PUBLICACIONES

Producción científica (selección de artículos publicados en revistas nacionales e internacionales en los 5 últimos años):

Validaciones de instrumentos

2022

Quintana-Orts, C., Rey, L., Sánchez-Álvarez, N., Neto, F., & Mullet, E. (2022). Measuring dispositional forgiveness among Spanish adolescents and emerging adults: Psychometric properties of the Spanish Forgivingness Questionnaire (FQ). Current Psychology. https://doi.org/10.1007/s12144-022-02715-w

Melguizo-Garín, A., Ruiz-Rodríguez, I., Peláez-Fernández, M. A., Salas-Rodríguez, J., & Serrano-Ibáñez, E. R. (2022). Relationship Between Group Work Competencies and Satisfaction With Project-Based Learning Among University Students. Frontiers in Psychology, 13: 811864. https://doi.org/10.3389/fpsyg.2022.811864

2021

Quintana-Orts, C., Rey, L., & Worthington Jr., E. L. (2021). Una revisión narrativa de los instrumentos usados para evaluar el perdón en contextos de acoso y ciberacoso escolar. Know and Share Psychology, 2(1), 15-24.

Ruiz-Ortega, A. M., Sánchez-Álvarez, N., & Berrios-Martos, M. P. (2021). Chilean validation of the frustration discomfort scale: relation between intolerance to frustration and discomfort and emotional intelligence. Current Psychology. https://doi.org/10.1007/s12144-021-02135-2

2020

Arrivillaga, C., & Extremera, N. (2020). Evaluación de la Inteligencia Emocional en la Infancia y la Adolescencia: Una Revisión Sistemática de Instrumentos en Castellano [Emotional Intelligence Assessment in Childhood and Adolescence: A Systematic Review of Measures in Spanish]. Revista Iberoamericana de Diagnóstico y Evaluación Psicológica, 55(2), 121-139. https://doi.org/10.21865/RIDEP55.2.09

Chamizo-Nieto, M. T., Rey, L., & Sánchez-Álvarez, N. (2020). Validation of the spanish version of the Cognitive Emotion Regulation Questionnaire in adolescents. Psicothema, 32(1), 153-159. https://doi.org/10.7334/psicothema2019.156

González-Cabrera, J., Sánchez-Álvarez, N., Calvete, E., León-Mejía, A., Orue, I., & Machimbarrena, J. M. (2020). Psychometric properties of the triangulated version of the European Bullying Intervention Project Questionnaire: Prevalence across seven roles. Psychology in the Schools, 57(1), 78-90. https://doi.org/10.1002/pits.22320

Sánchez-Álvarez, N., Rey, L., Extremera, N., Chang, E. C., & Chang, O. D. (2020). Frequency of Suicide Ideation Inventory: Psychometric Properties of the Spanish Version. Psicothema, 32(2), 253-260. https://doi.org/10.7334/psicothema2019.344

2019

Extremera, N., Rey, L., & Sánchez-Álvarez, N. (2019). Validation of the Spanish version of Wong Law Emotional Intelligence Scale (WLEIS-S). Psicothema, 31(1), 94-100. http://doi.org/10.7334/psicothema2018.147

 

Artículos relacionados con Psicología aplicada a la educación

2023 

Arrivillaga, C., Elhai, J. D., Rey, L., & Extremera, N. (2023). Depressive symptomatology is associated with problematic smartphone use severity in adolescents: The mediating role of cognitive emotion regulation strategies. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 17(3), Article 2. https://doi.org/10.5817/CP2023-3-2

Arrivillaga, C., Hallauer, C. J., Montag, C., & Elhai, J. D. (2023). Emotion dysregulation factors associated with problematic smartphone use severity: The mediating role of fear of missing out. Addictive Behaviors, 143, 107708. https://doi.org/10.1016/j.addbeh.2023.107708

Arrivillaga, C., Rey, L., & Extremera, N. (2023). Recursos y obstáculos que influyen en el rendimiento académico de los adolescentes. Revista Internacional De Pedagogía E Innovación Educativa, 3(1), 115-138. https://doi.org/10.1016/j.addbeh.2021.107095

Chamizo-Nieto, M. T., & Rey, L. (2023). Cybervictimisation and depressive symptoms among adolescents: A moderated mediation model. Current Psychology, 42, 11475-11485. https://doi.org/10.1007/s12144-021-02416-w

Chamizo-Nieto, M. T., & Rey, L. (2023). Gratitude as a Protective Factor for Cybervictimisation and Anxiety Symptomatology: A Prospective Study. Applied Research in Quality of Life, 18, 1057-1071. https://doi.org/10.1007/s11482-022-10131-2

Chamizo-Nieto, M. T., & Rey, L. (2023). Cybervictimization and suicidal ideation in adolescents: A prospective view through gratitude and life satisfaction. Journal of Health Psychology, 28(7), 620-632. https://doi.org/10.1177/13591053221140259

Chamizo-Nieto, M. T., Wallace, A., & Rey, L. (2023). Anti-cyberbullying interventions at school: Comparing the effectiveness of gratitude and psychoeducational programmes. The Journal of Positive Psychology. https://doi.org/10.1080/17439760.2023.2170821

Mérida-López, S., Roberto, M. S., Carvalho, V. S., Guerrero-Barona, E., Extremera, N., & Chambel, M. J. (2023). Daily exhaustion and engagement in Portuguese health science students: exploring the contributions of negative events and emotional intelligence facets. Studies in Higher Education. https://doi.org/10.1080/03075079.2023.2259950

Quintana-Orts, C., Mérida-López, S., Rey, L., Chamizo-Nieto, M. T., & Extremera, N. (2023). Understanding the Role of Emotion Regulation Strategies in Cybervictimization and Cyberaggression Over Time: It Is Basically Your Fault! Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 17(2), Article 1. https://doi.org/10.5817/CP2023-2-1

Quintana-Orts, C., Rey, L., Mérida-López, S., & Extremera, N. (2023). Suicide risk assessment and depressive symptoms among Spanish adolescent bully-victims: Evidence for the importance of emotional intelligence and sex. Journal of Health Psychology, 28(1), 94-100. https://doi.org/10.1177/13591053221116021

2022

Arrivillaga, C., Rey, L., & Extremera, N. (2022). A mediated path from emotional intelligence to problematic social media use in adolescents: The serial mediation of perceived stress and depressive symptoms. Addictive Behaviors, 124, 107095. https://doi.org/10.1016/j.addbeh.2021.107095

Arrivillaga, C., Rey, L., & Extremera, N. (2022). Psychological distress, rumination and problematic smartphones use among Spanish adolescents: An emotional intelligence-based conditional process analysis. Journal of Affective Disorders, 296, 1-8. https://doi.org/10.1016/j.jad.2021.09.021

Arrivillaga, C., Rey, L., & Extremera, N. (2022). Uso problemático de redes sociales e inteligencia emocional en adolescentes: análisis de las diferencias por género. European Journal of Education and Psychology, 15(1), 1-16. https://doi.org/10.32457/ejep.v15i1.1748

Arrivillaga, C., Rey, L., & Extremera, N. (2022). The chain-mediating role of perceived stress and problematic smartphone use in the link between critical thinking and academic engagement among Spanish adolescents. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 16(4), Article 7. https://doi.org/10.5817/CP2022-4-7

Chamizo-Nieto, M. T., & Rey, L. (2022). Estrategias cognitivas para afrontar situaciones de acoso/ciberacoso: diferencias entre chicos y chicas [Cognitive strategies to cope with bullying/cyberbullying situations: differences between males and females]. Escritos de Psicología / Psychological Writings, 15(1), 29-39. https://doi.org/10.24310/espsiescpsi.v15i1.13673

Quintana-Orts, C., Mérida-López, S., Chamizo-Nieto, M. T., Extremera, N., & Rey, L. (2022). Unraveling the links among cybervictimization, core self-evaluations, and suicidal ideation: A multi-study investigation. Personality and Individual Differences, 186, 111337. https://doi.org/10.1016/j.paid.2021.111337

Quintana-Orts, C, Rey, L. & Neto, F. 2022). Beyond Cyberbullying: Investigating When and How Cybervictimization Predicts Suicidal Ideation. Journal of Interpersonal Violence 37(1-2), 935-957. https://doi.org/10.1177%2F0886260520913640

Yudes, C., Rey, L., & Extremera, N. (2022). The Moderating Effect of Emotional Intelligence on Problematic Internet Use and Cyberbullying Perpetration Among Adolescents: Gender Differences. Psychological Reports, 125(6), 2902-2921. https://doi.org/10.1177%2F00332941211031792

2021

Arrivillaga, C., Rey, L., & Extremera, N. (2021). Perfil emocional de adolescentes en riesgo de un uso problemático de internet. Revista de Psicología Clínica con Niños y Adolescentes, 8(1), 47-53.

Chamizo-Nieto, M. T., Arrivillaga, C., Rey, L., & Extremera, N. (2021). The role of emotional intelligence, the teacher-student relationship and flourishing on academic performance in adolescents: A moderated mediation study. Frontiers in Psychology, 12: 695067. https://doi.org/10.3389/fpsyg.2021.695067

Peláez-Fernández, M. A., Chamizo-Nieto, M. T., Rey, L., & Extremera, N. (2021). How Do Cyber Victimization and Low Core Self-Evaluations Interrelate in Predicting Adolescent Problematic Technology Use? International Journal of Environmental Research and Public Health, 18(6), 3114. https://doi.org/10.3390/ijerph18063114

Quintana-Orts, C., Mérida-López, S., Rey, L., & Extremera, N. (2021). A Closer Look at the Emotional Intelligence Construct: How Do Emotional Intelligence Facets Relate to Life Satisfaction in Students Involved in Bullying and Cyberbullying? European Journal of Investigation in Health, Psychology and Education, 14(3), 711-725.

Quintana-Orts, C., Rey, L., & Neto, F.  (2021). Are Loneliness and Emotional Intelligence Important Factors for Adolescents? Understanding the Influence of Bullying and Cyberbullying Victimisation on Suicidal Ideation. Psychosocial Intervention, 30(2), 67-74. https://doi.org/10.5093/pi2020a18

Quintana-Orts, C., Rey, L., & Worthington Jr., E. L. (2021). The Relation between Forgiveness, Bullying and Cyberbullying in Adolescence: A Systematic Review. Trauma,Violence & Abuse, 22(3), 588-604. https://doi.org/10.1177/1524838019869098

Yudes, C., Rey, L., & Extremera, N. (2021). Adolescentes ciberacosadores y uso problemático de Internet: el papel protector de las autoevaluaciones centrales / Adolescent cyberbullies and problematic internet use: The protective role of core self-evaluations. Revista Española de Pedagogía, 79(279), 231-248. https://doi.org/10.22550/REP79-2-2021-07

2020

Arrivillaga, C., Rey, L., & Extremera, N. (2020). Adolescents’ problematic internet and smartphone use is related to suicide ideation: Does emotional intelligence make a difference? Computer in Human Behavior, 110, 106375. https://doi.org/10.1016/j.chb.2020.106375

Arrivillaga, C., Rey, L., & Extremera, N. (2020). Uso problemático del smartphone y ajuste psicológico en adolescentes: El papel clave de la inteligencia emocional. Know and Share Psychology, 1(4), 147-158. http://dx.doi.org/10.25115/kasp.v1i4.4258

Chamizo-Nieto, M. T., & Rey, L. (2020). Ciberacoso y recursos personales en adolescentes: Las competencias emocionales y la gratitud como factores de protección ante las conductas de ciberagresión. Know and Share Psychology, 1(4), 113-122. http://dx.doi.org/10.25115/kasp.v1i4.4344

Chamizo-Nieto, M. T., Rey, L., & Pellitteri, J. (2020). Gratitude and Emotional Intelligence as Protective Factors against Cyber-Aggression: Analysis of a Mediation Model. International Journal of Environmental Research and Public Health, 17(12), 4475. https://doi.org/10.3390/ijerph17124475

Díaz-Miranda, N., & Extremera, N. (2020). Inteligencia emocional, adicción al smartphone y malestar psicológico como predictores de la nomofobia en adolescentes. Know and Share Psychology, 1(2), 7-13. http://dx.doi.org/10.25115/kasp.v1i2.3195

García, L., Quintana-Orts, C., & Rey, L. (2020). Cibervictimización y satisfacción vital en adolescentes: la inteligencia emocional como variable mediadora [Cybervictimization and Life Satisfaction in Adolescents: Emotional Intelligence as Mediator]. Revista de Psicología Clínica con Niños y Adolescentes, 7(1), 38-45.

Gracia-Granados, B., Quintana-Orts, C., & Rey, L. (2020). Regulación emocional y uso problemático de las redes sociales en adolescentes: el papel de la sintomatología depresiva [Emotion regulations and problematic use of social networks in adolescents: The role of depressive symptomatology]. Health and Additions/Salud y Drogas, 20(1), 77-86. https://doi.org/10.21134/haaj.v20i1.473

Quintana-Orts, C., & Rey, L. (2020). El perdón ante el acoso y ciberacoso escolar. ¿Por qué es tan importante entrenarlo en la adolescencia? Actualidad, 91.

Quintana-Orts, C., Chamizo-Nieto, M. T., Rey, L., & Neto, F. (2020). Bienestar en víctimas de acoso: ¿puede la inteligencia emocional marcar una diferencia en función del género de los adolescentes? Know and Share Psychology, 1(4), 189-200. http://dx.doi.org/10.25115/kasp.v1i4.4257

Quintana-Orts, C., Mérida-López, S., Rey, L., Neto, F., & Extemera, N. (2020). Untangling the Emotional Intelligence-Suicidal Ideation Connection: The Role of Cognitive Emotion Regulation Strategies in Adolescents. Journal of Clinical Medicine, 9(10), 3116. https://doi.org/10.3390/jcm9103116

Quintana-Orts, C., Rey, L., Chamizo-Nieto, M. T., & Worthington Jr., E. L. (2020). A Serial Mediation Model of the Relationship between Cybervictimization and Cyberaggression: The Role of Stress and Unforgiveness Motivations. International Journal of Environmental Research and Public Health, 17(21), 7966. https://doi.org/10.3390/ijerph17217966

Rey, L., Neto, F., & Extremera, N. (2020). Cyberbullying victimisation and somatic complaints: A prospective examination of cognitive emotion regulation strategies as mediators. International Journal of Clinical and Health Psychology, 20(2), 135-139. https://doi.org/10.1016/j.ijchp.2020.03.003

Rey, L., Quintana-Orts, C., Mérida-López, S., & Extremera, N. (2020). The Relationship between Personal Resources and Depression in a Sample of Victims of Cyberbullying: Comparison of Groups with and without Symptoms of Depression. International Journal of Environmental Research and Public Health, 17(24), 9307. https://doi.org/10.3390/ijerph17249307

Sánchez-Álvarez, N., Berrios-Martos, M. P., & Extremera, N. (2020). A Meta-Analysis of the Relationship Between Emotional Intelligence and Academic Performance in Secondary Education: A Multi-Stream Comparison. Frontiers in Psychology, 11: 1517.  https://doi.org/10.3389/fpsyg.2020.01517 

Sánchez-Álvarez, N., Rey, L., Extremera, N., & Chang, O. D. (2020). Más allá del papel de los recursos personales positivos en el bienestar de estudiantes universitarios españoles: ¿Importa la inteligencia emocional? Know and Share Psychology, 1(4), 91-101. http://dx.doi.org/10.25115/kasp.v1i4.4336

Yudes, C., Rey, L., & Extremera, N. (2020). Predictive Factors of Cyberbullying Perpetration amongst Spanish Adolescents. International Journal of Environmental Research and Public Health, 17(11), 3967. https://doi.org/10.3390/ijerph17113967

2019

Extremera, N., Quintana-Orts, C., Sánchez-Álvarez, N., & Rey, L. (2019). The Role of Cognitive Emotion Regulation Strategies on Problematic Smartphone Use: Comparison between Problematic and Non-Problematic Adolescent Users. International Journal of Environmental Research and Public Health, 16(17), 3142. https://doi.org/10.3390/ijerph16173142

Quintana-Orts, C., & Rey, L. (2019). El perdón en el contexto educativo: recomendaciones prácticas para su desarrollo en las escuelas [Forgiveness in the educational context: Practice recommendations for its development at schools]. Voces de la educación, 10, 129-143.

Quintana-Orts, C., Rey, L., Mérida-López, S., & Extremera, N. (2019). What bridges the gap between emotional intelligence and suicide risk in victims of bullying? A moderated mediation study. Journal of Affective Disorders, 245, 798-805. https://doi.org/10.1016/j.jad.2018.11.030

Rey, L., Mérida-López, S., Sánchez-Álvarez, N., & Extremera, N. (2019). When and How Do Emotional Intelligence and Flourishing Protect against Suicide Risk in Adolescent Bullying Victims? International Journal of Environmental Research and Public Health, 16(12), 2114. https://doi.org/10.3390%2Fijerph16122114

Rey, L., Quintana-Orts, C., Mérida-López, S., & Extremera, N. (2019). Being Bullied at School: Gratitude as Potential Protective Factor for Suicide Risk in Adolescents. Frontiers in Psychology, 10: 662. https://doi.org/10.3389%2Ffpsyg.2019.00662

Sánchez-Álvarez, N., Extremera, N., & Fernández-Berrocal, P. (2019). The influence of trait meta-mood on subjective well-being: A random intercept cross-sectional and prospective evidences in adolescents. Educational Psychology, 39(3), 332-352. http://doi.org/10.1080/01443410.2018.1543854

Urquijo, I., Extremera, N., & Azanza, G. (2019). The Contribution of Emotional Intelligence to Career Success: Beyond Personality Traits. International Journal of Environmental Research and Public Health, 16(23), 4809. https://doi.org/10.3390%2Fijerph16234809

Veytia-López, M., Calvete, E., Sánchez-Álvarez, N., & Guadarrama-Guadarrama, R. (2019). Relationship between emotional intelligence perceived and stressful life events in Mexican adolescents. Journal of Mental Health, 42(6), 261-268. https://doi.org/10.17711/SM.0185-3325.2019.034

Yudes, C., Rey, L., & Extremera, N. (2019). Ciberagresión, adicción a internet e inteligencia emocional en adolescentes: un análisis de diferencias de género [Cyberbullying, internet addiction and emotional intelligence in adolescents: A gender difference analysis]. Voces de la educación, 10, 27-44.

 

Artículos relacionados con Psicología Positiva y Salud

2023

Castro-Lopez, V. R., Franco-Paredes, K., Peláez-Fernández, M. A., & Trujillo Chi Vacuán, E. M. (2023). Emotional intelligence subdimensions as moderators in the association between body dissatisfaction and symptoms of eating disorders among female Mexican adolescents. International Journal of Eating Disorders, 56(4), 770-777. https://doi.org/10.1002/eat.23919

Guzman-Parra, J., Sánchez-Álvarez, N., Guzik, J., Bergero-Miguel, T., De Diego-Otero, Y., & Pérez-Costillas, L. (2023). The Impact of Stressful Life Events on Suicidal Ideation in Gender Dysphoria: A Moderator Effect of Perceived Social Support. Archives of Sexual Behavior. https://doi.org/10.1007/s10508-023-02594-7

López-Linares, S., García-León, A., & Sánchez-Álvarez, N. (2023). Intervenciones en Psicología Positiva para la disminución de la depresión y el fomento del bienestar en personas ma-yores de 60 años: Una revisión sistemática de la última dé-cada (2012-2022). Terapia Psicológica, 41(1), 111-136. https://doi.org/10.4067/S0718-48082023000100111

Peláez-Fernández, M. A., Romero-Mesa, J., Franco-Paredes, K., & Extremera, N. (2023). The moderating role of emotional intelligence in the link between self-esteem and symptoms of eating disorders. International Journal of Eating Disorders, 56(4), 778-782. https://doi.org/10.1002/eat.23778

Sánchez-Álvarez, N., Chang, E. C., Rey, L., & Extremera, N. (2023). Examining the incremental validity of self-reported emotional intelligence over positive and negative affectivity and dispositional optimism in predicting psychological adjustment across adulthood. Personality and Individual Differences, 209, 112218. https://doi.org/10.1007/s10508-023-02594-7

2022

Bandera-Pastor, L., Quintana-Orts, C., & Rey, L. (2022). Afrontamiento resiliente y miedo a perderse algo en tiempos de pandemia por Covid-19: un estudio piloto sobre el papel moderador de la regulación emocional. Health and Additions / Salud y Drogas, 22(1), 253-267. https://doi.org/10.21134/haaj.v22i1.679

Chang, O. D., Sánchez-Álvarez, N., Rey, L., Extremera, N., Kwon, M., & Li, M. (2022). Gratitude, Emotional Intelligence, and Life Satisfaction Among Older Adults: Evidence for a Broaden-and-Build Model or an Amplification Model? Journal of Happiness Studies. https://doi.org/10.1007/s10902-022-00515-4

Neto, J., Quintana-Orts, C., & Neto, F. (2022). Acculturation, adaptation, and loneliness among Cape Verdean immigrants. International Journal of Intercultural Relation, 87, 98-107. https://doi.org/10.1016/j.ijintrel.2022.01.013

Peláez-Fernández, M. A., Rey, L., & Extremera, N. (2022) Pathways from emotional intelligence to well-being and health outcomes among unemployed: Mediation by health-promoting behaviours. Journal of Health Psychology, 27(4), 879-889. https://doi.org/10.1177%2F1359105320974431

Peláez-Fernández, M. A., Sepúlveda, A. R., & Compte, E. J. (2022). Editorial: Eating Disorders and Weight Disorders: Assessment, Early Diagnosis, Prognosis, Treatment Outcome and the Role of Potential Psychological and Social Factors. Frontiers in Psychology, 13: 924815. https://doi.org/10.3389/fpsyg.2022.924815

Romero-Mesa, J., Peláez-Fernández, M. A., & Extremera, N. (2022). Inteligencia emocional y síntomas de trastornos alimentarios en adultos españoles: Evidencias sobre el rol mediador de las estrategias de regulación cognitivo emocional. European Journal of Education and Psychology, 15(1), 1-18. https://doi.org/10.32457/ejep.v15i1.1767

2021

Chang, E. C., Sánchez-Álvarez, N., Rey, L., Extremera, N., & Chang, O. D. (2021). Chronic negative mood and emotional strengths: Some evidence for using emotions as a specific buffer to the problem of suicide. Personality and Individual Differences, 168, 110384. https://doi.org/10.1016/j.paid.2020.110384

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. https://doi.org/10.3390/ijerph18020697

Peláez-Fernández, M. A., Romero-Mesa, J., & Extremera, N. (2021). From Deficits in Emotional Intelligence to Eating Disorder Symptoms: A Sequential Path Analysis Approach Through Self-Esteem and Anxiety. Frontiers in Psychology, 12: 713070. https://doi.org/10.3389/fpsyg.2021.713070

Romero-Mesa, J., Peláez-Fernández, M. A., & Extremera, N. (2021). Emotional intelligence and eating disorders: a systematic review. Eating and Weight Disorders - Studies on Anorexia, Bulimia and Obesity, 26, 1287-1301. https://doi.org/10.1007/s40519-020-00968-7

Sánchez-Álvarez, N., & Bellido-Guillén, D. (2021) Salud mental durante el confinamiento impuesto en España: efectos de hacer ejercicio y sacar a pasear al perro sobre estado de ánimo, sintomatología depresiva e ideación suicida [Mental health during confinement imposed in Spain: Effects of exercising and taking the dog for a walk on mood, depressive symptoms and suicidal ideation]. Escritos de Psicología/Psychological Writings, 14(2), 73-83. https://doi.org/10.24310/espsiescpsi.v14i2.12501

Urdiales-Claros, R., & Sánchez-Álvarez, N. (2021). Sintomatología depresiva e ideación suicida como consecuencia de la pandemia de COVID-19 [Depressive symptoms and suicidal ideation as a result of the COVID-19 pandemic]. Escritos de Psicología/Psychological Writings, 14(2), 134-144. https://doi.org/10.24310/espsiescpsi.v14i2.12901

2020

Extremera, N. (2020). Coping with the stress caused by the COVID-19 pandemic: future research agenda based on emotional intelligence [Afrontando el estrés causado por la pandemia COVID-19: futura agenda de investigación desde la inteligencia emocional]. International Journal of Social Psychology/Revista de Psicología Social, 35(3), 631-638. https://doi.org/10.1080/02134748.2020.1783857

Extremera, N., Mérida-López, S., & Sánchez-Álvarez, N. (2020). Inteligencia emocional: Avances teóricos y aplicados tras 30 años de recorrido científico. Know and Share Psychology, 1(4), 11-18. http://dx.doi.org/10.25115/kasp.v1i4.4395

Extremera, N., Sánchez-Álvarez, N., & Rey, L. (2020). Pathways between Ability Emotional Intelligence and Subjective Well-Being: Bridging Links through Cognitive Emotion Regulation Strategies. Sustainability, 12(5), 2111. https://doi.org/10.3390/su12052111

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. https://doi.org/10.1177%2F1359105320974431

Romero-Mesa, J., Peláez-Fernández, M. A., & Extremera, N. (2020). Emotional intelligence and eating disorders: a systematic review. Eating and Weight Disorders - Studies on Anorexia, Bulimia and Obesity. https://doi.org/10.1007/s40519-020-00968-7

Rey, L., Pena, M., & Neto, F. (2020). Editorial: Protective Resources for Psychological Well-Being for Adolescents. Frontiers in Psychology, 11: 720. https://doi.org/10.3389/fpsyg.2020.00720

Sánchez-Álvarez, N., Extremera, N., Rey, L., Chang, E. C., & Chang, O. D. (2020). Optimism and gratitude on suicide risk in Spanish adults: Evidence for doubling up or doubling down? Journal of Clinical Psychology, 76(10), 1882-1892. https://doi.org/10.1002/jclp.22962

2019

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. http://dx.doi.org/10.3390/jcm8060797

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 [Job search self-efficacy as a mediator between emotional intelligence and the active job search process]. Revista de Psicología Social, 34(1), 86-109.

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. https://doi.org/10.1016/j.jad.2019.06.042

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. https://doi.org/10.2147/PRBM.S220677

 

Artículos relacionados con Psicología Organizacional Positiva

2023

Mérida-López, S., Carvalho, V. S., Chambel, M. J., & Extremera, N. (2023). Emotional Intelligence and Teachers’ Work Engagement: The Mediating and Moderating Role of Perceived Stress. The Journal of Psychology. https://doi.org/10.1080/00223980.2023.2169231

Mérida-López, S., Extremera, N., & Quintana-Orts, C. (2023). Exigencias académicas en estudios de posgrado a distancia y sus vínculos con el agotamiento y la regulación de las emociones propias. Revista Internacional De Pedagogía E Innovación Educativa, 3(1), 139-154. https://doi.org/10.51660/ripie.v3i1.118

Mérida López, S., Quintana-Orts, C., Rey, L., & Extremera, N. (2023). Inteligencia emocional, afrontamiento resiliente y compromiso ocupacional del profesorado novel. Estudios sobre Educación, 45. https://doi.org/10.15581/004.45.002

Quintana-Orts, C., Mérida-López, S., & Extremera, N. (2023). “No estoy seguro de querer continuar”: ¿cómo puede abordar el alumnado del máster en profesorado sus prácticas externas?. Revista Internacional De Pedagogía E Innovación Educativa, 3(1), 99-114. https://doi.org/10.51660/ripie.v3i1.119

2022

Mérida-López, S., & Extremera, N. (2022) Student aggression against teachers, stress, and emotional intelligence as predictors of withdrawal intentions among secondary school teachers. Anxiety, Stress & Coping, 35(3), 365-378. https://doi.org/10.1080/10615806.2021.1948020

Mérida-López, S., Quintana-Orts, C., Hintsa, T., & Extremera, N. (2022). Emotional intelligence and social support of teachers: Exploring how personal and social resources are associated with job satisfaction and intentions to quit job. Revista Psicodidáctica. https://doi.org/10.1016/j.psicoe.2022.02.001

Mérida-López, S., Quintana-Orts, C., Rey, L., & Extremera, N. (2022). Teachers’ Subjective Happiness: Testing the Importance of Emotional Intelligence Facets Beyond Perceived Stress. Psychology Research and Behavior Management, 15, 317-326. https://doi.org/10.2147/PRBM.S350191

Mérida-López, S., Sánchez-Álvarez, N., & Extremera, N. (2022). Retención docente a través de la teoría de demandas y recursos laborales [Teacher retention through the job demands-resources theory]. Educación XX1, 25(2), 151-171. https://doi.org/10.5944/educxx1.31901

Peláez-Fernández, M. A., Mérida-López, S., Rey, L., & Extremera, N. (2022). Burnout, work engagement and life satisfaction among Spanish teachers: The unique contribution of core self-evaluations. Personality and Individual Differences, 196, 111727. https://doi.org/10.1016/j.paid.2022.111727

2021

Lopez-Zafra, E., Sánchez-Álvarez, N., & Carmona-Cobo, I. (2021). ¿Es la ambición una cuestión de género? Antecedentes de los estudiantes vs. empleados de la ambición sobre el liderazgo. [Is ambition a gendered issue? Students’ vs employees’ antecedents of Ambition about Leadership]. Anales de psicología/ Annals of psychology, 37(2), 352-360. https://doi.org/10.6018/analesps.435341

Mérida-López, S., Extremera, N., & Chambel, M. J. (2021) Linking Self- and Other-Focused Emotion Regulation Abilities and Occupational Commitment among Pre-Service Teachers: Testing the Mediating Role of Study Engagement. International Journal of Environmental Research and Public Health, 18(10), 5434. https://doi.org/10.3390/ijerph18105434

Peláez-Fernández, M. A., Mérida-López, S., Sánchez-Álvarez, N., & Extremera, N. (2021) Managing Teachers’ Job Attitudes: The Potential Benefits of Being a Happy and Emotional Intelligent Teacher. Frontiers in Psychology, 12: 661151. https://doi.org/10.3389/fpsyg.2021.661151

Ruiz-Moreno, A., Roldán-Bravo, M. I., García-Guiu, C., Lozano, L. M., Extremera, N., Navarro-Carrillo, G., & Valor-Segura, I. (2021). Effects of emerging leadership styles on engagement – a mediation analysis in a military context. Leadership & Organization Development Journal, 42(5), 665-689.
https://doi.org/10.1108/LODJ-05-2020-0222

2020

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. https://doi.org/10.1016/j.paid.2019.109710

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. http://dx.doi.org/10.25115/kasp.v1i4.4340

García-Guiu, C., & Extremera, N. (2020). Liderazgo e Inteligencia emocional: aplicaciones psicosociológicas en Seguridad y Defensa. Armas y Cuerpos, 143, 10-19.

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! [When pre-service teachers’ lack of occupational commitment is not enough to explain intention to quit: Emotional intelligence matters!]. Revista de Psicodidáctica, 25(1), 52-58. https://doi.org/10.1016/j.psicod.2019.05.001

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. https://doi.org/10.3389/fpsyg.2020.563634

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. https://doi.org/10.3390/ijerph17072170

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 [To feel engaged with teaching: Emotional intelligence and the role of resilient coping in a study with secondary teachers]. Revista de Psicología y Educación, 15(1), 67-76. https://doi.org/10.23923/rpye2020.01.186

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. https://doi.org/10.5093/pi2020a10

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. https://doi.org/10.1111/sjop.12613

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. https://doi.org/10.3389/fpsyg.2020.00875

2019

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 [The importance of teacher emotional intelligence in the misión of education: its impact in the classroom and best-practice reccomendations for training]. Voces de la educación, 10, 74-97.

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. https://doi.org/10.19053/22160159.v10.n25.2019.10003

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, 109393. https://doi.org/10.1016/j.paid.2019.04.048

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. https://doi.org/10.1111/sjop.12483