The Role of Emotional Intelligence and Metacognition in Teachers’ Stress during Pandemic Remote Working: A Moderated Mediation Model
During the COVID-19 pandemic, in adapting to social and work changes and new technological methods for remote teaching, teachers were subjected to increased work pressure, which affected their well-being and led to increased negative stress and burnout. This study was designed to test whether dysfun...
| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-01-01
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| Series: | European Journal of Investigation in Health, Psychology and Education |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2254-9625/13/1/6 |
| _version_ | 1797443538413158400 |
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| author | Calogero Iacolino Brenda Cervellione Rachele Isgrò Ester Maria Concetta Lombardo Giuseppina Ferracane Massimiliano Barattucci Tiziana Ramaci |
| author_facet | Calogero Iacolino Brenda Cervellione Rachele Isgrò Ester Maria Concetta Lombardo Giuseppina Ferracane Massimiliano Barattucci Tiziana Ramaci |
| author_sort | Calogero Iacolino |
| collection | DOAJ |
| description | During the COVID-19 pandemic, in adapting to social and work changes and new technological methods for remote teaching, teachers were subjected to increased work pressure, which affected their well-being and led to increased negative stress and burnout. This study was designed to test whether dysfunctional outcomes resulting from adapting to new ways of teaching via technological tools can be mitigated by the protective factors of emotional intelligence and metacognition. The study involved 604 teachers in Sicily filling out a questionnaire consisting of four different scales: (1) the Schutte Self-Report Emotional Intelligence Test (SREIT); (2) the Metacognitive Functions Screening Scale (MFSS-30); (3) the Link Burnout Questionnaire (LBQ); and (4) the Secondary Traumatic Stress Scale STSS-I. The results show that emotional intelligence mediates the relationship between certain remote work risk factors, as well as stress and burnout. In addition, metacognition was found to be a significant moderating factor in the relationship between risk factors and emotional intelligence. With regard to the United Nations’ Agenda 2030 Goals, our results emphasize the importance of teachers’ emotional and metacognitive skills in promoting quality of life and psychological well-being. |
| first_indexed | 2024-03-09T12:57:33Z |
| format | Article |
| id | doaj.art-14f9dc1a264c4257a181c0ff0516ec47 |
| institution | Directory Open Access Journal |
| issn | 2174-8144 2254-9625 |
| language | English |
| last_indexed | 2024-03-09T12:57:33Z |
| publishDate | 2023-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | European Journal of Investigation in Health, Psychology and Education |
| spelling | doaj.art-14f9dc1a264c4257a181c0ff0516ec472023-11-30T21:57:39ZengMDPI AGEuropean Journal of Investigation in Health, Psychology and Education2174-81442254-96252023-01-01131819510.3390/ejihpe13010006The Role of Emotional Intelligence and Metacognition in Teachers’ Stress during Pandemic Remote Working: A Moderated Mediation ModelCalogero Iacolino0Brenda Cervellione1Rachele Isgrò2Ester Maria Concetta Lombardo3Giuseppina Ferracane4Massimiliano Barattucci5Tiziana Ramaci6Faculty of Human and Social Sciences, Kore University of Enna, 94100 Enna, ItalyFaculty of Human and Social Sciences, Kore University of Enna, 94100 Enna, ItalyFaculty of Human and Social Sciences, Kore University of Enna, 94100 Enna, ItalyFaculty of Human and Social Sciences, Kore University of Enna, 94100 Enna, ItalyFaculty of Human and Social Sciences, Kore University of Enna, 94100 Enna, ItalyDepartment of Human and Social Sciences, University of Bergamo, 24129 Bergamo, ItalyFaculty of Human and Social Sciences, Kore University of Enna, 94100 Enna, ItalyDuring the COVID-19 pandemic, in adapting to social and work changes and new technological methods for remote teaching, teachers were subjected to increased work pressure, which affected their well-being and led to increased negative stress and burnout. This study was designed to test whether dysfunctional outcomes resulting from adapting to new ways of teaching via technological tools can be mitigated by the protective factors of emotional intelligence and metacognition. The study involved 604 teachers in Sicily filling out a questionnaire consisting of four different scales: (1) the Schutte Self-Report Emotional Intelligence Test (SREIT); (2) the Metacognitive Functions Screening Scale (MFSS-30); (3) the Link Burnout Questionnaire (LBQ); and (4) the Secondary Traumatic Stress Scale STSS-I. The results show that emotional intelligence mediates the relationship between certain remote work risk factors, as well as stress and burnout. In addition, metacognition was found to be a significant moderating factor in the relationship between risk factors and emotional intelligence. With regard to the United Nations’ Agenda 2030 Goals, our results emphasize the importance of teachers’ emotional and metacognitive skills in promoting quality of life and psychological well-being.https://www.mdpi.com/2254-9625/13/1/6teachersremote workingCOVID-19emotional intelligencemetacognitionburnout |
| spellingShingle | Calogero Iacolino Brenda Cervellione Rachele Isgrò Ester Maria Concetta Lombardo Giuseppina Ferracane Massimiliano Barattucci Tiziana Ramaci The Role of Emotional Intelligence and Metacognition in Teachers’ Stress during Pandemic Remote Working: A Moderated Mediation Model European Journal of Investigation in Health, Psychology and Education teachers remote working COVID-19 emotional intelligence metacognition burnout |
| title | The Role of Emotional Intelligence and Metacognition in Teachers’ Stress during Pandemic Remote Working: A Moderated Mediation Model |
| title_full | The Role of Emotional Intelligence and Metacognition in Teachers’ Stress during Pandemic Remote Working: A Moderated Mediation Model |
| title_fullStr | The Role of Emotional Intelligence and Metacognition in Teachers’ Stress during Pandemic Remote Working: A Moderated Mediation Model |
| title_full_unstemmed | The Role of Emotional Intelligence and Metacognition in Teachers’ Stress during Pandemic Remote Working: A Moderated Mediation Model |
| title_short | The Role of Emotional Intelligence and Metacognition in Teachers’ Stress during Pandemic Remote Working: A Moderated Mediation Model |
| title_sort | role of emotional intelligence and metacognition in teachers stress during pandemic remote working a moderated mediation model |
| topic | teachers remote working COVID-19 emotional intelligence metacognition burnout |
| url | https://www.mdpi.com/2254-9625/13/1/6 |
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