Este estudio descriptivo de corte cuantitativo contó con la participación voluntaria de 110 profesores/as (83 mujeres y 27 hombres) de Educación Básica y Media de distintas especialidades, contextos laborales y años de servicio. El instrumento utilizado para recopilar información fue el cuestionario Trait Meta-Mood Scale TMMS-24, que evalúa tres dimensiones de la IE: Atención, Claridad y Reparación Emocional. Entre los principales resultados se destaca el bajo nivel de IE auto percibida que presentan los/as profesores/as en las tres dimensiones. También se observan diferencias significativas en el profesorado en lo que respecta a los años de ejercicio docente, encontrándose un mejor desempeño emocional en profesores/as con más años de experiencia laboral, respecto a los/as profesores/as noveles.

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This study was designed to investigate the state of self-concept among Chilean and Portuguese university students with disabilities with the aim of introducing proposals to help their inclusion and academic performance. First, the two samples compared separately students with and without disabilities with their peers and subsequently both were compared with students with disabilities from both countries. The role of gender and participation in support programmes for students with disabilities was also examined. The instrument used was the AF5-Scale, which assesses five dimensions of self-concept (academic, social, emotional, family and physical) and a socio-demographic form. The results (applying a non-parametric analysis) showed that students with disabilities in both countries presented lower scores for physical self-concept than peers without disabilities, the Chilean students being those who obtained the lower scores when comparing only students with disabilities. Women showed higher academic selfconcept, but worse emotional self-concept than men. Finally, it was found that students participating in support programmes have a higher physical self-concept than those who do not. It is concluded that a way to improve the deficit in self-concept in both samples could be associated with participation in these support programmes.

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