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Janapati G, Vijayalakshmi V. Creating a resilient pedagogy: Character strengths intervention for aspiring educators. Acta Psychol (Amst) 2024; 249:104465. [PMID: 39173343 DOI: 10.1016/j.actpsy.2024.104465] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2024] [Revised: 08/03/2024] [Accepted: 08/15/2024] [Indexed: 08/24/2024] Open
Abstract
Teachers play a crucial role in guiding learners through life's challenges. They face educational and socio-economic shifts while striving to teach for a better future. Our study focuses on equipping future teachers, called pre-service teachers, with resilience-building resources during their teacher training program. A potential antecedent to resilience, which facilitates cognitive strategies and attentional processes, is cognitive flexibility. We first tested whether cognitive flexibility predicts resilience. Next, relying on the tenets of positive psychology, which studies resilience, we developed and tested the effectiveness of character strengths intervention in enhancing pre-service teachers' resilience and cognitive flexibility. An individual's belief in their ability to change personal resources could influence how an intervention manifests. Hence, we studied how mindset impacts the intervention's effect on cognitive flexibility and, thus, resilience. We adopted a multi-method approach, guided by Polk's theory of resilience, to test out objectives. Using a cross-sectional design, study one (n = 273) found that cognitive flexibility significantly predicted resilience. Study two (N = 193; nexp = 133, ncont = 60) was a multi-site field experiment. We found that intervention significantly enhanced resilience (experimental group M = 29.62, control group M = 28.33) and cognitive flexibility (experimental group M = 54.42, control group M = 52.01). Further, a growth mindset, was found to moderate the indirect effect of character strengths intervention on resilience via cognitive flexibility. The study contributes to theoretical and practical advancements in resilience. Taken together, the findings highlight the cognitive-affective-behavioural makeup of resilience and, importantly, the role of cognitive flexibility. The intervention can be seamlessly integrated into teacher training curricula for a resilient future.
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Affiliation(s)
- Gayathri Janapati
- Department of Management Studies, Indian Institute of Technology Madras, Chennai, Tamil Nadu 600036, India.
| | - V Vijayalakshmi
- Department of Management Studies, Indian Institute of Technology Madras, Chennai, Tamil Nadu 600036, India.
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Ubago-Jimenez JL, Zurita-Ortega F, Ortega-Martin JL, Melguizo-Ibañez E. Impact of emotional intelligence and academic self-concept on the academic performance of educational sciences undergraduates. Heliyon 2024; 10:e29476. [PMID: 38644847 PMCID: PMC11031757 DOI: 10.1016/j.heliyon.2024.e29476] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2023] [Revised: 04/02/2024] [Accepted: 04/08/2024] [Indexed: 04/23/2024] Open
Abstract
Over the last few years, the inclusion of psychosocial factors in the teaching and learning processes has become increasingly important due to their proven influence on students' academic performance, especially at the university stage. In this regard, the aim of this study is to analyse the impact of emotional intelligence and academic self-concept on the students' academic achievement. The results obtained revealed some differences according to gender in all the variables considered. Specifically, women presented higher levels of emotional attention, academic self-concept and performance, while men stood out in emotional clarity and emotional repair. The findings obtained show the importance of including psychosocial factors in university training plans.
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Affiliation(s)
- Jose Luis Ubago-Jimenez
- Department of Musical, Artistic and Corporal Expression, Faculty of Education, University of Granada. Campus de Cartuja, s/n, 18071, Granada, Spain
| | - Felix Zurita-Ortega
- Department of Musical, Artistic and Corporal Expression, Faculty of Education, University of Granada. Campus de Cartuja, s/n, 18071, Granada, Spain
| | - Jose Luis Ortega-Martin
- Department of Languages and Literature Teaching, Faculty of Education Sciences, University of Granada, Campus de Cartuja, s/n, 18071, Granada, Spain
| | - Eduardo Melguizo-Ibañez
- Department of Musical, Artistic and Corporal Expression, Faculty of Education, University of Granada. Campus de Cartuja, s/n, 18071, Granada, Spain
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Poveda-Brotons R, Izquierdo A, Perez-Soto N, Pozo-Rico T, Castejón JL, Gilar-Corbi R. Building paths to success: a multilevel analysis of the effects of an emotional intelligence development program on the academic achievement of future teachers. Front Psychol 2024; 15:1377176. [PMID: 38524292 PMCID: PMC10957637 DOI: 10.3389/fpsyg.2024.1377176] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2024] [Accepted: 02/26/2024] [Indexed: 03/26/2024] Open
Abstract
Introduction The situation generated by the recent pandemic has had several effects on education, one of them being the necessary but hasty efforts of teachers and students to adapt to the demands of a virtual classroom environment. Thus, it is essential to promote the development of digital competencies in future teachers, enabling them to create effective learning situations in the digital medium. Moreover, the European university curriculum includes a set of specific competencies (specific to each degree) and a series of generic competencies, many of which are related to emotional intelligence. Our work emerges from these specific premises and the more general need to develop emotional skills and learning abilities in virtual environments for future educators. Methods The sample comprised 240 students in higher education, pursuing a bachelor's degree in education at the University of Alicante, Spain (68.3% were female and average age of the participants was 19.43 years SD = 4.127). Using a quasi-experimental design with pretests, posttests, and a control group, we present the effects of an online program aimed at improving the emotional skills and academic achievement of future teachers in higher education. In this study, a 30-h emotional intelligence training program was implemented. Since the student sample was grouped into different classes, we analyzed, using a generalized linear mixed-effects model, whether students who took the program showed a significant improvement in their academic achievement at the end of their studies, compared to those who did not take it. Results The findings show a significant improvement in the academic achievement at the end of the bachelor's degree studies of the students in the experimental group. Discussion These results open up a field of possibilities for the implementation of this type of training using virtual environments, enabling interventions to enhance the emotional development of the teaching staff (and, subsequently, in their students), develop their teaching careers adequately, and employ the ideal strategies to address educational programs. Looking ahead, the integration of emotional development programs that incorporate emerging technology into university curricula could enhance the preparation of educators profoundly and create adaptable learning environments for contemporary students.
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Affiliation(s)
| | | | | | | | | | - Raquel Gilar-Corbi
- Department of Developmental Psychology and Didactics, University of Alicante, Alicante, Spain
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Melguizo-Ibáñez E, González-Valero G, Alonso-Vargas JM, Caracuel-Cáliz R, Ortega-Caballero M, Puertas-Molero P. Stress, Resilience, Burnout and Study Hours in Physical Education Pre-Service Teachers-An Explanatory Model about Gender. Behav Sci (Basel) 2023; 13:946. [PMID: 37998692 PMCID: PMC10669512 DOI: 10.3390/bs13110946] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2023] [Revised: 11/10/2023] [Accepted: 11/15/2023] [Indexed: 11/25/2023] Open
Abstract
The process of becoming a public teacher in Spain requires a long period of preparation. This long period of preparation has an impact on the psychosocial environment of the candidates. Differences have been observed in the psychosocial area according to gender in pre-service teachers. This research aims to study the relationship between the study hours per day, stress, burnout syndrome and resilience according to gender and to study the differences in the effects according to gender using multigroup equation modeling. A multigroup structural equation analysis has been proposed according to the gender of the participants. Parametric tests were used for the descriptive analysis of the results. The sample consists of 4117 participants, 1363 males and 2754 females. The instruments used to collect the data were a self-made questionnaire, Perceived Stress Questionnaire, Connor-Davidson Resilience Scale and Maslach Burnout Inventory. All the instruments have been validated and adapted to the sample. The data reveal that there are variations in the effects of the variables according to the gender of the participants. In conclusion, it is affirmed that gender is a very important factor in coping with the competitive examination process for state-public-teaching institutions, as well as in avoiding the appearance of disruptive states generated by this preparation process.
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Affiliation(s)
- Eduardo Melguizo-Ibáñez
- Department of Didactics of Musical, Artistic and Corporal Expression, University of Granada, 18071 Granada, Spain; (E.M.-I.); (G.G.-V.); (P.P.-M.)
| | - Gabriel González-Valero
- Department of Didactics of Musical, Artistic and Corporal Expression, University of Granada, 18071 Granada, Spain; (E.M.-I.); (G.G.-V.); (P.P.-M.)
| | - José Manuel Alonso-Vargas
- Department of Didactics of Musical, Artistic and Corporal Expression, University of Granada, 18071 Granada, Spain; (E.M.-I.); (G.G.-V.); (P.P.-M.)
| | - Rafael Caracuel-Cáliz
- International University of La Rioja (UNIR), 26006 Logroño, La Rioja, Spain
- Faculty of Education Science, Universidad Internacional de Valencia (VIU), 46002 Valencia, Spain
| | - Manuel Ortega-Caballero
- Department of Pedagogy, Faculty of Education and Sport Sciences, Melilla Campus, University of Granada, 52005 Granada, Spain;
| | - Pilar Puertas-Molero
- Department of Didactics of Musical, Artistic and Corporal Expression, University of Granada, 18071 Granada, Spain; (E.M.-I.); (G.G.-V.); (P.P.-M.)
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Pozo-Rico T, Poveda R, Gutiérrez-Fresneda R, Castejón JL, Gilar-Corbi R. Revamping Teacher Training for Challenging Times: Teachers' Well-Being, Resilience, Emotional Intelligence, and Innovative Methodologies as Key Teaching Competencies. Psychol Res Behav Manag 2023; 16:1-18. [PMID: 36636290 PMCID: PMC9830420 DOI: 10.2147/prbm.s382572] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/02/2022] [Accepted: 11/11/2022] [Indexed: 01/05/2023] Open
Abstract
Purpose This study aimed to design, implement, and evaluate a teacher training program to improve the quality and innovation of teaching practice. The program was designed to protect teachers' mental health and well-being, and increase their resilience and emotional competence while introducing innovative educational methodologies. Participants and Methods An experimental design using a control group and pre-/post-test empirical data was adopted to determine the effects of the 14-week teacher training program. The sample comprised 141 teachers with mean teaching experience of 13.1 years (SD = 6.84, 54.6% women). Results The program had a positive impact on teacher well-being, resilience, emotional competence, and self-efficacy, linked to the innovative and effective teacher methodologies included in the training. Conclusion More research is needed to expand on the findings and optimize teacher training implementation. The training provided in this study is evidence of the commitment to overcoming current educational framework challenges. The training contributes to teacher empowerment and provides knowledge, strategies, and resources for greater innovation and quality in the classroom - key to creating educational synergies for the emergence of stronger teachers in the face of adversity. We discuss future research directions for a better understanding of teacher training in the 21st century.
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Affiliation(s)
- Teresa Pozo-Rico
- Department of Developmental Psychology and Didactics, University of Alicante, Alicante, 03080, Spain,Correspondence: Teresa Pozo-Rico, University of Alicante, Department of Developmental Psychology and Didactics, Carretera de San Vicente del Raspeig, s/n, Alicante, 03080, Spain, Tel +34 690 954 264, Fax +34 96 590 3464, Email
| | - Rosa Poveda
- Department of Developmental Psychology and Didactics, University of Alicante, Alicante, 03080, Spain
| | - Raúl Gutiérrez-Fresneda
- Department of Developmental Psychology and Didactics, University of Alicante, Alicante, 03080, Spain
| | - Juan-Luis Castejón
- Department of Developmental Psychology and Didactics, University of Alicante, Alicante, 03080, Spain
| | - Raquel Gilar-Corbi
- Department of Developmental Psychology and Didactics, University of Alicante, Alicante, 03080, Spain
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The Role of Emotional Intelligence and Metacognition in Teachers' Stress during Pandemic Remote Working: A Moderated Mediation Model. Eur J Investig Health Psychol Educ 2023; 13:81-95. [PMID: 36661756 PMCID: PMC9857521 DOI: 10.3390/ejihpe13010006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2022] [Revised: 12/09/2022] [Accepted: 12/18/2022] [Indexed: 01/06/2023] Open
Abstract
During the COVID-19 pandemic, in adapting to social and work changes and new technological methods for remote teaching, teachers were subjected to increased work pressure, which affected their well-being and led to increased negative stress and burnout. This study was designed to test whether dysfunctional outcomes resulting from adapting to new ways of teaching via technological tools can be mitigated by the protective factors of emotional intelligence and metacognition. The study involved 604 teachers in Sicily filling out a questionnaire consisting of four different scales: (1) the Schutte Self-Report Emotional Intelligence Test (SREIT); (2) the Metacognitive Functions Screening Scale (MFSS-30); (3) the Link Burnout Questionnaire (LBQ); and (4) the Secondary Traumatic Stress Scale STSS-I. The results show that emotional intelligence mediates the relationship between certain remote work risk factors, as well as stress and burnout. In addition, metacognition was found to be a significant moderating factor in the relationship between risk factors and emotional intelligence. With regard to the United Nations' Agenda 2030 Goals, our results emphasize the importance of teachers' emotional and metacognitive skills in promoting quality of life and psychological well-being.
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Checa-Domene L, Luque de la Rosa A, Gavín-Chocano Ó, Torrado JJ. Students at Risk: Self-Esteem, Optimism and Emotional Intelligence in Post-Pandemic Times? INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:12499. [PMID: 36231796 PMCID: PMC9566516 DOI: 10.3390/ijerph191912499] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/20/2022] [Revised: 09/23/2022] [Accepted: 09/28/2022] [Indexed: 06/16/2023]
Abstract
Understanding the emotional profile of students during their training, as well as associated psychosocial factors such as optimism versus pessimism and self-esteem, is critical to improving student performance, especially in the post-pandemic period. In this study, 798 university students participated, belonging to the Degrees of Early Childhood and Primary Education, with a mean age of 24.52 years (±5.48). The following instruments were used: Wong Law Emotional Intelligence Scale (WLEIS-S), Life Orientation Test Revised (LOT-R) and the Rosenberg Self-Esteem Scale (RSES). The objective was to determine the predictive value of self-esteem on emotional intelligence and optimism vs. pessimism. A positive relationship between several dimensions of the instruments used (p < 0.01) were found. Moreover, the regression model predicted an association between emotional intelligence (use of emotions), pessimism and self-esteem. The practical consequences suggest the importance of the acquisition of emotional competences by university students is essential to obtain higher performances.
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Affiliation(s)
- Lara Checa-Domene
- Department of Didactics and School Organization, Faculty of Education, University of Granada, Campus de Cartuja, s/n, 18071 Granada, Spain
| | | | - Óscar Gavín-Chocano
- Department of Pedagogy, University of Jaén, Campus las Lagunillas, s/n, 23071 Jaén, Spain
| | - Jorge Juan Torrado
- Department of Didactics and School Organization, Faculty of Education, University of Granada, Campus de Cartuja, s/n, 18071 Granada, Spain
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Impact of Confinement on Coping Strategies and Psychosocial Factors among University Students. Eur J Investig Health Psychol Educ 2022; 12:933-944. [PMID: 36005216 PMCID: PMC9407053 DOI: 10.3390/ejihpe12080067] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2022] [Revised: 07/15/2022] [Accepted: 07/25/2022] [Indexed: 11/23/2022] Open
Abstract
The pandemic has had psychological effects on the university population. Factors such as emotional intelligence, coping strategies and levels of anxiety, depression and stress have been affected by the situation generated by COVID-19. This study aims to analyze how EI, coping strategies and levels of anxiety, depression and stress have been affected by the situation generated by the pandemic in a population of 567 students from the University of Jaén (Spain). For this purpose, we administered three instruments: the Wong and Law emotional intelligence scale (WLEIS), the Spanish version of the coping strategies inventory (CSI) and the depression anxiety stress scales (DASS-21). At the same time, we asked students to describe their personal circumstances during confinement and their tendency to follow the measures and recommendations promoted by the Ministry of Health. The results obtained showed a positive relationship between EI and coping strategies and a negative relationship with levels of depression, anxiety and stress. A positive relationship was also found between coping and levels of anxiety, depression and stress. It was also found that the circumstances in which students experienced the period of confinement also modulated their levels of EI, coping strategies and their levels of depression, anxiety and stress.
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Examining Perceived Stress and Coping Strategies of University Students during COVID-19: A Cross-Sectional Study in Jordan. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19159154. [PMID: 35954508 PMCID: PMC9368044 DOI: 10.3390/ijerph19159154] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/01/2022] [Revised: 07/23/2022] [Accepted: 07/25/2022] [Indexed: 02/04/2023]
Abstract
COVID-19 has changed our lives in all arenas, including higher education and psychological well-being. Three objectives were set forth in this study. We started by examining issues related to online education during the pandemic in Jordan, particularly for students pursuing business studies. Second, we assessed academic, behavioural, and financial stressors that business students experience at Jordanian higher education institutions. Lastly, we examined the possible coping methods students employed to cope and adapt during the pandemic. A descriptive cross-sectional study was conducted based on the perceived stress scale distributed to 473 Jordanian undergraduate students (18–27 years of age), across both public and private universities. Results showed an association between academic, behavioural, and financial stressors and students’ perceived stress. While students perceived various levels and types of stress during COVID-19, including academic, behavioural, and financial, they also experienced new online skills. However, despite coping with stress, some students (especially females) displayed more stress because of the deficient course content, which added to their perceived stress and left them feeling unmotivated. This study contributes to bettering the university students’ mental health.
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Widodo W, Gustari I, Chandrawaty C. Adversity Quotient Promotes Teachers’ Professional Competence More Strongly Than Emotional Intelligence: Evidence from Indonesia. J Intell 2022; 10:jintelligence10030044. [PMID: 35893275 PMCID: PMC9326609 DOI: 10.3390/jintelligence10030044] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2022] [Revised: 07/13/2022] [Accepted: 07/19/2022] [Indexed: 11/17/2022] Open
Abstract
Teachers’ professional competence has become a popular issue since the COVID-19 pandemic. Therefore, this study investigates teachers’ professional competence, in terms of emotional intelligence (EI), adversity quotient (AQ), and organizational citizenship behavior (OCB), when teachers need to deal with abnormal situations, such as the COVID-19 pandemic. Moreover, this study also seeks to explore the relationship of EI and AQ with teachers’ professional competence mediated by OCB. The research data were collected through a questionnaire using a Likert scale from 589 participants: elementary school teachers in Indonesia were chosen through accidental sampling. The data analysis used structural equation modeling (SEM), complemented by common method bias, correlational, and descriptive analysis. The result shows that EI, AQ, and OCB have a significant relationship with teachers’ professional competence. However, AQ more strongly promotes teachers’ OCB and professional competence than EI does. In addition, OCB mediates the relationship between EI and AQ with teachers’ professional competence. Accordingly, a new model regarding the relationship of EI and AQ with teachers’ professional competence mediated by OCB was confirmed. Therefore, it is suggested that teachers’ professional competence can increase through EI, AQ, and OCB. Hence, the new empirical model deserves to be discussed, adapted, and even adopted by practitioners and researchers to develop the professional competence of teachers in the future.
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Affiliation(s)
- Widodo Widodo
- Social Science Education Department, Postgraduate Faculty, Universitas Indraprasta PGRI, Jakarta 12530, Indonesia
- Correspondence:
| | - Irvandi Gustari
- Postgraduate School, Doctoral Program in Economics, Universitas Pancasiula, Jakarta 12640, Indonesia;
| | - Chandrawaty Chandrawaty
- Faculty of Teacher Training and Education, Universitas Muhammadiyah Prof. Dr. HAMKA, Jakarta 12130, Indonesia;
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García-Martínez I, Augusto-Landa JM, Quijano-López R, León SP. Self-Concept as a Mediator of the Relation Between University Students' Resilience and Academic Achievement. Front Psychol 2022; 12:747168. [PMID: 35058836 PMCID: PMC8764197 DOI: 10.3389/fpsyg.2021.747168] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/25/2021] [Accepted: 11/29/2021] [Indexed: 11/30/2022] Open
Abstract
Academic achievement is a factor of interest in both psychology and education. Determining which factors have a negative or positive influence on academic performance has produced different investigations. The present study focuses on analyzing the relationship between resilience, emotional intelligence, self-concept and the academic achievement of university students. For this purpose, different self-report tools were administered to a sample of 1,020 university students from Southern Spain. The Structural Equation-based mediational analysis suggests that there is no direct relationship between resilience and academic achievement, nor between emotional intelligence and academic achievement. Likewise, self-concept is positioned as a mediating factor in the relationship between resilience and academic achievement. The findings indicate that university students who exhibit high levels of resilience tend to cope better with difficult moments and understand and value the effort required and invested in study time. This study supports positive beliefs and behaviors for better academic achievement.
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Affiliation(s)
- Inmaculada García-Martínez
- Department of Didactics and School Organization, Faculty of Education, University of Granada, Granada, Spain
| | - José María Augusto-Landa
- Department of Psychology, Faculty of Humanities and Educational Sciences, University of Jaén, Jaén, Spain
| | - Rocío Quijano-López
- Department of Science Education, Faculty of Humanities and Educational Sciences, University of Jaén, Jaén, Spain
| | - Samuel P. León
- Department of Pedagogy, Faculty of Humanities and Educational Sciences, University of Jaén, Jaén, Spain
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Huang SYB, Li MW, Lee YS. Transforming the Emotional Intelligence of the Feeders in Agribusinesses into the Development of Task Performance and Counterproductive Work Behaviors during the COVID-19 Pandemic. Animals (Basel) 2021; 11:ani11113124. [PMID: 34827855 PMCID: PMC8614498 DOI: 10.3390/ani11113124] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/22/2021] [Revised: 10/24/2021] [Accepted: 10/27/2021] [Indexed: 11/16/2022] Open
Abstract
Simple Summary This research proposes a psychological model to describe how leadership can deal with the work burnout of feeders in livestock production agribusinesses to solve the important problems of mental health and well-being, thereby increasing the sustainable work of feeders. The empirical evidence comes from 240 livestock feeders from 80 Taiwanese livestock production agribusinesses. The research results can push the literature of emotional intelligence and implementation methods to livestock production agribusinesses. Abstract The present research poses a novel multilevel model to describe how transformational leadership can significantly affect task performance and counterproductive work behavior through intermediary effects of emotional intelligence, work engagement, and work burnout. The empirical data is from 240 livestock feeders from 80 Taiwanese livestock production agribusinesses. The empirical results demonstrate that leadership could indeed transform the emotional intelligence of livestock feeders into positive task performance and negative counterproductive work behavior. The research results can provide an implementation method for livestock production agribusinesses to achieve the sustainable work of feeders in agribusinesses through handling task performance and counterproductive work behavior of feeders.
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Affiliation(s)
- Stanley Y. B. Huang
- Master Program of Financial Technology, School of Financial Technology, Ming Chuan University, Taipei 111, Taiwan;
| | - Ming-Way Li
- Department of Marketing and Logistics Management, College of Business Management, Chihlee University of Technology, New Taipei 220, Taiwan
- Correspondence:
| | - Yue-Shi Lee
- Department of Computer Science and Information Engineering, Ming Chuan University, Taoyuan 333, Taiwan;
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