@misc{10481/55415,
year = {2018},
month = {12},
url = {http://hdl.handle.net/10481/55415},
abstract = {The present study set out to define and contrast an explanatory model of perception of
stress, the dimensions of burnout syndrome, emotional intelligence, and non-verbal communication
in a sample of university teachers. A total of 1316 teachers from Spain, aged between 24 and 70 years
(M = 45.64, SD = 10.33) and evenly distributed between both sexes, participated. The measurement
instruments employed were the Perceived Stress Scale (PSS), the Maslach Burnout Inventory (MBI),
the Trait Meta-Mood Scale (TMMS-24), and the Nonverbal Immediacy Scale (NIS) A structural
equation model was produced that demonstrated adequate fit to the empirical data (130,259; df = 9;
p < 0.001; CFI = 0.907; NIF = 0.914; IFI = 0.923; RMSEA = 0.077). Results revealed that stress relates
positively with emotional exhaustion and negatively with personal fulfilment. Emotional exhaustion
was associated directly with emotional attention and inversely with emotional clarity and emotional
repair, with these being linked to personal fulfilment. Both emotional clarity and repair related
positively with non-verbal communication. Conclusions from the present study are that emotional
intelligence and body language are two relevant factors in the prevention of burnout syndrome, and
as a result can help to ensure the mental wellbeing of university teachers.},
publisher = {MDPI},
keywords = {University teachers},
keywords = {Emotional intelligence},
keywords = {Burnout},
keywords = {Stress},
keywords = {Nonverbal communication},
keywords = {Mental health},
title = {An Explanatory Model of Emotional Intelligence and Its Association with Stress, Burnout Syndrome, and Non-Verbal Communication in the University Teachers},
author = {Puertas Molero, Pilar and Zurita Ortega, Félix and Chacón Cuberos, Ramón and Martínez Martínez, Asunción and Castro Sánchez, Manuel and González Valero, Gabriel},
}