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

The present study set out to define and contrast an explanatory model of perception of stress, the dimensions of burnout syndrome, emotional intelligence, and non-verbal communication in a sample of university teachers. A total of 1316 teachers from Spain, aged between 24 and 70 years (M = 45.64, SD...

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Autores principales: Puertas-Molero, Pilar, Zurita-Ortega, Félix, Chacón-Cuberos, Ramón, Martínez-Martínez, Asunción, Castro-Sánchez, Manuel, González-Valero, Gabriel
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2018
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6306896/
https://www.ncbi.nlm.nih.gov/pubmed/30544532
http://dx.doi.org/10.3390/jcm7120524
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author Puertas-Molero, Pilar
Zurita-Ortega, Félix
Chacón-Cuberos, Ramón
Martínez-Martínez, Asunción
Castro-Sánchez, Manuel
González-Valero, Gabriel
author_facet Puertas-Molero, Pilar
Zurita-Ortega, Félix
Chacón-Cuberos, Ramón
Martínez-Martínez, Asunción
Castro-Sánchez, Manuel
González-Valero, Gabriel
author_sort Puertas-Molero, Pilar
collection PubMed
description The present study set out to define and contrast an explanatory model of perception of stress, the dimensions of burnout syndrome, emotional intelligence, and non-verbal communication in a sample of university teachers. A total of 1316 teachers from Spain, aged between 24 and 70 years (M = 45.64, SD = 10.33) and evenly distributed between both sexes, participated. The measurement instruments employed were the Perceived Stress Scale (PSS), the Maslach Burnout Inventory (MBI), the Trait Meta-Mood Scale (TMMS-24), and the Nonverbal Immediacy Scale (NIS) A structural equation model was produced that demonstrated adequate fit to the empirical data (130,259; df = 9; p < 0.001; CFI = 0.907; NIF = 0.914; IFI = 0.923; RMSEA = 0.077). Results revealed that stress relates positively with emotional exhaustion and negatively with personal fulfilment. Emotional exhaustion was associated directly with emotional attention and inversely with emotional clarity and emotional repair, with these being linked to personal fulfilment. Both emotional clarity and repair related positively with non-verbal communication. Conclusions from the present study are that emotional intelligence and body language are two relevant factors in the prevention of burnout syndrome, and as a result can help to ensure the mental wellbeing of university teachers.
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spelling pubmed-63068962019-01-02 An Explanatory Model of Emotional Intelligence and Its Association with Stress, Burnout Syndrome, and Non-Verbal Communication in the University Teachers Puertas-Molero, Pilar Zurita-Ortega, Félix Chacón-Cuberos, Ramón Martínez-Martínez, Asunción Castro-Sánchez, Manuel González-Valero, Gabriel J Clin Med Article The present study set out to define and contrast an explanatory model of perception of stress, the dimensions of burnout syndrome, emotional intelligence, and non-verbal communication in a sample of university teachers. A total of 1316 teachers from Spain, aged between 24 and 70 years (M = 45.64, SD = 10.33) and evenly distributed between both sexes, participated. The measurement instruments employed were the Perceived Stress Scale (PSS), the Maslach Burnout Inventory (MBI), the Trait Meta-Mood Scale (TMMS-24), and the Nonverbal Immediacy Scale (NIS) A structural equation model was produced that demonstrated adequate fit to the empirical data (130,259; df = 9; p < 0.001; CFI = 0.907; NIF = 0.914; IFI = 0.923; RMSEA = 0.077). Results revealed that stress relates positively with emotional exhaustion and negatively with personal fulfilment. Emotional exhaustion was associated directly with emotional attention and inversely with emotional clarity and emotional repair, with these being linked to personal fulfilment. Both emotional clarity and repair related positively with non-verbal communication. Conclusions from the present study are that emotional intelligence and body language are two relevant factors in the prevention of burnout syndrome, and as a result can help to ensure the mental wellbeing of university teachers. MDPI 2018-12-07 /pmc/articles/PMC6306896/ /pubmed/30544532 http://dx.doi.org/10.3390/jcm7120524 Text en © 2018 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Puertas-Molero, Pilar
Zurita-Ortega, Félix
Chacón-Cuberos, Ramón
Martínez-Martínez, Asunción
Castro-Sánchez, Manuel
González-Valero, Gabriel
An Explanatory Model of Emotional Intelligence and Its Association with Stress, Burnout Syndrome, and Non-Verbal Communication in the University Teachers
title An Explanatory Model of Emotional Intelligence and Its Association with Stress, Burnout Syndrome, and Non-Verbal Communication in the University Teachers
title_full An Explanatory Model of Emotional Intelligence and Its Association with Stress, Burnout Syndrome, and Non-Verbal Communication in the University Teachers
title_fullStr An Explanatory Model of Emotional Intelligence and Its Association with Stress, Burnout Syndrome, and Non-Verbal Communication in the University Teachers
title_full_unstemmed An Explanatory Model of Emotional Intelligence and Its Association with Stress, Burnout Syndrome, and Non-Verbal Communication in the University Teachers
title_short An Explanatory Model of Emotional Intelligence and Its Association with Stress, Burnout Syndrome, and Non-Verbal Communication in the University Teachers
title_sort explanatory model of emotional intelligence and its association with stress, burnout syndrome, and non-verbal communication in the university teachers
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6306896/
https://www.ncbi.nlm.nih.gov/pubmed/30544532
http://dx.doi.org/10.3390/jcm7120524
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