Emotional intelligence, age and origin: the mediating role of self-efficacy in the regulation of affectivity in future disability support teachers
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AuthorPirrone, Concetta; Castellano, Sabrina; Ballarino, Valentina; Zuppardo, Linda; Serrano, Francisca; Rodríguez Fuentes, Antonio; Buono, Serafino
Emotional intelligenceDisability support teachersSelf-efficacySchool;Emotions regulationEmpathyNegative and positive emotions
116. Pirrone, C., Sabrina, C., Ballarino, V., Zuppardo, L., Serrano, F., Rodríguez-Fuentes, A. y Sefarino, B. (2022). Emotional intelligence, age and origin: the mediation role of self-efficacy in the regulation of affectivity in future disability support teachers. Life Span and Disability, 25 (1), 151-174. http://www.lifespanjournal.it/client/abstract/ENG389_6.%20Pirrone.pdf
In the educational field, studies on emotional intelligence are fundamental because of the importance that this construct has for disability support teachers, who are called on to deal with affective and relational dynamics for which emotional intelligence, empathy and the ability to regulate their emotions play a crucial role. Based on previous research, the aim of this study was to examine whether certain variables such as age and origin - that is, having spent most of one’s life in large cities or small towns - play a role in increasing emotional intelligence, considering the mediating role of previous teaching experiences and self-efficacy in the regulation of positive, negative and empathetic emotions. Data was collected from 301 future disability support teachers. The tools used were the following: I) the self-report emotional intelligence test; II) the scale of perceived self-efficacy in the management of negative, positive, and empathic emotions. In addition, socio-demographic data, such as age, origin, educational qualifications and previous teaching experience, were also taken into consideration. The results show that age and origin were related to emotional intelligence; however, this relationship was mediated by a perception of self-efficacy in regulating emotions and, also, by past teaching experiences at school. The results discussed are in relation to the need to implement training courses that improve teachers, not only in terms of teaching and teaching skills in general, but also in terms of affective/relational skills.