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Intelligenza emotiva e autoefficacia in un gruppo di insegnanti

Year: 2013

Type: article

Abstract: Bar-On (1997) defines emotional intelligence as a set of non-cognitive skills to be more successful in dealing with environmental demands. Currently, in literature emotional intelligence, as a multidimensional construct, is presented as a correlate (Saklofske et al., 2003; Isaacowitz, 2005) or predictor of well-being (Ciarrochi et al., 2002; Day e Carroll, 2004), of individual and work success and it is correlated with the self-efficacy (Chan, 2004) and being positive (Isaacowitz, 2005). The aim in this study was to further analyze the construct of emotional intelligence and its relation to self-efficacy in a sample of Italian teachers. The Italian version of the Bar-On Emotional Quotient Inventory (Franco, Tappatà, 2009) and Personal Self-efficacy Scale in Schools (Borgogni, Petitta, Steca, 2001) were administered to 850 participants. Descriptive and inferential analyses were performed. Finally, were calculated regression test to identify the impact of the dimension of emotional intelligence on teacher self-efficacy. Teacher self-efficacy was best explained by Optimism, Assertiveness, Self-actualization and Empathy.

Source: LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas)

Authors: Elisa Marino, Luca Rollè, Eva Gerino, Piera Brustia

Institution: University of Turin

Language: Italian

Topic: Emotional Intelligence and Performance

Subfield: Social Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: green

OpenAlex ID: W2123402319

FWCI:

Cites: 59

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Related to: 10