ABSTRACT
Antecedentes: La escala Teacher Emotion Inventory (TEI) es un instrumento que evalúa emociones discretas experimentadas por el profesorado en el proceso de enseñanza-aprendizaje. El objetivo de este estudio es examinar las propiedades psicométricas de la versión breve española de la escala Teacher Emotion Inventory (TEI-BSV) en una muestra de 567 profesores (65.5% son mujeres), con edades comprendidas entre 25 y 65 años (M = 46.04; DT = 9.09). Método: Tras su adaptación mediante traducción inversa, el profesorado completó una batería que incluía el TEI-BSV, un cuestionario de inteligencia emocional, dos escalas de bienestar subjetivo, una escala sobre burnout y una escala sobre engagement. Resultados: Los resultados mostraron una consistencia interna adecuada de las subescalas del TEI-BSV. Los análisis factoriales (exploratorio y confirmatorio) proporcionaron pruebas de que el TEI-BSV tiene una estructura de cuatro factores con un buen ajuste, frente a la estructura de cinco factores original. Se han hallado evidencias de validez convergente, así como de validez criterial e incremental del TEI-BSV. Conclusiones: el TEI-BSV podría ser una herramienta útil para la evaluación ecológica de las emociones discretas del profesorado en su contexto laboral.(AU)
Background: The Teacher Emotion Inventory (TEI) scale is an instrument that evaluates discrete emotions experienced by teachers in the teaching-learning process. The aim of this study was to examine the psychometric properties of the brief Spanish version of the Teacher Emotion Inventory scale (TEI-BSV) using a sample of 567 teachers (65.5% women), aged between 25 and 65 years (M= 46.04; SD= 9.09). Methods: After adaptation through back-translation, the teachers com-pleted a battery of tests included in the TEI-BSV: an emotional intelli-gence questionnaire, two subjective well-being scales, a burnout scale and a scale on engagement. Results: The data revealed adequate internal consistency of the TEI-BSV subscales, and exploratory and confirma-tory factor analyses provided evidence that the TEI-BSV has a four-factor structure with good adjustment, as opposed to the original five-factor structure proposed. There was evidence of convergent validity of the TEI-BSV, as well as criterion and incremental validity. Conclusions: The TEI-BSV could be a useful instrument for the ecological assess-ment of teachers' discrete emotions in the context of their workplace.(AU)
Subject(s)
Humans , Male , Female , Psychometrics , Emotions , Stress, Psychological , Burnout, Psychological , Emotional IntelligenceABSTRACT
This study aimed to evaluate the effects of the mindfulness-based intervention MindKinder Adult version (MK-A) program on dispositional mindfulness, trait emotional intelligence, mental health, and emotional regulation difficulties in university students. A quasi-experimental design of repeated measures pretest-posttest with a control group was used. The sample consisted of 137 university students (67.9% women, with a mean age of 19.94 years). Participants were randomly assigned to the experimental group (n = 69) and the control group (n = 68). Results showed that the program stimulated a significant improvement in dispositional mindfulness, describing, non-reactivity, trait emotional intelligence, mental health and emotional confusion in the experimental group. Given the obtained results, we consider the importance and incorporation of these mindfulness-based programs in university students. Due to the general characteristics of this population, having resources that lead to improvements, such as those obtained in this study, can be of great help since, in general, we find ourselves in a context, the university, in which students are subject to high levels of stress and anxiety. Finally, the implications of these findings are discussed.
