The Role of Emotional Intelligence and Metacognition in Teachers’ Stress during Pandemic Remote Working: A Moderated Mediation Model

European journal of investigation in health psychology and education

article

Calogero Iacolino¹  Brenda Cervellione¹  Rachele Isgrò¹  Ester Maria Concetta Lombardo¹  Giuseppina Ferracane¹  Massimiliano Barattucci²  Tiziana Ramaci¹ 

[1] Faculty of Human and Social Sciences, Kore University of Enna;Department of Human and Social Sciences, University of Bergamo

关键词: teachers;    remote working;    COVID-19;    emotional intelligence;    metacognition;    burnout;    stress;   

DOI  :  10.3390/ejihpe13010006

来源: mdpi

【 摘 要 】

During the COVID-19 pandemic, in adapting to social and work changes and new technological methods for remote teaching, teachers were subjected to increased work pressure, which affected their well-being and led to increased negative stress and burnout. This study was designed to test whether dysfunctional outcomes resulting from adapting to new ways of teaching via technological tools can be mitigated by the protective factors of emotional intelligence and metacognition. The study involved 604 teachers in Sicily filling out a questionnaire consisting of four different scales: (1) the Schutte Self-Report Emotional Intelligence Test (SREIT); (2) the Metacognitive Functions Screening Scale (MFSS-30); (3) the Link Burnout Questionnaire (LBQ); and (4) the Secondary Traumatic Stress Scale STSS-I. The results show that emotional intelligence mediates the relationship between certain remote work risk factors, as well as stress and burnout. In addition, metacognition was found to be a significant moderating factor in the relationship between risk factors and emotional intelligence. With regard to the United Nations’ Agenda 2030 Goals, our results emphasize the importance of teachers’ emotional and metacognitive skills in promoting quality of life and psychological well-being.

【 授权许可】

Unknown