Publicaciones: Recursos Personales y Psicología Organizacional Positiva

A continuación se muestra una lista de todas las publicaciones realizadas en el campo de Recursos Personales y Psicología Organizacional Positiva:

  1. Valor-Segura, I., Navarro-Carrillo, G., Extremera, N., Lozano, L. M., García-Guiu, C., Roldán-Bravo, M., & Ruiz-Moreno, A. (2020). Predicting Job Satisfaction in Military Organizations: Unpacking the Relationship Between Emotional Intelligence, Teamwork Communication, and Job Attitudes in Spanish Military Cadets. Frontiers in Psychology, 11 875. Enlace.
  2. Extremera, N., Mérida-López, S., Quintana-Orts, C., & Rey, L. (2020). On the association between job dissatisfaction and employee’s mental health problems: Does emotional regulation ability buffer the link?. Personality and Individual Differences, 155 Enlace.
  3. García-Guiu, C., & Extremera, N. (2020). Liderazgo e Inteligencia emocional: aplicaciones psicosociológicas en Seguridad y Defensa. Armas y Cuerpos, 143 10-19.
  4. Mérida-López, S., Sánchez-Gómez, M., & Extremera, N. (2020). Leaving Teaching Profession: Examining the Role of Social Support, Engagement and Emotional Intelligence in Teachers’ Intentions to Quit. Psychosocial Intervention, 29 (3), 141-151. Enlace.
  5. Mérida-López, S., & Extremera, N. (2020). Cuando la falta de compromiso ocupacional del profesorado novel no es suficiente para explicar la intención de abandono: ¡la inteligencia emocional importa!. Revista de Psicodidáctica, 25 (1), 52-58. Enlace.
  6. Mérida-López, S., Extremera, N., & Sánchez-Álvarez, N. (2020). The Interactive Effects of Personal Resources on Teachers’ Work Engagement and Withdrawal Intentions: A Structural Equation Modeling Approach. International Journal of Environmental Research and Public Health, 17 (7), 2170. Enlace.
  7. Mérida-López, S., Extremera, N., Quintana-Orts, C., & Rey, L. (2020). Sentir ilusión por el trabajo docente: inteligencia emocional y el papel del afrontamiento resiliente en un estudio con profesorado de secundaria. Revista de Psicología y Educación, 15 (1), 67-76. Enlace.
  8. Orgambídez, A., & Extremera, N. (2020). Understanding the link between work engagement and job satisfaction: Do role stressors underlie this relationship?. Scandinavian Journal of Psychology, 61 (3), 443-449. Enlace.
  9. Extremera, N., Mérida-López, S., & Sánchez-Gómez, M. (2019). La importancia de la inteligencia emocional del profesorado en la misión educativa: impacto en el aula y recomendaciones de buenas prácticas para su entrenamiento. Voces de la educación, 10 74-97.
  10. Extremera, N., Mérida-López, S., Sánchez-Álvarez, N., Quintana-Orts, C., & Rey, L. (2019). Un amigo es un tesoro: inteligencia emocional, apoyo social organizacional y engagement docente [A friend is a treasure: emotional intelligence workplace social support and teacher engagement]. Praxis & Saber, 10 (24), 69-92. Enlace.
  11. Mérida-López, S., Bakker, A. B., & Extremera, N. (2019). How does emotional intelligence help teachers to stay engaged? Cross-validation of a moderated mediation model. Personality and Individual Differences, 151 Enlace.
  12. Mérida-López, S., Extremera, N., Quintana-Orts, C., & Rey, L. (2019). Does Emotional Intelligence Matter in Tough Times? A Moderated Mediation Model for Explaining Health and Suicide Risk amongst Short- and Long-Term Unemployed Adults. Journal of Clinical Medicine, 8 (6), 797. Enlace.
  13. Mérida-López, S., Extremera, N., Quintana-Orts, C., & Rey, L. (2019). In pursuit of job satisfaction and happiness: Testing the interactive contribution of emotion-regulation ability and workplace social support. Scandinavian Journal of Psychology, 60 (1), 59-66. Enlace.
  14. Nieto-Flores, M. P., Berrios, M. P., & Extremera, N. (2019). Autoeficacia de búsqueda como mediadora de la inteligencia emocional y la búsqueda activa de empleo. Revista de Psicología Social, 34 (1), 86-109.
  15. Peláez-Fernández, M. A., Rey, L., & Extremera, N. (2019). Psychological distress among the unemployed: Do core self-evaluations and emotional intelligence help to minimize the psychological costs of unemployment?. Journal of Affective Disorders, 256 627-632. Enlace.
  16. Extremera, N., & Rey, L. (2018). Core self-evaluations are associated with judgments of satisfaction with life via positive but not negative affect. Personality and Individual Differences, 130 112-118. Enlace.
  17. Extremera, N., Mérida-López, S., Sánchez-Álvarez, N., & Quintana-Orts, C. (2018). How Does Emotional Intelligence Make One Feel Better at Work? The Mediational Role of Work Engagement. International Journal of Environmental Research and Public Health, 15 (9), 1909. Enlace.
  18. Mérida-López, S., Extremera, N., & Rey, L. (2018). Understanding the links between self-report emotional intelligence and suicide risk: Does psychological distress mediate this relationship across time and samples?. Frontiers in Psychiatry, 9 184. Enlace.
  19. Mérida-López, S., & Extremera, N. (2017). Emotional intelligence and teacher burnout: A systematic review. International Journal of Educational Research, 85 121-130. Enlace.
  20. Mérida-López, S., & Extremera, N. (2017). Estado de la cuestión sobre inteligencia emocional y burnout en el profesorado por países, ciclos educativos e instrumentos de evaluación. Profesorado. Revista de curriculum y formación del profesorado, 21 (3), 371-389.
  21. Mérida-López, S., Extremera, N., & Rey, L. (2017). Contributions of work-related stress and emotional intelligence to teacher engagement: Additive and interactive effects. Journal of Environmental Research and Public Health, 14 (10), 1156. Enlace.
  22. Mérida-López, S., Extremera, N., & Rey, L. (2017). Emotion-regulation ability, role stress and teachers’ mental health. Occupational Medicine, 67 (7), 540-545. Enlace.
  23. Mérida-López, S., Extremera, N., & Rey, L. (2017). En busca del ajuste psicológico a través de la inteligencia emocional ¿es relevante el género de los docentes?. Behavioral Psychology/Psicología Conductual, 25 (3), 581-597.
  24. Berrios, M. P., Extremera, N., & Nieto-Flores, M. P. (2016). Exploring the socio-emotional factors associated with subjective well-being in the unemployed. PeerJ, 4 Enlace.
  25. Extremera, N., & Rey, L. (2016). Attenuating the negative impact of unemployment: The interactive effects of perceived emotional intelligence and well-being on suicide risk. PLoS One, 11 (9), Enlace.
  26. Rey, L., Extremera, N., & Peláez-Fernández, M. A. (2016). Linking social support to psychological distress in the unemployed: The moderating role of core self-evaluations. Social Indicators Research, 127 (1), 435-445. Enlace.
  27. Rey, L., Extremera, N., & Pena, M. (2016). Emotional competence relating to perceived stress and burnout in Spanish teachers: A mediator model. PeerJ, 4 Enlace.
  28. Nieto-Flores, M. P., Berrios, M. P., & Extremera, N. (2015). Recursos personales asociados a diferentes indicadores de éxito de la búsqueda activa de empleo. Behavioral Psychology/Psicología Conductual, 23 (2), 373-392.
  29. Rey, L., & Extremera, N. (2015). Core self-evaluations, perceived stress and life satisfaction in Spanish young and middle-aged adults: An Examination of Mediation and Moderation Effects. Social Indicators Research, 120 515-524. Enlace.
  30. Extremera, N., & Rey, L. (2014). Health-related quality of life and cognitive emotion regulation strategies in the unemployed: A cross-sectional survey. Health and quality of life outcomes, 12 (1), 172. Enlace.
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