Relationship between Emotional Intelligence, Generativity and Self-Efficacy in Secondary School Teachers

Sustainability

MaríaCarmen Martínez-Monteagudo¹  JoséManuel García-Fernández¹  David Aparisi¹  Ricardo Sanmartín¹  Lucía Granados² 

[1] Department of Developmental Psychology and Teaching, University of Alicante, 03080 Alicante, Spain;Department of Education, International University of Valencia, 46002 Valencia, Spain;

关键词: cluster analysis;    emotional intelligence;    generativity;    logistic regression;    self-efficacy;   

DOI  :  10.3390/su12103950

来源: DOAJ

【 摘 要 】

The aim of this study was to examine the relationship between emotional intelligence (EI), generativity and self-efficacy, identifying different profiles of emotional intelligence. 834 secondary school teachers participated in the study by completing the Trait Meta-Mood Scale–24 (TMMS–24), the Loyola Generativity Scale and the General Self-Efficacy Scale. Cluster analysis identified four EI profiles: the first with high scores in attention and low scores in repair, the second with high scores in all dimensions of EI, the third with low scores in all EI dimensions and a fourth profile with low scores in attention and high scores in repair. Results showed significant statistical differences between the EI profiles found and the different dimensions of generativity and self-efficacy. Logistic regression analysis showed that EI was a statistically significant predictor of generativity, since teachers with high EI scores were more likely to present high scores in positive generativity and self-efficacy and lower probability of presenting high scores in generative doubts.

【 授权许可】

Unknown