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Natalio Extremera is a full professor of Social Psychology at the Faculty of Psychology at the University of Málaga. In the last two decades, his research interests have been focused on the assessment and training of emotional intelligence in applied settings including teaching, intervention on occupational stress, and development of health and well-being among adolescents. Dr. Extremera has led several research projects on the promotion of occupational health and well-being in occupational contexts including secondary teaching. He has numerous impact factor journal publications, such as Emotion Review, Journal of Affective Disorders, PLOS ONE, and so on.
This exploratory study aimed to test the buffering effect of emotional intelligence in the associations between aggression against teachers, perceived stress, and withdrawal intentions. A sample of 329 secondary school teachers (51.4% female) completed questionnaires assessing aggression against teachers, perceived stress, withdrawal intentions, and emotional intelligence. The results showed that emotional intelligence was negatively related to perceived stress and withdrawal intentions. Across moderated-mediation analysis, there were mixed findings regarding the moderating effects of emotional intelligence in the proposed model. Findings indicated that emotional intelligence moderated only the association between perceived stress and withdrawal intentions. These findings suggest that emotional intelligence is a psychological resource for mitigating the negative effects of perceived stress on negative work attitudes among teaching professionals in the context of harmful student behaviors. Possible avenues for including emotional intelligence in the field of teacher victimization are discussed.
Sergio Mérida-López; Natalio Extremera. Student aggression against teachers, stress, and emotional intelligence as predictors of withdrawal intentions among secondary school teachers. Anxiety, Stress & Coping 2021, 1 -14.
AMA StyleSergio Mérida-López, Natalio Extremera. Student aggression against teachers, stress, and emotional intelligence as predictors of withdrawal intentions among secondary school teachers. Anxiety, Stress & Coping. 2021; ():1-14.
Chicago/Turabian StyleSergio Mérida-López; Natalio Extremera. 2021. "Student aggression against teachers, stress, and emotional intelligence as predictors of withdrawal intentions among secondary school teachers." Anxiety, Stress & Coping , no. : 1-14.
Adolescents’ perception of their own emotional abilities has been related to psychological adjustment and well-being. However, there are still few studies focusing on specific emotional dimensions in relation to bullying and well-being in adolescence. This study analysed the relationship between emotional intelligence (EI) facets, satisfaction with life, bullying and cyberbullying in adolescents. The sample consisted of 3520 high school students (51.5% females) aged between 12 and 18 years (M = 14.37; SD = 1.67). The correlation analyses showed that the majority of EI facets were positively related to satisfaction with life and negatively with both types of violence. As was expected, bullying and cyberbullying victims and bully–victims scored lower in satisfaction with life and the majority of EI facets. Controlling for sex, age, and grade, self-emotion appraisal, use of emotions and regulation of emotion were the best predictors of life satisfaction in bully–victims of bullying and cyberbullying. Finally, we discuss the relevance of these findings for clinical and educational practice on EI seeking to promote subjective well-being among adolescents involved in bullying and cyberbullying.
Cirenia Quintana-Orts; Sergio Mérida-López; Lourdes Rey; Natalio Extremera. A Closer Look at the Emotional Intelligence Construct: How Do Emotional Intelligence Facets Relate to Life Satisfaction in Students Involved in Bullying and Cyberbullying? European Journal of Investigation in Health, Psychology and Education 2021, 11, 711 -725.
AMA StyleCirenia Quintana-Orts, Sergio Mérida-López, Lourdes Rey, Natalio Extremera. A Closer Look at the Emotional Intelligence Construct: How Do Emotional Intelligence Facets Relate to Life Satisfaction in Students Involved in Bullying and Cyberbullying? European Journal of Investigation in Health, Psychology and Education. 2021; 11 (3):711-725.
Chicago/Turabian StyleCirenia Quintana-Orts; Sergio Mérida-López; Lourdes Rey; Natalio Extremera. 2021. "A Closer Look at the Emotional Intelligence Construct: How Do Emotional Intelligence Facets Relate to Life Satisfaction in Students Involved in Bullying and Cyberbullying?" European Journal of Investigation in Health, Psychology and Education 11, no. 3: 711-725.
This investigation aimed to explore the mediator role of study engagement (i.e., study vigor and dedication) in the association between self- and other-focused emotion regulation abilities and occupational commitment in a sample of pre-service teachers. The sample was comprised of 249 students (65.5% female; Mage = 27 years) of a master’s degree in teacher training for secondary education. Results showed the relationship between self-focused emotion regulation ability and occupational commitment to be fully mediated by levels of vigor. No significant results were found regarding a mediator model involving other-focused emotion regulation as predictor. Although these findings warrant prospective replication, they provide evidence that development of self-focused emotion regulation skills (rather than other-focused skills) may facilitate occupational commitment among beginning teachers through desirable states that facilitate energy and reduce the likelihood of fatigue at work. These results are discussed in terms of their practical implications for developing interventions to improve pre-service teachers’ well-being and commitment.
Sergio Mérida-López; Natalio Extremera; Maria Chambel. Linking Self- and Other-Focused Emotion Regulation Abilities and Occupational Commitment among Pre-Service Teachers: Testing the Mediating Role of Study Engagement. International Journal of Environmental Research and Public Health 2021, 18, 5434 .
AMA StyleSergio Mérida-López, Natalio Extremera, Maria Chambel. Linking Self- and Other-Focused Emotion Regulation Abilities and Occupational Commitment among Pre-Service Teachers: Testing the Mediating Role of Study Engagement. International Journal of Environmental Research and Public Health. 2021; 18 (10):5434.
Chicago/Turabian StyleSergio Mérida-López; Natalio Extremera; Maria Chambel. 2021. "Linking Self- and Other-Focused Emotion Regulation Abilities and Occupational Commitment among Pre-Service Teachers: Testing the Mediating Role of Study Engagement." International Journal of Environmental Research and Public Health 18, no. 10: 5434.
According to the broaden-and-build theory of positive emotions, the frequency of positive emotions is associated with the development of positive attitudes, cognitions, and behaviors in organizational contexts. However, positive and negative attitudes at work might also be influenced by different personal and job resources. While emotional intelligence has been significantly associated with positive job attitudes and personal well-being, no studies have yet examined the joint role of teacher happiness and emotional intelligence in key teacher job attitudes. The present study assesses whether emotional intelligence interacts with levels of teacher happiness to jointly explain important teacher job attitudes (i.e., job satisfaction and turnover intention). A total sample of 685 teaching professionals (431 female) filled out a battery of scales including subjective happiness, emotional intelligence, job satisfaction, and turnover intention. Our results revealed that subjective happiness was significantly associated with both higher job satisfaction and lower turnover intention. Likewise, emotional intelligence was positively related to happiness and job satisfaction, and negatively related to turnover intention. Finally, interaction analysis showed the main effects of happiness and emotional intelligence in explaining teacher job attitudes. Beyond the main effects, the interaction effects of happiness and emotional intelligence were significant in predicting all teachers' job attitude indicators, even controlling for the effects of their sociodemographic variables. This work expands our knowledge about the role of teachers' positive emotions in the development of positive work attitudes, and also supports the inclusion of emotional skills in future teacher preparation programs as resources to facilitate work-related well-being.
María Angeles Peláez-Fernández; Sergio Mérida-López; Nicolás Sánchez-Álvarez; Natalio Extremera. Managing Teachers' Job Attitudes: The Potential Benefits of Being a Happy and Emotional Intelligent Teacher. Frontiers in Psychology 2021, 12, 1 .
AMA StyleMaría Angeles Peláez-Fernández, Sergio Mérida-López, Nicolás Sánchez-Álvarez, Natalio Extremera. Managing Teachers' Job Attitudes: The Potential Benefits of Being a Happy and Emotional Intelligent Teacher. Frontiers in Psychology. 2021; 12 ():1.
Chicago/Turabian StyleMaría Angeles Peláez-Fernández; Sergio Mérida-López; Nicolás Sánchez-Álvarez; Natalio Extremera. 2021. "Managing Teachers' Job Attitudes: The Potential Benefits of Being a Happy and Emotional Intelligent Teacher." Frontiers in Psychology 12, no. : 1.
La ciberperpetración es un problema creciente de la sociedad actual, pero, aunque los factores de riesgo son ampliamente estudiados, son pocas las investigaciones centradas en los recursos personales que podrían favorecer su prevención o reducción. El objetivo de este estudio fue analizar si las autovaloraciones centrales pueden moderar la relación entre uso problemático de Internet y ciberperpetración. Los participantes fueron 456 ciberacosadores de entre 12 y 18 años (edad media: 15.01; DT = 1.44), extraídos de una muestra inicial de 2085 jóvenes. Como instrumentos de medida se utilizaron tres medidas de autoinforme (ciberperpetracion: ECIP-Q; uso problemático de Internet: IAT; autovaloraciones centrales: CSE). Los resultados revelan que la ciberperpetración se relacionó positivamente con el uso problemático de Internet y negativamente con las CSE. El análisis de moderación puso de manifiesto el papel protector de las CSE únicamente cuando el nivel de uso problemático de Internet no es muy elevado. Estos resultados apuntan a la necesidad de implementar actuaciones preventivas del uso problemático de Internet y ciberacoso en edades tempranas, en las que el trabajo sobre los recursos personales positivos sean la clave. Se concluye que esta problemática requiere de modelos comprensivos más amplios que los existentes hasta el momento en los que, junto a los factores de vulnerabilidad, se tomen en consideración factores personales, familiares y contextuales que puedan actuar como protectores.
Carolina Yudes; Universidad de Málaga; Lourdes Rey; Natalio Extremera. Adolescentes ciberacosadores y uso problemático de Internet: el papel protector de las autovaloraciones centrales. Revista Española de Pedagogía 2021, 79 .
AMA StyleCarolina Yudes, Universidad de Málaga, Lourdes Rey, Natalio Extremera. Adolescentes ciberacosadores y uso problemático de Internet: el papel protector de las autovaloraciones centrales. Revista Española de Pedagogía. 2021; 79 (279):.
Chicago/Turabian StyleCarolina Yudes; Universidad de Málaga; Lourdes Rey; Natalio Extremera. 2021. "Adolescentes ciberacosadores y uso problemático de Internet: el papel protector de las autovaloraciones centrales." Revista Española de Pedagogía 79, no. 279: .
Purpose This paper aims to report the findings of a study examining the relationship between different leadership styles and engagement through the mediating role of proactive personality. Design/methodology/approach Servant leadership, paradoxical leadership, authentic leadership, employee engagement and proactive personality were assessed in an empirical study based on a sample of 348 military personnel in Spain. The questionnaire data were analyzed through SEM using EQS and bootstrapping analysis using the PROCESS macro for SPSS. Findings The results reveal that servant leadership style in officers partially impacts their cadets' engagement through proactive personality but that authentic and paradoxical leadership styles do not mediate the relationship. The authors also verify a direct relationship between proactive personality and engagement. Practical implications The study implications advance the literature on leadership in emphasizing new leadership styles to increase proactive personality and engagement in the military context. This study verifies the importance of military leaders fostering servant leadership as an antecedent of proactive personality. Finally, the authors show that servant leadership partially impacts engagement through proactive personality. Originality/value This study explores the relationship among servant, paradoxical and authentic leadership styles, proactive personality, and engagement – relationships that have not been explored theoretically and tested empirically in the military context.
Antonia Ruiz Moreno; María Isabel Roldán Bravo; Carlos García-Guiu; Luis M. Lozano; Natalio Extremera Pacheco; Ginés Navarro-Carrillo; Inmaculada Valor-Segura. Effects of emerging leadership styles on engagement – a mediation analysis in a military context. Leadership & Organization Development Journal 2021, ahead-of-p, 1 .
AMA StyleAntonia Ruiz Moreno, María Isabel Roldán Bravo, Carlos García-Guiu, Luis M. Lozano, Natalio Extremera Pacheco, Ginés Navarro-Carrillo, Inmaculada Valor-Segura. Effects of emerging leadership styles on engagement – a mediation analysis in a military context. Leadership & Organization Development Journal. 2021; ahead-of-p (ahead-of-p):1.
Chicago/Turabian StyleAntonia Ruiz Moreno; María Isabel Roldán Bravo; Carlos García-Guiu; Luis M. Lozano; Natalio Extremera Pacheco; Ginés Navarro-Carrillo; Inmaculada Valor-Segura. 2021. "Effects of emerging leadership styles on engagement – a mediation analysis in a military context." Leadership & Organization Development Journal ahead-of-p, no. ahead-of-p: 1.
Research has demonstrated that cyber victimization is consistently associated with higher problem behaviors such as problematic technology use. However, little research has examined specific individual dispositions that can serve as a buffer in the link between cyber victimization and higher problematic uses of technology (i.e., problematic Internet, smartphone, and social media), such as core self-evaluations (CSE). A convenience sample of 1211 high school students, 657 females, 554 males, aged 12 to 18 (mean age = 13.74) completed measures of cyber victimization, CSE, and different problematic technology-related behaviors. Results of correlational analysis revealed significant associations between cyber victimization and all problematic uses of technology. Our findings also suggested that high CSE weakened the relationship between cyber victimization and two of the three problematic uses of technology. Consistent with social compensation theory, cyber victimization was concurrently linked to different problematic uses of technology. Low CSE also strengthened the link between cyber victimization and problems use of smartphones and social media and also showed a marginally significant interaction with cyber victimization in predicting problematic Internet use. Implications of these preliminary findings are discussed and avenues for further research are offered.
María Peláez-Fernández; María Chamizo-Nieto; Lourdes Rey; Natalio Extremera. How Do Cyber Victimization and Low Core Self-Evaluations Interrelate in Predicting Adolescent Problematic Technology Use? International Journal of Environmental Research and Public Health 2021, 18, 3114 .
AMA StyleMaría Peláez-Fernández, María Chamizo-Nieto, Lourdes Rey, Natalio Extremera. How Do Cyber Victimization and Low Core Self-Evaluations Interrelate in Predicting Adolescent Problematic Technology Use? International Journal of Environmental Research and Public Health. 2021; 18 (6):3114.
Chicago/Turabian StyleMaría Peláez-Fernández; María Chamizo-Nieto; Lourdes Rey; Natalio Extremera. 2021. "How Do Cyber Victimization and Low Core Self-Evaluations Interrelate in Predicting Adolescent Problematic Technology Use?" International Journal of Environmental Research and Public Health 18, no. 6: 3114.
The unemployment rate has dramatically increased in southern Europe in the last decade. Although it is well-known that unemployment impairs mental health, the specific roles of personal resources like emotional intelligence (EI) and potential underlying mechanisms remain unclear. Prior studies have shown that resilience and self-esteem are mediators in the link between EI and mental health. The present study aims to bridge these gaps by testing a sequential path model. Specifically, we propose that EI is associated with lower depressive symptoms, which is explained by higher resilient coping strategies and a resulting increased self-esteem among unemployed individuals. A sample of Spanish unemployed persons completed measures of EI, resilience, self-esteem and depression. The results showed that higher levels of EI were positively associated with resilience and self-esteem and negatively related to depressive symptoms. Path analyses showed that resilience and self-esteem mediated the relation between EI and depression in sequence. These findings suggest that EI plays a key role in promoting mental health and provide preliminary evidence regarding potential mechanisms through which EI contributes to mental health during unemployment. Implications for assessing the absence of these positive resources in developing effective job search programs geared toward promoting mental health and re-employment are discussed.
María Peláez-Fernández; Lourdes Rey; Natalio Extremera. A Sequential Path Model Testing: Emotional Intelligence, Resilient Coping and Self-Esteem as Predictors of Depressive Symptoms during Unemployment. International Journal of Environmental Research and Public Health 2021, 18, 697 .
AMA StyleMaría Peláez-Fernández, Lourdes Rey, Natalio Extremera. A Sequential Path Model Testing: Emotional Intelligence, Resilient Coping and Self-Esteem as Predictors of Depressive Symptoms during Unemployment. International Journal of Environmental Research and Public Health. 2021; 18 (2):697.
Chicago/Turabian StyleMaría Peláez-Fernández; Lourdes Rey; Natalio Extremera. 2021. "A Sequential Path Model Testing: Emotional Intelligence, Resilient Coping and Self-Esteem as Predictors of Depressive Symptoms during Unemployment." International Journal of Environmental Research and Public Health 18, no. 2: 697.
Previous research has highlighted the relationship between being cybervictimised and the presence of clinical symptoms, such as depression. To date, however, there has been no comparative analysis of the personal resources profiles of adolescent victims of cyberbullying with and without depressive symptoms. The current study analysed the relationship between positive personal resources and clinical symptoms in 251 adolescent victims of cyberbullying at several Spanish high schools. It examined how several positive personal resources varied in adolescent victims of cyberbullying who displayed symptoms of depression (n = 89) or did not (n = 162). Victims of cyberbullying who displayed depressive symptoms reported lower levels of personal resources (emotional intelligence, gratitude, optimism, and forgiveness) than those who did not. Logistic regression provided evidence that gratitude was the strongest predictor of depressive symptoms in victims of cyberbullying, followed by emotional intelligence and optimism. These findings expand the existing literature on the role of personal resources in mental health and highlight the need for their development in youths to help them cope more effectively and function better after being cyberbullied.
Lourdes Rey; Cirenia Quintana-Orts; Sergio Mérida-López; Natalio Extremera. The Relationship between Personal Resources and Depression in a Sample of Victims of Cyberbullying: Comparison of Groups with and without Symptoms of Depression. International Journal of Environmental Research and Public Health 2020, 17, 9307 .
AMA StyleLourdes Rey, Cirenia Quintana-Orts, Sergio Mérida-López, Natalio Extremera. The Relationship between Personal Resources and Depression in a Sample of Victims of Cyberbullying: Comparison of Groups with and without Symptoms of Depression. International Journal of Environmental Research and Public Health. 2020; 17 (24):9307.
Chicago/Turabian StyleLourdes Rey; Cirenia Quintana-Orts; Sergio Mérida-López; Natalio Extremera. 2020. "The Relationship between Personal Resources and Depression in a Sample of Victims of Cyberbullying: Comparison of Groups with and without Symptoms of Depression." International Journal of Environmental Research and Public Health 17, no. 24: 9307.
Emotional intelligence has been underscored as a helpful personal resource in explaining life and job attitudes in human services employees. However, the joint interaction of emotional intelligence (EI) abilities with work engagement to explain life and job attitudes has not been tested. The present study aimed to explore the interactive role of EI abilities with work engagement in the prediction of job and life satisfaction in a sample of Spanish secondary-school teachers. A total of 190 teachers (125 females) participated in the study. Notably, the results showed that only emotion regulation ability (ERA) was significantly associated with work engagement, job satisfaction, and life satisfaction. Furthermore, ERA moderated the relationship between work engagement and job and life satisfaction. The present findings contribute to current knowledge on EI abilities and personal and job-related correlates of teachers’ work engagement.
Sergio Mérida-López; Natalio Extremera. The Interplay of Emotional Intelligence Abilities and Work Engagement on Job and Life Satisfaction: Which Emotional Abilities Matter Most for Secondary-School Teachers? Frontiers in Psychology 2020, 11, 563634 .
AMA StyleSergio Mérida-López, Natalio Extremera. The Interplay of Emotional Intelligence Abilities and Work Engagement on Job and Life Satisfaction: Which Emotional Abilities Matter Most for Secondary-School Teachers? Frontiers in Psychology. 2020; 11 ():563634.
Chicago/Turabian StyleSergio Mérida-López; Natalio Extremera. 2020. "The Interplay of Emotional Intelligence Abilities and Work Engagement on Job and Life Satisfaction: Which Emotional Abilities Matter Most for Secondary-School Teachers?" Frontiers in Psychology 11, no. : 563634.
: Though contemporary scientific literature addressing the links between emotional intelligence (EI) and suicidal ideation in adolescents is scarce, one of the potential proposed pathways through which EI may reduce the risk of suicidal ideation involves its relationship with the use of adaptive coping strategies. The aim of this research is to provide support for an empirical pathway that proposes that the effects of EI on suicide risk may follow an indirect pathway, involving maladaptive and adaptive cognitive emotion regulation strategies, using both cross-sectional and prospective design in two independent studies with Spanish adolescents. The sample of Study 1 consisted of 1824 students (52.4% female; mean age 14.55 years). In Study 2, 796 adolescents (54.4% female; mean age 13.76 years) filled out the measures twice, four months later. The results confirmed a positive association between EI and adaptive cognitive emotion regulation strategies and a negative link with suicidal ideation. As expected, the results showed that both cross-sectionally (Study 1) and prospectively (Study 2) EI predicted lower suicidal ideation. Bootstrap mediation analysis indicated that only adaptive cognitive emotion regulation strategies partially mediated the link between EI and suicidal ideation both cross-sectionally and prospectively. Together, those adolescents who showed higher EI were more likely to report more adaptive cognitive emotion regulation, which in turn predicted lower levels of suicidal ideation. Our findings suggest possible avenues for prevention and intervention efforts aimed at boosting emotional abilities and developing adaptive coping strategies among adolescents who are at elevated suicide risk.
Cirenia Quintana-Orts; Sergio Mérida-López; Lourdes Rey; Félix Neto; Natalio Extremera. Untangling the Emotional Intelligence-Suicidal Ideation Connection: The Role of Cognitive Emotion Regulation Strategies in Adolescents. Journal of Clinical Medicine 2020, 9, 3116 .
AMA StyleCirenia Quintana-Orts, Sergio Mérida-López, Lourdes Rey, Félix Neto, Natalio Extremera. Untangling the Emotional Intelligence-Suicidal Ideation Connection: The Role of Cognitive Emotion Regulation Strategies in Adolescents. Journal of Clinical Medicine. 2020; 9 (10):3116.
Chicago/Turabian StyleCirenia Quintana-Orts; Sergio Mérida-López; Lourdes Rey; Félix Neto; Natalio Extremera. 2020. "Untangling the Emotional Intelligence-Suicidal Ideation Connection: The Role of Cognitive Emotion Regulation Strategies in Adolescents." Journal of Clinical Medicine 9, no. 10: 3116.
We examined the role of negative affectivity and trait emotional intelligence as predictors of suicide risk (viz., depressive symptoms & suicidal behaviors) in adults. A convenience sample of 456 adult volunteers participated in the present study based on using student-recruited sampling methodology. All participants completed a survey including self-report measures assessing for negative affectivity, trait emotional intelligence, depressive symptoms, and suicidal behaviors. Overall, results of conducting a set of hierarchical regression analyses indicated support for the role of negative affectivity and trait emotional intelligence as predictors of suicide risk. We found evidence for a Negative Affectivity × Trait Emotional Intelligence interaction effect in predicting both depressive symptoms and suicidal behaviors. Importantly, for both outcomes, we found evidence for the use of emotions as a buffer. Specifically, the Negative Affectivity × Emotional Use interaction term was found to be significant in predicting suicide risk, indicating that among adults experiencing chronic negative mood, those who used emotions more, compared to those who used emotion less, reported less risk of suicide. Some implications for understanding the role of trait emotional intelligence, specifically using emotions, as a suicide protective factor are discussed.
Edward C. Chang; Nicolás Sánchez-Álvarez; Lourdes Rey; Natalio Extremera; Olivia D. Chang. Chronic negative mood and emotional strengths: Some evidence for using emotions as a specific buffer to the problem of suicide. Personality and Individual Differences 2020, 168, 110384 .
AMA StyleEdward C. Chang, Nicolás Sánchez-Álvarez, Lourdes Rey, Natalio Extremera, Olivia D. Chang. Chronic negative mood and emotional strengths: Some evidence for using emotions as a specific buffer to the problem of suicide. Personality and Individual Differences. 2020; 168 ():110384.
Chicago/Turabian StyleEdward C. Chang; Nicolás Sánchez-Álvarez; Lourdes Rey; Natalio Extremera; Olivia D. Chang. 2020. "Chronic negative mood and emotional strengths: Some evidence for using emotions as a specific buffer to the problem of suicide." Personality and Individual Differences 168, no. : 110384.
Emotional intelligence provides a unified theoretical framework for studying the role of emotional skills in the processes of stress and well-being, which is extraordinarily applicable in this crisis caused by COVID-19. Thus, below we shall provide a non-exhaustive analysis of the potential consequences of this pandemic, suggesting several future avenues of research to examine intrapersonal and interpersonal psychosocial processes based on emotional intelligence.
Natalio Extremera. Coping with the stress caused by the COVID-19 pandemic: future research agenda based on emotional intelligence ((Afrontando el estrés causado por la pandemia COVID-19: futura agenda de investigación desde la inteligencia emocional)). International Journal of Social Psychology 2020, 35, 631 -638.
AMA StyleNatalio Extremera. Coping with the stress caused by the COVID-19 pandemic: future research agenda based on emotional intelligence ((Afrontando el estrés causado por la pandemia COVID-19: futura agenda de investigación desde la inteligencia emocional)). International Journal of Social Psychology. 2020; 35 (3):631-638.
Chicago/Turabian StyleNatalio Extremera. 2020. "Coping with the stress caused by the COVID-19 pandemic: future research agenda based on emotional intelligence ((Afrontando el estrés causado por la pandemia COVID-19: futura agenda de investigación desde la inteligencia emocional))." International Journal of Social Psychology 35, no. 3: 631-638.
Prior research indicates that deficits in emotional abilities are key predictors of the onset and maintenance of eating disorders (ED). As a relatively new emotion-related construct, emotional intelligence (EI) comprises a set of basic emotional abilities. Preliminary research suggests that deficits in EI are linked with disordered eating and other impulsive behaviours. Also, previous research reveals that emotional and socio-cognitive abilities, as well as ED symptomatology, varies across lifespan development. However, while the findings suggest promising results for the development of potential effective treatments for emotional deficits and disordered eating, it is difficult to summarise the relationship between EI and ED due to the diversity of theoretical approaches and variety of EI and ED measures. Our study, therefore, aimed to systematically review the current evidence on EI and ED in both the general and clinical populations and across different developmental stages. The databases examined were Medline, PsycInfo and Scopus, and 15 eligible articles were identified. Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) guidelines were used. All the studies reviewed indicated negative associations between EI and the dimensions of ED. Additionally, several mechanisms involved, namely adaptability, stress tolerance and emotional regulation were highlighted. The systematic review suggests promising but challenging preliminary evidence of the associations between EI and the dimensions of ED across diverse stages of development. In addition, future research, practical implications and limitations are discussed. Systematic review.
Juana Romero-Mesa; María Angeles Peláez-Fernández; Natalio Extremera. Emotional intelligence and eating disorders: a systematic review. Eating and Weight Disorders - Studies on Anorexia, Bulimia and Obesity 2020, 26, 1287 -1301.
AMA StyleJuana Romero-Mesa, María Angeles Peláez-Fernández, Natalio Extremera. Emotional intelligence and eating disorders: a systematic review. Eating and Weight Disorders - Studies on Anorexia, Bulimia and Obesity. 2020; 26 (5):1287-1301.
Chicago/Turabian StyleJuana Romero-Mesa; María Angeles Peláez-Fernández; Natalio Extremera. 2020. "Emotional intelligence and eating disorders: a systematic review." Eating and Weight Disorders - Studies on Anorexia, Bulimia and Obesity 26, no. 5: 1287-1301.
The study aimed to test mediator and moderator factors in the relationship between workplace social support (i.e., perceived support from colleagues and supervisors) and intentions to quit in a sample of teaching professionals. Specifically, utilizing job-demands-resources theory to focus on social support, we examined whether work engagement mediated the relationship between workplace social support and intentions to quit. Moreover, the potential moderator role of emotional intelligence in the proposed model was tested. The study sample comprised 1,297 teaching professionals (64.8% females) working as preschool, primary, and secondary teachers in several centers in eastern and southern Spain. The main results demonstrated that work engagement totally mediated the relationship between social support from colleagues/supervisors and intentions to quit. The findings showed that teachers’ levels of emotional intelligence significantly moderated the indirect paths between perceived support from colleagues/supervisors and intentions to quit. Teachers with the lowest levels of work engagement reported low support from colleagues or supervisors, togetherwith low emotional intelligence. Similarly, highest intentions to quit was reported by those teachers reporting low work engagement and low emotional intelligence. Finally, we discuss the relevance of these findings for basic and applied research seeking to retain a more engaged teaching force. Este estudio pretende evaluar los factores mediadores y moderadores en la relación entre el apoyo social organizacional (apoyo percibido de compañeros y supervisores) y los niveles de intención de abandono en una muestra de profesionales de la enseñanza. Específicamente, usando la teoría de demandas y recursos laborales y centrándose en el apoyo social, se examina si el engagement laboral media la relación entre apoyo social organizacional e intención de abandono. Además, se analiza el posible papel moderador de la inteligencia emocional en el modelo propuesto. La muestra del estudio esta compuesta por 1,297 profesionales de la enseñanza (64.8% mujeres) que trabajaban como docentes de Infantil, Primaria y Secundaria en varios centros del este y sur de España. Los resultados principales demostraron que el engagement laboral mediaba totalmente la relación entre el apoyo social de compañeros y supervisores y la intención de abandono. Los hallazgos mostraron que el nivel de inteligencia emocional de los docentes moderaba significativamente las relaciones indirectas entre el apoyo percibido de compañeros y supervisores y la intención de abandono. Los docentes con un nivel más bajo de engagement laboral informaron de bajo apoyo de compañeros y supervisores, así como de un bajo nivel de inteligencia emocional. Igualmente, aquellos docentes con bajo engagement laboral y baja inteligencia emocional informaron de mayores niveles de intención de abandono. Finalmente, se discute la importancia de estos hallazgos para la investigación básica y aplicada enfocada a la retención de un capital docente comprometido.
Sergio Mérida-López; Martin Sanchez-Gomez; Natalio Extremera. Leaving the Teaching Profession: Examining the Role of Social Support, Engagement and Emotional Intelligence in Teachers’ Intentions to Quit. Psychosocial Intervention 2020, 29, 141 -151.
AMA StyleSergio Mérida-López, Martin Sanchez-Gomez, Natalio Extremera. Leaving the Teaching Profession: Examining the Role of Social Support, Engagement and Emotional Intelligence in Teachers’ Intentions to Quit. Psychosocial Intervention. 2020; 29 (3):141-151.
Chicago/Turabian StyleSergio Mérida-López; Martin Sanchez-Gomez; Natalio Extremera. 2020. "Leaving the Teaching Profession: Examining the Role of Social Support, Engagement and Emotional Intelligence in Teachers’ Intentions to Quit." Psychosocial Intervention 29, no. 3: 141-151.
(1) Cyberbullying has gained increased attention from society and researchers due both to its negative psychosocial consequences and the problems that have risen relating to the misuse of technology. Despite the growing number of scientific studies, most research has focused on victims of cyberbullying rather than on the cyberbullies. This study examines the predictive value of personal resources (emotional intelligence, gratitude, and core self-evaluations) and risk factors (cybervictimization, problematic Internet use), and parental control in online activities on adolescents’ involvement in cyberbullying perpetration. (2) A total of 2039 Spanish adolescents between 12 and 18 years of age took part in this research (53.9% females). (3) Twenty-two percent of the sample was engaged in cyberbullying behaviors (more male adolescents). Insults and online social exclusion were the most frequent types of cyberbullying perpetration. Age, cybervictimization, problematic Internet use, and deficits in the use and regulation of emotions were the best predictors of cyberbullying perpetration. (4) Cyberbullying is a social reality in which personal and family variables converge on a particularly vulnerable age group. Our findings suggest that both well-known predictors of cyberbullying (cybervictimization and problematic Internet use) along with others less studied dimensions (i.e., emotional abilities) need to be taken into account in future school-based interventions aimed to prevent cyberbullying perpetration.
Carolina Yudes; Lourdes Rey; Natalio Extremera. Predictive Factors of Cyberbullying Perpetration amongst Spanish Adolescents. International Journal of Environmental Research and Public Health 2020, 17, 3967 .
AMA StyleCarolina Yudes, Lourdes Rey, Natalio Extremera. Predictive Factors of Cyberbullying Perpetration amongst Spanish Adolescents. International Journal of Environmental Research and Public Health. 2020; 17 (11):3967.
Chicago/Turabian StyleCarolina Yudes; Lourdes Rey; Natalio Extremera. 2020. "Predictive Factors of Cyberbullying Perpetration amongst Spanish Adolescents." International Journal of Environmental Research and Public Health 17, no. 11: 3967.
El objetivo de la presente investigación es analizar la relación entre las variables adicción al smartphone, inteligencia emocional, y malestar psicológico con los niveles de nomofobia, así como examinar el grado de dichas variables para predecir varianza explicativa de esta fobia comportamental hacia los smartphones. Se pasaron diferentes escalas validadas para evaluar inteligencia emocional, adicción al smartphone, malestar psicológico y nomofobia en una muestra de 312 adolescentes de entre 14 y 20 años, de Málaga e Ibiza. Los resultados indicaron que existen unos niveles moderados de nomofobia entre los adolescentes. Los análisis de regresión demostraron que dos dimensiones de la inteligencia emocional (percepción interpersonal y uso de las emociones), la ansiedad y la adicción al smartphone explicaban significativamente varianza de los niveles de nomofobia. Nuestros hallazgos sugieren que los futuros programas relacionados con la prevención de la nomofobia, deberían poner su atención a los niveles de habilidades emocionales, salud mental positiva y estrategias preventivas de uso razonable y no problemático del smartphone.
Neryelith Díaz Miranda; Natalio Extremera Pacheco. INTELIGENCIA EMOCIONAL, ADICCIÓN AL SMARTPHONE Y MALESTAR PSICOLÓGICO COMO PREDICTORES DE LA NOMOFOBIA EN ADOLESCENTES. KNOW AND SHARE PSYCHOLOGY 2020, 1, 1 .
AMA StyleNeryelith Díaz Miranda, Natalio Extremera Pacheco. INTELIGENCIA EMOCIONAL, ADICCIÓN AL SMARTPHONE Y MALESTAR PSICOLÓGICO COMO PREDICTORES DE LA NOMOFOBIA EN ADOLESCENTES. KNOW AND SHARE PSYCHOLOGY. 2020; 1 (2):1.
Chicago/Turabian StyleNeryelith Díaz Miranda; Natalio Extremera Pacheco. 2020. "INTELIGENCIA EMOCIONAL, ADICCIÓN AL SMARTPHONE Y MALESTAR PSICOLÓGICO COMO PREDICTORES DE LA NOMOFOBIA EN ADOLESCENTES." KNOW AND SHARE PSYCHOLOGY 1, no. 2: 1.
Objective The present study examines the role of optimism and gratitude as predictors of suicide risk, namely depressive symptoms and suicide ideation. Beyond their expected predictive role, optimism and gratitude were also hypothesized to interact together to predict both suicide risk outcomes. Methods A sample of 1,013 Spanish adults (521 females) participated in this study. The average age was 39.63 years old (standard deviation = 16.19; range 16–82). Results Results indicated that the optimism × gratitude interaction term significantly augmented the prediction of both depressive symptoms and suicide ideation. Specifically, pessimists presented with a higher risk of suicide, but the effect was weaker among those individuals with higher levels of gratitude. Alternatively, optimists with high gratitude showed the highest amount of protection from suicide risk. Conclusions Our findings are the first to show how optimism and gratitude might interact as a positive psychological variable to confer greater personal resources in protecting individuals against suicide risk.
Nicolás Sánchez-Álvarez; Natalio Extremera; Lourdes Rey; Edward C. Chang; Olivia D. Chang. Optimism and gratitude on suicide risk in Spanish adults: Evidence for doubling up or doubling down? Journal of Clinical Psychology 2020, 76, 1 .
AMA StyleNicolás Sánchez-Álvarez, Natalio Extremera, Lourdes Rey, Edward C. Chang, Olivia D. Chang. Optimism and gratitude on suicide risk in Spanish adults: Evidence for doubling up or doubling down? Journal of Clinical Psychology. 2020; 76 (10):1.
Chicago/Turabian StyleNicolás Sánchez-Álvarez; Natalio Extremera; Lourdes Rey; Edward C. Chang; Olivia D. Chang. 2020. "Optimism and gratitude on suicide risk in Spanish adults: Evidence for doubling up or doubling down?" Journal of Clinical Psychology 76, no. 10: 1.
Nicolás Sánchez-Álvarez; Natalio Extremera Pacheco; Lourdes Rey; Edward C Chang; Olivia D Chang. Frequency of Suicidal Ideation Inventory: Psychometric Properties of the Spanish Version. 2020, 32, 253 -260.
AMA StyleNicolás Sánchez-Álvarez, Natalio Extremera Pacheco, Lourdes Rey, Edward C Chang, Olivia D Chang. Frequency of Suicidal Ideation Inventory: Psychometric Properties of the Spanish Version. . 2020; 32 (2):253-260.
Chicago/Turabian StyleNicolás Sánchez-Álvarez; Natalio Extremera Pacheco; Lourdes Rey; Edward C Chang; Olivia D Chang. 2020. "Frequency of Suicidal Ideation Inventory: Psychometric Properties of the Spanish Version." 32, no. 2: 253-260.
Problematic Internet and smartphone usage among adolescents has become an alarming social problem. Previous research suggests a detrimental effect of Internet and smartphone problematic use on psychological adjustment. Therefore, it is important to identify protective factors that may ameliorate these deleterious mental health consequences. We examined emotional intelligence as a potential moderator in the association between problematic Internet and smartphone use and suicide ideation in a sample of 2196 (1008 male; 1188 female) Spanish adolescents. Results showed that problematic Internet and smartphone use was significantly associated with suicide ideation. Emotional intelligence scores were negatively associated with both problematic Internet and smartphone use and suicide ideation. Finally, results of moderation analyses indicated that emotional intelligence moderates the negative link between problematic Internet and smartphone use and suicide risk. Specifically, a weaker association between problematic Internet and smartphone usage and suicidal ideation was found among adolescents with higher emotional intelligence. These findings reinforce the notion that emotional intelligence might be a protective factor in adolescents, helping them to reduce the negative symptoms associated to problematic Internet and smartphone use. Implications of these findings for the prevention of psychological maladjustment associated to Internet and smartphone problematic usage in adolescents are discussed.
Christiane Arrivillaga; Lourdes Rey; Natalio Extremera. Adolescents’ problematic internet and smartphone use is related to suicide ideation: Does emotional intelligence make a difference? Computers in Human Behavior 2020, 110, 106375 .
AMA StyleChristiane Arrivillaga, Lourdes Rey, Natalio Extremera. Adolescents’ problematic internet and smartphone use is related to suicide ideation: Does emotional intelligence make a difference? Computers in Human Behavior. 2020; 110 ():106375.
Chicago/Turabian StyleChristiane Arrivillaga; Lourdes Rey; Natalio Extremera. 2020. "Adolescents’ problematic internet and smartphone use is related to suicide ideation: Does emotional intelligence make a difference?" Computers in Human Behavior 110, no. : 106375.