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. 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.
  2. 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.
  3. 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.
  4. 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.
  5. Orgambídez, A., & Extremera, N. (2020). Understanding the link between work engagement and job satisfaction: Do role stressors underlie this relationship?. Scandinavian Journal of Psychology, Enlace.
  6. 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.
  7. 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.
  8. 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.
  9. 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.
  10. 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.
  11. 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.
  12. 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.
  13. 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.
  14. 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.
  15. Extremera, N., Quintana-Orts, C., Mérida-López, S., & Rey, L. (2018). Cyberbullying victimization, self-esteem and suicidal ideation in adolescence: Does emotional intelligence play a buffering role?. Frontiers in Psychology, 9 367. Enlace.
  16. 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.
  17. Mérida-López, S., & Extremera, N. (2017). Emotional intelligence and teacher burnout: A systematic review. International Journal of Educational Research, 85 121-130. Enlace.
  18. 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.
  19. 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.
  20. Mérida-López, S., Extremera, N., & Rey, L. (2017). Emotion-regulation ability, role stress and teachers’ mental health. Occupational Medicine, 67 (7), 540-545. Enlace.
  21. 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.
  22. 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.
  23. 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.
  24. 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.
  25. Rey, L., Extremera, N., & Pena, M. (2016). Emotional competence relating to perceived stress and burnout in Spanish teachers: A mediator model. PeerJ, 4 Enlace.
  26. 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.
  27. 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.
  28. 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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