Estilos de apego e inteligencia emocional de los Educadores Sociales de Centros de Menores: su relación con el compromiso laboral

Rosario Cabello; Javier Álvarez-Mañas; José Carlos Vigo; Pablo Fernández-Berrocal

doi:10.30827/relieve.v30i1.30446

المؤلفون

Rosario Cabello University of Malaga https://orcid.org/0000-0001-6908-7181
Javier Álvarez-Mañas University of Malaga https://orcid.org/0009-0001-9284-1899
José Carlos Vigo Catholic University of Santa Fe https://orcid.org/0009-0002-5627-5444
Pablo Fernández-Berrocal University of Malaga https://orcid.org/0000-0002-0844-2976

DOI:

https://doi.org/10.30827/relieve.v30i1.30446

الكلمات المفتاحية:

التعلق، الذكاء العاطفي، الالتزام بالعمل، المربي الاجتماعي، القاصرين

الملخص

تميز بيئة عمل المربين الاجتماعيين في مراكز الأحداث بالتعقيد، وهناك تحدي إضافي يتمثل في أن القُصَّر الموجودين تحت رعايتهم عادة ما يواجهون صعوبات متعددة. وفي هذا السياق، يمكن لبعض المتغيرات المتعلقة بتطورهم العاطفي وكفاءاتهم العاطفية أن تلعب دوراً حاسماً في الإدارة الفعالة لعملهم. يستكشف هذا البحث العلاقات بين أنماط التعلق والذكاء العاطفي والالتزام في العمل لدى المربين الاجتماعيين في مراكز الأحداث المعرضين لخطر التهميش الاجتماعي في الأندلس.

وكشفت النتائج عن وجود أنماط ارتباط مهمة ذات دلالة إحصائية بين أساليب التعلق التي تكونت خلال مرحلة الطفولة لدى مربي الأطفال والذكاء العاطفي. وقد لوحظ أن المعلمين ذوي الارتباط الآمن ينظرون إلى أنفسهم على أنهم يتمتعون بقدرة عالية على إدارة عواطفهم، في حين أن أولئك الذين لديهم ارتباط غير آمن ينظرون إلى أنفسهم على أنهم يتمتعون بمستويات أقل. لم يكن لأسلوب الارتباط الآمن تأثير مباشر على مستويات مشاركتهم في العمل. ومن ناحية أخرى، فإن المهنيين الذين اعتبروا أنفسهم يتمتعون بقدرة عالية على تنظيم عواطفهم بذكاء لديهم مستويات أعلى من الالتزام في مهام عملهم.

تشير هذه النتائج إلى أن العلاقة بين الارتباط والذكاء العاطفي، وهذا مع الالتزام في العمل، تلعب دوراً حاسماً في مستويات الطاقة والحماس والتفاني لدى المربين الاجتماعيين في سياقات رعاية القاصرين المعرضين لخطر التهميش الاجتماعي، ولها آثار مهمة على تصميم التدخلات الاجتماعية والعاطفية وبرامج الدعم في مجال عمل هؤلاء المهنيين.

التنزيلات

بيانات التنزيل غير متوفرة بعد.

السير الشخصية للمؤلفين

Rosario Cabello، University of Malaga

Rosario Cabello, PhD in Psychology, is associate professor of Developmental and Educational Psychology and member of the Emotions Laboratory of the University of Malaga (Spain), and of the International Society of Emotional Intelligence (IE). Her main line of research focuses on the development and education of emotional intelligence. Specifically, she is interested in analyzing individual differences in emotional skills as a function of age and gender; developing new ways of assessing EI in children and adolescents; and designing training programmes to improve people's EI.

Author contribution: RC co-designed the research study, conducted the data analysis and interpretation. Co-wrote the first draft with JAM. Co-wrote the final draft with PFB. All authors reviewed and approved the final manuscript.

Conflict of interest statement: RC state that they have no conflicts of interest in writing the present article.

Javier Álvarez-Mañas، University of Malaga

Graduate in Social Work from the University of Malaga. Master's Degree in Criminality and Social Intervention with Minors from the University of Malaga. Always concerned about the inclusion of all people in society, he has worked with groups such as homeless people, applicants and beneficiaries of International Protection and minors within the protection system. His research interests focus on analysing how the attachment of childcare workers can influence their personal and work adjustment and the children they work with.

Author contribution: JAM co-designed the research study. Collected the data. Co-wrote the first draft with RC. All authors reviewed and approved the final manuscript.

Conflict of interest statement: JAM state that they have no conflicts of interest in writing the present article.

José Carlos Vigo، Catholic University of Santa Fe

Doctor in Education from the Catholic University of Santa Fe and Post-Doctorate in Social Sciences from the University of Buenos Aires (UBA). He is Co-Director of the Doctorate in Education, Director of the Krínein Journal of Education at the Catholic University of Santa Fe, and Rector of the Instituto Superior Sanmartiniano in Posadas-Misiones. His research is related to emotional intelligence in secondary and higher education, sociology of education, evaluation and educational management.

Author contribution: JCV participated in data collection and provided input to the first draft. All authors reviewed and approved the final manuscript.

Conflict of interest statement: JCV state that they have no conflicts of interest in writing the present article.

Pablo Fernández-Berrocal، University of Malaga

Pablo Fernández-Berrocal, a PhD in Psychology, is a professor of psychology and director of the Emotions Lab at the University of Málaga, Spain. His current research interests are (1) experimental and correlational analysis of individual differences in emotional intelligence, (2) developing new ways to assess emotional intelligence, and (3) designing customized training programs for improving people's emotional intelligence.

Author contribution: PFB carried out the data analysis and interpretation. He co-wrote the final draft with RC. All authors reviewed and approved the final manuscript.

Conflict of interest statement: PFB state that they have no conflicts of interest in writing the present article.

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