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:
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Peláez-Fernández, M. A., Rey, L., & Extremera, N.
(2021).
A Sequential Path Model Testing: Emotional Intelligence, Resilient Coping and Self-Esteem as Predictors of Depressive Symptoms during Unemployment.
International Journal of Environmental Research and Public Health,
18
(2),
697.
Enlace.
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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
109710.
Enlace.
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Extremera, N., Mérida-López, S., Rey, L., & Peláez-Fernández, M. A.
(2020).
Programa “CRECIENDO” (Creando Competencias de Inteligencia Emocional en Nuevos Docentes): Evidencias preliminares y su utilidad percibida en la formación inicial del profesorado de Secundaria.
Know and Share Psychology,
1
(4),
201-210.
Enlace.
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García-Guiu, C., & Extremera, N.
(2020).
Liderazgo e Inteligencia emocional: aplicaciones psicosociológicas en Seguridad y Defensa.
Armas y Cuerpos,
143
10-19.
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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.
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Mérida-López, S., & Extremera, N.
(2020).
The Interplay of Emotional Intelligence Abilities and Work Engagement on Job and Life Satisfaction: Which Emotional Abilities Matter Most for Secondary-School Teachers?.
Frontiers in Psychology,
11
563634.
Enlace.
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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.
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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.
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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.
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Orgambídez, A., & Extremera, N.
(2020).
Understanding the link between work engagement and job satisfaction: Do role stressors underlie this relationship?.
Journal of Psychology,
61
(3),
443-449.
Enlace.
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Peláez-Fernández, M. A., Rey, L., & Extremera, N.
(2020).
Pathways from emotional intelligence to well-being and health outcomes among unemployed: Mediation by health-promoting behaviours.
Journal of Health Psychology,
Enlace.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Urquijo, I., Extremera, N., & Solabarrieta, J.
(2019).
Connecting Emotion Regulation to Career Outcomes: Do Proactivity and Job Search Self-Efficacy Mediate This Link?.
Psychology Research and Behavior Management,
12
1109-1120.
Enlace.
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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.
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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.
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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.
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Mérida-López, S., & Extremera, N.
(2017).
Emotional intelligence and teacher burnout: A systematic review.
International Journal of Educational Research,
85
121-130.
Enlace.
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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.
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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.
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Mérida-López, S., Extremera, N., & Rey, L.
(2017).
Emotion-regulation ability, role stress and teachers’ mental health.
Occupational Medicine,
67
(7),
540-545.
Enlace.
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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.
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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.
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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.
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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.
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Rey, L., Extremera, N., & Pena, M.
(2016).
Emotional competence relating to perceived stress and burnout in Spanish teachers: A mediator model.
PeerJ,
4
Enlace.
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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.
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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.
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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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