Factores de riesgo y protección en docentes

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Iacolino Calogero
Giuseppina Ferracane
Ester María Concetta Lombardo
Rachele Isgrò
Salvatore Micieli
Brenda Cervellione

Resumen

Antecedentes: la profesión docente se considera una profesión de alto riesgo para el desarrollo de brotes clínicos como resultado de una carga de trabajo excesiva, baja auto-satisfacción, estudiantes o un salario mediocre. Varios estudios han demostrado que una alta capacidad metacognitiva y un reconocimiento emocional pueden influir positivamente en la calidad de vida (Amirian y Behshad, 2016; Iacolino et al., 2018; Iacolino et al., 2019). Por esta razón, la inteligencia emocional y las construcciones de metacognición se han vuelto muy importantes en los últimos años. De hecho, conocerlos puede ayudar a comprender mejor el riesgo de efectos disfuncionales como el "Burnout" y / o el estrés traumático secundario en esta categoría (Kamenetz, 2015; Hydon et al., 2015). Método: La muestra consta de 338 maestros con una edad promedio de 50,19 (DE = 7,91), a quienes se les administró una prueba de batería de autoinforme, como: Tarjeta de registro socio-ad-hoc; Link Burnout Questionnaire (LBQ; Santinello, Verzelletti y Altoè, 2006); Prueba de autoinforme de inteligencia emocional (SREIT; Craparo, Magnano y Faraci, 2014); Estrés traumático secundario (STSS-I; Setti y Argentero, 2012); Escala de cribado de funciones metacognitivas-30 (MFSS; Alaimo y Schimmenti, 2013). Resultados: Los resultados mostraron que no solo existe una correlación positiva estadísticamente significativa entre las dos escalas de metacognición (CDD y CDP) y la inteligencia emocional (p menor que 0.01), sino que también hay una correlación negativa estadísticamente significativa entre la inteligencia emocional y todas las escalas de LBQ (p menor que 0,01). Por esta razón, los datos de la literatura son ciertos. (Sprang, Craig y Clark, 2011; Finkelhor et al., 2013). Conclusión: En conclusión, el objetivo de este trabajo, que es verificar si la IE y las buenas capacidades metacognitivas podrían considerarse como un factor de protección, para mitigar los posibles efectos disfuncionales como el síndrome de Burnout o el estrés traumático secundario, ha sido confirmado.

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Calogero, I., Ferracane, G., Concetta Lombardo, E. M., Isgrò, R., Micieli, S., & Cervellione, B. (2019). Factores de riesgo y protección en docentes. Revista INFAD De Psicología. International Journal of Developmental and Educational Psychology., 1(2), 187–196. https://doi.org/10.17060/ijodaep.2019.n2.v1.1687
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Biografía del autor/a

Iacolino Calogero, Universidad de Extremadura

Università degli Studi di Enna “Kore”
Faculty of Human and Society Sciences

Giuseppina Ferracane, Università degli Studi di Enna “Kore” Faculty of Human and Society Sciences

Università degli Studi di Enna “Kore”
Faculty of Human and Society Sciences

Ester María Concetta Lombardo, Università degli Studi di Enna “Kore” Faculty of Human and Society Sciences

Università degli Studi di Enna “Kore”
Faculty of Human and Society Sciences

Rachele Isgrò, Università degli Studi di Enna “Kore” Faculty of Human and Society Sciences

Università degli Studi di Enna “Kore”
Faculty of Human and Society Sciences

Salvatore Micieli, Università degli Studi di Enna “Kore” Faculty of Human and Society Sciences

Università degli Studi di Enna “Kore”
Faculty of Human and Society Sciences

Brenda Cervellione, Università degli Studi di Enna “Kore” Faculty of Human and Society Sciences

Università degli Studi di Enna “Kore”
Faculty of Human and Society Sciences

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