Revista Interuniversitaria de Formación del Profesorado (RIFOP)


Número 88 (31.1) Abril 2017
Recibido: 15/11/2016
Aceptado: 04/02/2017
ISSN 0213-8646 | E-ISSN 2530-3791. Zaragoza (España)


La influencia de las emociones del profesorado no universitario en la evaluación del rendimiento del alumnado


The influence of the emotions of non-university teachers on the evaluation of students’ work

JUAN RODRÍGUEZ-CORRALES

ROSARIO CABELLO


MARÍA JOSÉ GUTIÉRREZ-COBO

PABLO FERNÁNDEZ-BERROCAL


Resumen


La influencia de las emociones del profesorado no universitario en el proceso de evaluación del alumnado ha sido poco estudiada. Esta investigación tuvo como objetivo mediante un diseño experimental analizar la influencia de cuatro emociones diferentes (Alegría, Tristeza, Ira y Neutra) en el proceso de evaluación de un texto escrito de un alumno. Los resultados indicaron que la inducción de los diferentes estados emocionales fue eficaz y que afectó de forma diferencial al proceso de evaluación del texto, de forma que la emoción positiva (Alegría) generó una mejor valoración que las emociones negativas (Tristeza e Ira) en los criterios evaluados.


Palabras clave: Evaluación, Emoción, Profesorado

 


 

FRONTIERS in Psychology       

ORIGINAL RESEARCH
published: 19 December 2017
doi: 10.3389/fpsyg.2017.02227

 

Teachers’ Affective Well-being and Teaching Experience:

The Protective Role of Perceived Emotional Intelligence


Pablo Fernández-Berrocal1*, María J. Gutiérrez-Cobo1, Juan Rodriguez-Corrales1 and Rosario Cabello2*


1 Department of Basic Psychology, Faculty of Psychology, University of Málaga, Málaga, Spain, 2 Department of Developmental and Educational Psychology, University of Granada, Granada, Spain

 

Teaching is a highly emotional and demanding profession. Developing emotional wellbeing among teachers will benefit not only the teachers themselves, but also their students. Previous studies have shown the protective role of emotional intelligence (EI) as well as inconsistencies in the years of teaching experience variable on positive and negative work-specific variables. The aim of the present study was to analyze how EI and years of teaching experience are related to affective well-being in teachers. Further, we analyze the moderator role of perceived EI on the link between level of teaching experience and affective well-being. For these purpose, 524 teachers from different Spanish public schools took part in the study. They first completed the Trait Meta-Mood Scale-24 (TMMS-24) for measuring perceived EI, which evaluates three scales: Attention to one’s Feelings (Attention), Emotional Clarity (Clarity), and Mood Repair (Repair). Secondly, they completed the Positive and Negative Affect Schedule (PANAS) for affective well-being, which measures Positive Affect (PA) and Negative Affect (NA). Finally, teachers indicated their years of teaching experience. The results revealed that teaching experience and attention variables are counterproductive in determining lower PA and higher NA, respectively. Clarity and Repair appeared to be a significant determinant of PA and NA, with higher Clarity and Repair determining higher PA and lower NA. Moderator analyses showed how teaching experience significantly decreased PA in teachers who had average or low levels of Repair, but not for those with higher levels of this variable, emphasizing the important role of Repair as a protector of affective well-being in teachers. Limitations and future areas for research are discussed.


Keywords: teachers, affective well-being, positive affect, perceived emotional intelligence, teaching experience


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