribution of PEI dimensions on the burnout and engagement scores is explored, controlling the influence of demographics characteristics, perceived stress and self-efficacy. Data were collected from a sample of 373 Spanish undergraduate students (mean age= 21.87 yr; SD= 5.82 yr) and analyzed using hierarchical regressions. Results indicate the relevance of PEI as an individual resource and support the hypothesis that this construct accounted for non-overlapping variance on academic burnout and engagement above and beyond classic constructs predicting these criterion measures such as perceived stress and general self-efficacy
Este estudio examina el papel de la Inteligencia Emocional Percibida (IEP) (evaluada con la versión española del Trait Meta-Mood Scale) y de la autoeficacia general como predictores de las dimensiones de burnout y engagement. La contribución única de las dimensiones de la IEP sobre las puntuaciones de burnout y engagement es analizada controlando la influencia de características demográficas, estrés percibido y autoeficacia. Los datos fueron obtenidos de una muestra de 373 estudiantes universitarios españoles (edad media= 21.87 años, DE= 5.82 años) y analizados utilizando regresión jerárquica. Los resultados indicaron la relevancia de la IEP como recurso individual y apoyan la hipótesis del potencial explicativo de este constructo con relación al burnout académico y al engagement independientemente de constructos clásicos que predicen ambos fenómenos como el estrés percibido y la autoeficacia general
Subject(s)
Humans , Intelligence , Emotions , Interpersonal Relations , Burnout, Professional/psychology , Stress, Psychological/psychology , Self EfficacyABSTRACT
This study examines the role of Perceived Emotional Intelligence (PEI) (measured by the Spanish version of the Trait Meta-Mood Scale) and general self-efficacy as predictors of burnout and engagement dimensions. The unique contribution of PEI dimensions on the burnout and engagement scores is explored, controlling the influence of demographics characteristics, perceived stress and self-efficacy. Data were collected from a sample of 373 Spanish undergraduate students (mean age= 21.87 yr; SD= 5.82 yr) and analyzed using hierarchical regressions. Results indicate the relevance of PEI as an individual resource and support the hypothesis that this construct accounted for non-overlapping variance on academic burnout and engagement above and beyond classic constructs predicting these criterion measures such as perceived stress and general self-efficacy.
Subject(s)
Affect , Burnout, Professional , Intelligence , Self Efficacy , Social Environment , Stress, Psychological/psychology , Universities , Adult , Female , Humans , Male , Prospective Studies , Surveys and QuestionnairesABSTRACT
This study examined the relationship among dimensions of self-reported Emotional Intelligence, Engagement and Burnout, using the Trait Meta-Mood Scale, Maslach Burnout Inventory and Utrecht Work Engagement Scale in a sample of Spanish professionals who work at institutions for people with intellectual disabilities. The results showed that Emotional Clarity was significantly associated with Personal Accomplishment (r=.25) and Dedication (r=.25). Further, Repair to moods was significantly correlated with all Engagement dimensions (.20 Vigor, .30 Dedication, .36 Absorption) and with Personal Accomplishment (.31). These findings extend previous research with college students in which Clarity and Repair to moods subscales were relevant predictors of well-being indexes and interpersonal functioning and suggest that the Trait Meta-Mood Scale subscales also show significant relationships with emotional functioning and work-related variables in a professional sample.
Subject(s)
Affect , Attitude of Health Personnel , Burnout, Professional/psychology , Intellectual Disability , Intelligence , Self-Assessment , Adult , Female , Humans , Male , Middle Aged , Occupational Diseases/psychologyABSTRACT
This study explored the negative patterns of association between Emotional Exhaustion and Depersonalization with the dimensions of Engagement, while it was hypothesized a positive link with Personal Accomplishment. The sample was composed by 112 Spanish human services professionals who work with mentally retarded people. The analysis showed moderate negative correlations among scores on Emotional Exhaustion and on all three Engagement scales (-.55 for Vigor; -.41 for Dedication; -.24 for Absorption), positive correlations among scores on Personal Accomplishment and Engagement dimensions (Vigor .57; Dedication .54; Absorption .50), and only significant correlations between scores on Depersonalization and Vigor (-.39) and on Dedication (-.22). The data obtained using the Maslach Burnout Inventory-Human Services Survey did not support the hypothesis of stronger negative correlations between the measures, Emotional Exhaustion-Vigor and Depersonalization-Dedication, hypothesized in the conceptual model developed by Schaufeli, Salanova, González-Romá, and Bakker.
Subject(s)
Burnout, Professional , Depersonalization , Emotions , Employment/psychology , Adult , Female , Humans , Male , Middle AgedABSTRACT
El objetivo de este trabajo es estudiar los niveles y relaciones entre burnout, salud mental ocupacional y características del puesto en las distintas categorías profesionales. Los instrumentos utilizados han sido las Escalas Síndrome de Burnout, Salud Mental Ocupacional (SMO) y características del puesto (variedad, identidad, importancia y autonomía, retroalimentación y contacto social) JDS. La muestra se realizó entre 175 trabajadores: médicos, enfermeros/as, auxiliares de enfermería, celadores, administrativos, asistentes sociales y técnicos. Las conclusiones fueron que es necesario un mayor ajuste de las características del puesto, una mayor retroalimentación, y un mayor reconocimiento de los supervisores y compañeros y un ajuste en la autonomía y las tareas más importantes llevarían a una vivencia del puesto adecuada y evitarían despersonalización y agotamiento emocional (burnout) pues, los niveles indican padecimiento sostenido de estrés sin soluciones adecuadas (AU)
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