An Explanatory Model of Emotional Intelligence and Its Association with Stress, Burnout Syndrome, and Non-Verbal Communication in the University Teachers
Abstract
:1. Introduction
2. Experimental Section
2.1. Design and Participants
2.2. Instruments
2.3. Procedure
2.4. Data Analysis
3. Results
4. Discussion
5. Conclusions
Author Contributions
Funding
Conflicts of Interest
References
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Gender | |
Male | 47.3% (n = 623) |
Famele | 52.7% (n = 693) |
Age | |
M = 45.64, SD = 10.33 | |
Knowledge Areas | |
Social and legal sciences | 38.1% (n = 502) |
Art and humanities | 14.7% (n=194) |
Science | 16.7% (n = 220) |
Health sciences | 20% (n = 263) |
Engineering and architecture | 10.4% (n = 37) |
Occupational Category | |
Temporary substitute | 10.4% (n = 137) |
University associate | 19.1% (n = 251) |
Contracted doctor | 19.6% (n = 258) |
Assistant doctor | 13.3% (n = 175) |
Holder of university | 31.1% (n = 409) |
University professor | 6.5% (n = 86) |
Associations between Variables | R.W. | S.R.W. | |||||
---|---|---|---|---|---|---|---|
EST | S.E. | C.R. | p-Value | EST | |||
BPE | ← | STRESS | −0.458 | 0.038 | −12.016 | *** | −0.491 |
BEE | ← | STRESS | 0.941 | 0.043 | 21.845 | *** | 0.715 |
BD | ← | BEE | 0.427 | 0.042 | 10.097 | *** | 0.541 |
BD | ← | BPE | −0.144 | 0.048 | −3.004 | ** | −0.129 |
BD | ← | STRESS | 0.006 | 0.060 | 0.101 | 0.919 | 0.006 |
EIER | ← | BPE | 0.511 | 0.051 | 10.118 | *** | 0.449 |
EIER | ← | BD | 0.025 | 0.053 | 0.467 | 0.641 | 0.024 |
EIEA | ← | BD | −0.040 | 0.064 | −0.624 | 0.532 | −0.036 |
EIEA | ← | BEE | 0.243 | 0.051 | 4.724 | *** | 0.272 |
EIER | ← | BEE | −0.075 | 0.042 | −1.775 | * | −0.092 |
EIEA | ← | BPE | 0.199 | 0.062 | 3.222 | ** | 0.158 |
EIEC | ← | EIEA | 0.159 | 0.036 | 4.434 | *** | 0.184 |
EIEC | ← | EIER | 0.291 | 0.044 | 6.608 | *** | 0.303 |
EIEC | ← | BEE | 0.068 | 0.041 | 1.681 | * | 0.088 |
EIEC | ← | BPE | 0.242 | 0.053 | 4.564 | *** | 0.221 |
EIEC | ← | BD | −0.130 | 0.049 | −2.629 | ** | −0.132 |
NVC | ← | EIEA | 0.008 | 0.025 | 0.312 | 0.755 | 0.014 |
NVC | ← | EIER | 0.158 | 0.030 | 5.242 | *** | 0.249 |
NVC | ← | EIEC | 0.143 | 0.032 | 4.434 | *** | 0.215 |
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Puertas-Molero, P.; Zurita-Ortega, F.; Chacón-Cuberos, R.; Martínez-Martínez, A.; Castro-Sánchez, M.; González-Valero, G. An Explanatory Model of Emotional Intelligence and Its Association with Stress, Burnout Syndrome, and Non-Verbal Communication in the University Teachers. J. Clin. Med. 2018, 7, 524. https://doi.org/10.3390/jcm7120524
Puertas-Molero P, Zurita-Ortega F, Chacón-Cuberos R, Martínez-Martínez A, Castro-Sánchez M, González-Valero G. An Explanatory Model of Emotional Intelligence and Its Association with Stress, Burnout Syndrome, and Non-Verbal Communication in the University Teachers. Journal of Clinical Medicine. 2018; 7(12):524. https://doi.org/10.3390/jcm7120524
Chicago/Turabian StylePuertas-Molero, Pilar, Félix Zurita-Ortega, Ramón Chacón-Cuberos, Asunción Martínez-Martínez, Manuel Castro-Sánchez, and Gabriel González-Valero. 2018. "An Explanatory Model of Emotional Intelligence and Its Association with Stress, Burnout Syndrome, and Non-Verbal Communication in the University Teachers" Journal of Clinical Medicine 7, no. 12: 524. https://doi.org/10.3390/jcm7120524
APA StylePuertas-Molero, P., Zurita-Ortega, F., Chacón-Cuberos, R., Martínez-Martínez, A., Castro-Sánchez, M., & González-Valero, G. (2018). An Explanatory Model of Emotional Intelligence and Its Association with Stress, Burnout Syndrome, and Non-Verbal Communication in the University Teachers. Journal of Clinical Medicine, 7(12), 524. https://doi.org/10.3390/jcm7120524