Emotional management and self-efficacy associated with low stress levels in Spanish university teachers

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
M. García-Garnica, Ramón Chacón-Cuberos, Jorge Expósito López, A. Martínez-Martínez
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Abstract

INTRODUCTION. Stress is defined as a state of physical and mental exhaustion, derived from a demanding context. Several national reports indicate that six out of ten teachers present medium to high levels of stress, affecting the quality of their professional activity. This perspective is extremely common in Higher Education. The aim of this research was to better understand the relationships between emotional management, stress and self-efficacy, alongside the effect of other academic and professional variables in Higher Education teachers. METHOD. The present study was descriptive, ex post-facto and cross-sectional and was performed with a sample of 798 Higher Education teachers from 15 Spanish universities, using IBM SPSS v.23.0 software for data analysis. RESULTS. Better emotional regulation was observed in males, those with a stable job and those working in the field of Science. Stress was higher amongst non-academic staff, whilst teaching staff perceived themselves to have greater self-efficacy when they reported family responsibilities and other obligations. Along these lines, teaching experience was determined to favour cognitive re-evaluation and self-efficacy, whilst also decreasing stress levels. This was especially the case amongst permanent teaching staff. Further, emotional regulation favoured a decrease in stress and the development of self-efficacy. DISCUSSION. In conclusion, the need is established to conduct actions for the development of emotional regulation techniques within university teaching staff. This will allow one self to manage stressful situations and inoculate anxiety and stress derived from professional activity. Ultimately, it will result in an improvement in teaching activity, favouring the achievement of the proposed teaching objectives and the academic performance of students.
西班牙大学教师低压力水平的情绪管理和自我效能感
介绍。压力被定义为一种身体和精神疲惫的状态,来自于一个苛刻的环境。几份国家报告表明,十名教师中有六名面临中等至高度的压力,影响了其专业活动的质量。这种观点在高等教育中极为普遍。本研究的目的是为了更好地理解情绪管理、压力和自我效能之间的关系,以及其他学术和专业变量对高等教育教师的影响。方法。本研究是描述性的、事后的和横断面的,并与来自15所西班牙大学的798名高等教育教师的样本进行,使用IBM SPSS v.23.0软件进行数据分析。结果。研究发现,男性、有稳定工作的男性和从事科学领域工作的男性情绪调节能力更好。非学术人员的压力更大,而教师在报告家庭责任和其他义务时认为自己有更大的自我效能感。沿着这些思路,教学经验被确定为有利于认知重新评估和自我效能,同时也降低了压力水平。这在长期教学人员中尤其如此。此外,情绪调节有利于压力的减少和自我效能的发展。讨论。综上所述,建立了在大学教职员工中开展情绪调节技术发展行动的必要性。这将使一个人能够管理紧张的情况,并预防来自专业活动的焦虑和压力。最终,它将导致教学活动的改进,有利于实现所提出的教学目标和学生的学习成绩。
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来源期刊
Bordon-Revista de Pedagogia
Bordon-Revista de Pedagogia EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.00
自引率
0.00%
发文量
23
期刊介绍: Bordon. Journal of Education (ISSN: 0210-5934, e-ISSN: 2340-6577), the publication of the Spanish Pedagogical Society, published continuously since 1949. Originally a monthly publication until 1973, it is now published quarterly. It is a scientific journal in the field of education and gives a humanistic and universal view as an aid for education professionals. The purpose of Bordon is expressed in its presentation article (Issue 1, Year 1, May 1949), highly significant for the cultural moment of the times, and in which it makes this brief statement: “We are attempting to provide a service to education in Spain and even worldwide. As grand as our intention may be, we still believe in simplicity. We are not upset by the risk of failure; if Bordón only becomes of interest in the world of culture and education, we will thank God for helping us hit the mark; if, however, we were to see that we do know how to achieve our goal, we would calmly but perhaps slightly melancholically allow this newborn journal to die. And perhaps in this presence of possible failure may be found the greatest guarantee of continuity, because it will be for us like a permanent call of alert.” Bordón. Revista de Pedagogía is present in all the major indices of scientific quality such as the European Reference Index for the Humanities Proquest, Ebsco… Two external reviewers evaluate all its articles, in accordance with the double-blind peer review system.
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