Efecto de la Inteligencia Emocional y Flujo en el Trabajo Sobre Estresores y Bienestar Psicológico: Análisis de Ruta en Docentes

An Explanatory Model of Emotional Intelligence and Its Association with Stress, Burnout Syndrome, and Non-Verbal Communication in the University Teachers

“…This is a theme that has been studied from different perspectives and in the context of different educational levels. However, no previous studies were found that directly related body language with psychological aspects, such as stress or burnout syndrome, making this a novel aspect of the present study [59,60,61,62,63].…”

“…In the present study, emotional exhaustion was negatively related with emotional repair and positively related with emotional clarity, although both relationships were found to be weak. In a model proposed previously by Millán-De Lange et al [61], positive correlations were observed between emotional intelligence and flow disposition, and the possibility of considering these variables as part of one explanatory model was outlined. With this in consideration, although university teachers can reach levels of exhaustion, elements of intrinsic job satisfaction can override and counteract these adverse effects.…”

Psychological Well-Being in Teachers During and Post-Covid-19: Positive Psychology Interventions

“…The authors identify the importance of promoting flow experiences, which will lead to lasting engagement to teaching experiences as they create lesson plans and classroom materials, deliver lessons and other teaching duties. These flow experiences may prove to be protective factors against stressors, burnout, and teacher drop out (Millán de Lange et al, 2014 ). The authors stress the essential inclusion of a trauma informed care focus in well-being interventions for teachers during and post-Covid (Brunzell, 2021 ) as the pandemic may be experienced as a psychosocial trauma by the teachers (Gonçalvez-Boggio, 2021 ).…”

Bases para desarrollar un modelo de mentorización basado en la Psicología Positiva

“…Hasta el momento la gran mayoría de publicaciones hablan básicamente del modelo PERMA de Seligman (2011), (Alvarez, 2013Cuadra-Peralta, Veloso-Besio, Puddu-Gallardo, Salgado-García, & Peralta-Montecinos, 2012;de Lange, García-Álvarez, & López, 2014;Kern, Waters, Adler, & White, 2015;Lacunza, 2015;Slavin, Schindler, Chibnall, Fendell, & Shoss, 2012;Tarragona, 2013). El programa se basa en el trabajo de las emociones positivas (se refiere al sentimiento de felicidad hedónico, como la alegría, el estar contento), el compromiso (hace referencia a las conexiones psicológicas hacia las actividades o la organización, como sentirse absorbido, el interés, comprometido con la vida), el significado (se refiere a la creencia de que uno es valioso y tiene el sentimiento de que está conectado con algo superior a uno mismo), las relaciones y el cumplimiento (implica progresar con los objetivos, sentirse capacitado para hacer actividades diariamente, y tener un sentimiento de logro), si se consigue trabajar en estos aspectos permite alcanzar el bienestar de la persona, que es lo que Seligman busca con su nuevo modelo, ya que con el modelo anterior (vida placentera, vida comprometida y vida significativa) pretendía alcanzar la felicidad.…”