Factores de riesgo y protección en docentes

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 & 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 <0.01), sino que también hay una correlación negativa estadísticamente significativa entre la inteligencia emocional y todas las escalas de LBQ (p <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.


Palabras clave


maestros EI; metacognición trauma; agotamiento

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Referencias


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DOI: https://doi.org/10.17060/ijodaep.2019.n2.v1.1687 Statistics: Resumen : 55 views. PDF (English) : 39 views.  

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Copyright (c) 2019 Iacolino Calogero, Giuseppina Ferracane, Ester María Concetta Lombardo, Rachele Isgrò, Salvatore Micieli, Brenda Cervellione

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