Ésta es un versión traducida al español del original en inglés Perceived Emotional Intelligence, Self-Esteem and Life Satisfaction in Adolescents.

This study examined direct associations between emotional competence, perceived stress and burnout in 489 Spanish teachers. In addition, a model in which perceived stress mediated pathways linking emotional competence to teacher burnout symptoms was also examined. Results showed that emotional competence and stress were significantly correlated with teacher burnout symptoms in the expected direction. Moreover, mediational analysis indicated that perceived stress partly mediated the relationship between emotional competence and the three dimensions of burnout even when controlling for salient background characteristics. These findings suggest an underlying process by which high emotional competence may increase the capacity to cope with symptoms of burnout, by reducing the experience of stress. Implications of these findings for future research and for working with teachers to prevent burnout are discussed.

Emotional attention has been found as a key predictive dimension of stress. However, very few studies have investigated the relationship between emotional attention and test anxiety. The objective of the present study was to analyze the role of emotional attention, measured using the Trait Meta-Mood Scale (TMMS), on the level of test anxiety, and measured using the Test Anxiety Inventory (TAI). In addition, we examined the potential mediating role of Self-Rumination and Self-Reflection, as measured through the Rumination-Reflection Questionnaire (RRQ), on the relationship between emotional attention and test anxiety. The sample included 385 Spanish adolescents between 14 and 19 years of age. Mediation analysis results are consistent with a model in which Self-Rumination, but no Self-Reflection, mediates the relationship between Emotional Attention and Test Anxiety. Finally, several potential implications of these findings to improve quality of life in adolescents are discussed.

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This study examines differences in a sample of teachers based on level of Emotional Intelligence and gender in several dimensions of personal and job well-being such as job engagement, satisfaction with life and perceived stress. The sample comprised 349 elementary and primary teachers who completed the Spanish version of Emotional Intelligence (WLEIS), engagement (UWES), perceived stress (PSS) and satisfaction with life (SWLS) scales. The results showed that women reported higher scores in others' emotion appraisal, vigor and absorption than men. Besides, teachers who scored higher on EI showed higher levels of engagement and life satisfaction, and lower levels of perceived stress. Finally, several potential implications of these findings to increase quality of personal and work life in teachers are discussed.Keywords: Emotional intelligence, life satisfaction, engagement, elementary and primary teachers. ResumenEste estudio examina las diferencias en el colectivo docente en función de su nivel de Inteligencia Emocional y del género en diversas dimensiones de bienestar personal y laboral tales como engagement, satisfacción vital y percepción de estrés. La muestra está compuesta por 349 docentes de Infantil y Primaria, quienes completaron las versiones traducidas al castellano de Inteligencia Emocional (WLEIS), engagement (UWES), percepción de estrés (PSS) y satisfacción con la vida (SWLS). Los resultados indicaron que las docentes presentaban puntuaciones más elevadas en percepción emocional interpersonal, vigor y absorción que los profesores varones. Además, los docentes que puntuaban más alto en IE mostraron mayores niveles de engagement y satisfacción vital, y menores niveles de estrés percibido. Finalmente, se discuten posibles implicaciones de estos hallazgos relacionados con la mejora de la calidad de vida laboral del profesorado.Palabras clave: Inteligencia emocional, satisfacción vital, engagement, docentes infantil y primaria.