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

Autores

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

Palavras-chave:

Apego, inteligência emocional, empenho no trabalho, educador social, menores

Resumo

O ambiente de trabalho dos educadores sociais nos centros infantis caracteriza-se pela sua complexidade, sendo um desafio adicional apresentarem frequentemente perfis com múltiplas dificuldades. Neste contexto, certas variáveis relacionadas com o seu desenvolvimento afetivo e as suas competências emocionais podem desempenhar um papel crucial na gestão eficaz do seu trabalho. Esta investigação explora as relações entre os estilos de apego, a inteligência emocional e o empenho no trabalho dos educadores sociais em centros para menores em risco de exclusão social na Andaluzia.

Os resultados revelaram padrões significativos de associação entre os estilos de apego formados durante a infância dos educadores de menores e a inteligência emocional. Observou-se que os educadores com um apego seguro eram percecionados com uma elevada capacidade de gerir as suas emoções, enquanto os educadores com um apego inseguro eram percecionados com níveis mais baixos. O estilo de apego seguro não teve impacto direto nos seus níveis de empenho no trabalho. Em contrapartida, os profissionais que eram percecionados com uma elevada capacidade de regular inteligentemente as suas emoções tinham níveis mais elevados de empenho nas suas funções profissionais.

Estes resultados sugerem que a relação entre o apego e a inteligência emocional, e entre a inteligência emocional e o empenho no trabalho, desempenham um papel crucial nos níveis de energia, entusiasmo e dedicação dos educadores sociais em contextos de acolhimento de crianças em risco de exclusão social, com implicações importantes para a conceção de intervenções socioemocionais e programas de apoio no ambiente de trabalho destes profissionais.

Downloads

Não há dados estatísticos.

Biografia do Autor

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.

Referências

Ainsworth, M. D. S., Blehar, M., Waters, E. & Wall, S. (1978). Patterns of attachment. Erlbaum.

Balluerka, N., Lacasa, F., Gorostiaga, A., Muela, A., & Pierrehumbert, B. (2011). Short version of CaMir questionnaire (CaMir-R) to assess attachment. Psicothema, 23(3), 486-494.

Bermejo, R. C. (2018). Resiliencia e inteligencia emocional. Variables de protección en menores residentes en recursos de protección. Pedagogía Social: Revista Interuniversitaria, (32), 139-149. https://doi.org/10.7179/PSRI_2018.32.10

Bowlby, J. (1969). Attachment and loss, Vol. 1: Attachment. Basic Books.

Bowlby, J. (1979). The making and breaking of affectional bonds. Tavistock Publications.

Bowlby, J. (1980). Attachment and loss, Vol. 3: Loss, sadness and depression. Basic Books.

Brackett, M. A., Bailey, C. S., Hoffmann, J. D., & Simmons, D. N. (2019). RULER: A theory-driven, systemic approach to social, emotional, and academic learning. Educational Psychologist, 54(3), 144–161. https://doi.org/10.1080/00461520.2019.1614447

Cabello, R., Castillo, R., Rueda, P., & Fernández-Berrocal, P. (2016). Programa INTEMO+. Mejorar la inteligencia Emocional de los adolescentes. Pirámide.

Cabello, R., Navarro Bravo, B., Latorre, J. M., & Fernández-Berrocal, P. (2014). Ability of university-level education to prevent age-related decline in emotional intelligence. Frontiers in Aging Neuroscience, 6(March), 7. https://doi.org/10.3389/fnagi.2014.00037

Cabello, R., & Fernández-Berrocal, P. (2015). Implicit theories and ability emotional intelligence. Frontiers in Psychology, 6, 700. https://doi.org/10.3389/fpsyg.2023.1260209

Castillo‐Gualda, R., Cabello, R., Herrero, M., Rodríguez‐Carvajal, R., & Fernández‐Berrocal, P. (2018). A three‐year emotional intelligence intervention to reduce adolescent aggression: The mediating role of unpleasant affectivity. Journal of Research on Adolescence, 28(1), 186–198. https://doi.org/10.1111/jora.12325

Chopik, W. J., Weidmann, R., y Oh, J. (2024). Attachment security and how to get it. Social and Personality Psychology Compass, e12808. https://doi.org/10.1111/spc3.12808

Decreto 355/2003 de 16 de diciembre del acogimiento residencial de menores (BOJA n.245, de 22.12.03)

Delhom, I., Fernández-Berrocal, P., Satorres, E., Meléndez, J. C., y Cabello, R. (2024). Gender differences in the predictive effect of perceive emotional intelligence on depressive symptomatology in older adults. Current Psychology, 1-9. https://doi.org/10.1007/s12144-024-05905-w

Domínguez-García, E., & Fernández-Berrocal, P. (2018). The Association Between Emotional Intelligence and Suicidal Behavior: A Systematic Review. Frontiers in Psychology, 9, 2380. https://doi.org/https://doi.org/10.3389/fpsyg.2018.02380

Fraley, R. C. (2019). Attachment in adulthood: Recent developments, emerging debates, and future directions. Annual Review of Psychology, 70, 401-422. https://doi.org/10.1146/annurev-psych-010418-102813

Fraley, R. C., Gillath, O., y Deboeck, P. R. (2021). Do life events lead to enduring changes in adult attachment styles? A naturalistic longitudinal investigation. Journal of Personality and Social Psychology, 120(6), 1567–1606. https://doi.org/10.1037/pspi0000326

Fernández-Berrocal, P., Extremera, N., and Ramos, N. (2004). Validity and reliability of the Spanish modified version of the Trait Meta-Mood Scale. Psychol. Rep. 94, 751–755. https://doi.org/10.2466/pr0.94.3.751-755

Formento Torres, A. C., Quílez-Robres, A., & Cortés-Pascual, A. (2023). Motivación y rendimiento académico en la adolescencia: una revisión sistemática meta-analítica. RELIEVE - Revista Electrónica De Investigación Y Evaluación Educativa, 29(1). https://doi.org/10.30827/relieve.v29i1.25110

García-Sancho, E., Salguero, J. M., & Fernández-Berrocal, P. (2014). Relationship between emotional intelligence and aggression: A systematic review. Aggression and Violent Behavior, 19(5), 584–591. https://doi.org/10.1016/j.avb.2014.07.007

Gutiérrez-Cobo, M. J., Cabello, R., & Fernández-Berrocal, P. (2016). The relationship between emotional intelligence and cool and hot cognitive processes: A systematic review. Frontiers in Behavioral Neuroscience, 10, 101–113. https://doi.org/https://doi.org/10.3389/fnbeh. 2017.00033

Gutiérrez-Cobo, M. J., Megías-Robles, A., Gómez-Leal, R., Cabello, R., & Fernández-Berrocal, P. (2023). Emotion regulation strategies and aggression in youngsters: The mediating role of negative affect. Heliyon, 9(3). https://doi.org/https://doi.org/10.1016/j.heliyon.2023.e14048

Gutiérrez-Cobo, M. J., Cabello, R., Megías-Robles, A., Gómez-Leal, R., Baron-Cohen, S., & Fernández-Berrocal, P. (2021). Does our cognitive empathy diminish with age? The moderator role of educational level. International Psychogeriatrics, 1–8. https://doi.org/10.1017/S1041610221000624

Joseph, D. L., Jin, J., Newman, D. A., & O'Boyle, E. H. (2015). Why does self-reported emotional intelligence predict job performance? A meta-analytic investigation of mixed EI. The Journal of Applied Psychology, 100, 298–342. https://psycnet.apa.org/doi/10.1037/a0037681

Joseph, D. L., & Newman, D. A. (2010). Emotional intelligence: An integrative metaanalysis and cascading model. Journal of Applied Psychology, 95, 54–78 https://doi:10.1037a0017286.

London, M., Volmer, J., Zyberaj, J., y Kluger, A. N. (2023). Gaining feedback acceptance: Leader-member attachment style and psychological safety. Human Resource Management Review, 33(2), 100953. https://doi.org/10.1016/j.hrmr.2023.100953

Leiter, M. P., Day, A., & Price, L. (2015). Attachment styles at work: Measurement, collegial relationships, and burnout. Burnout Research, 2(1), 25-35. https://psycnet.apa.org/doi/10.1016/j.burn.2015.02.003

Lesener, T., Gusy, B., Jochmann, A., & Wolter, C. (2020). The drivers of work engagement: a metanalytic review of longitudinal evidence. Work and Stress, 34, 3, pp. 259-278, https://doi.org/10.1080/02678373.2019.1686440

Llamas-Díaz, D., Cabello, R., Gómez-Leal, R., Gutiérrez-Cobo, M. J., Megías-Robles, A., & Fernández-Berrocal, P. (2023). Ability Emotional Intelligence and Subjective Happiness in Adolescents: The Role of Positive and Negative Affect. Journal of Intelligence, 11(8). https://doi.org/10.3390/jintelligence11080166

Llamas-Díaz, D., Cabello, R., Megías-Robles, A., & Fernández-Berrocal, P. (2022). Systematic review and meta-analysis: The association between emotional intelligence and subjective well-being in adolescents. Journal of Adolescence, 94(7), 925–938. https://doi.org/10.1002/jad.12075

Losada-Puente, L., Mendiri, P., & Rebollo-Quintela, N. (2022). Del bienestar general al bienestar escolar: una revisión sistemática. RELIEVE. Revista Electrónica de Investigación y Evaluación Educativa, 28(1). https://doi.org/10.30827/relieve.v28i1.23956

MacCann, C., Jiang, Y., Brown, L. E. R., Double, K. S., Bucich, M., & Minbashian, A. (2020). Emotional intelligence predicts academic performance: A meta-analysis. Psychological Bulletin, 146(2), 150–186. https://doi.org/https://doi.org/10.1037/bul0000219

Main, M., & Solomon, J. (1990). Procedures for identifying infants as disorganised/disoriented during the Ainsworth Strange Situation. In M. T. Greenberg, D. Cicchetti, & E. M. Cummings (Eds.), Attachment in the preschool years (pp. 121–160). University of Chicago Press.

Main, M., Hesse, E., & Hesse, S. (2011). Attachment theory and research: Overview with suggested applications to child custody. Family Court Review, 49(3), 426–463. https://doi:10.1111/fcre.2011.49

Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In D. J. Salovey, P. Sluyter (Ed.), Emotional development and emotional intelligence: Educational implications (pp. 3–31). Basic Books.

Mayer, J. D., Caruso, D. R., & Salovey, P. (1999). Emotional intelligence meets traditional standards for an intelligence. Intelligence, 27, 267–298. https://doi.org/http://dx.doi.org/10.1016/S0160-2896(99)00016-1

Mayer, J. D., Caruso, D. R., & Salovey, P. (2016). The Ability Model of Emotional Intelligence: Principles and Updates. Emotion Review, 8(4), 290–300. https://doi.org/https://doi.org/10.1177/1754073916639667

Mazzetti, G., Robledo, E., Vignoli, M., Topa, G., Guglielmi, D., & Schaufeli, W. B. (2023). Work Engagement: A meta-Analysis Using the Job Demands-Resources Model. Psychological Reports, 126(3), 1069-1107. https://doi.org/10.1177/00332941211051988

Miao C, Humphrey R, & Qian S. (2017). A meta-analysis of emotional intelligence and work attitudes. Journal of Occupational and Organizational Psychology, 90,177-202. https://doi.org/10.1111/joop.12167

Mikulincer, M., & Shaver, P. R. (2010). Attachment in adulthood: Structure, dynamics, and change. Guilford Publications.

Muñoz-Silva, A. (2012). El estudio de la resiliencia desde la perspectiva evolutiva y su aportación a la comprensión del riesgo y la protección en la intervención social. Portularia. Revista de Trabajo Social, 12(1), 9-16. https://doi: 10.5218/Prts.2012.0029

Navarro-Bravo, B., Latorre, J. M., Jiménez, A., Cabello, R., & Fernández- Berrocal, P. (2019). Ability emotional intelligence in young people and older adults with and without depressive symptoms, considering gender and educational level. PeerJ, 7(e6595), 12–27. https://doi.org/https://doi.org/10.7717/peerj.6595

O’Boyle, E.H. Jr, Humphrey, R.H., Pollack, J.M., Hawver, T.H., & Story, P.A. (2011), The relation between emotional intelligence and job performance: a meta-analysis”, Journal of Organizational Behavior, 32, 5, 788-818. https://doi.org/10.1002/job.714

Ortiz-Granja, D., Acosta-Rodas, P., Rubio, D., Lepe-Martínez, N., Del Valle, M., Caden, D., ... & Galarza, C. R. (2019). Consideraciones teóricas acerca del apego en adultos. Avances en Psicología, 27(2), 135-152. https://doi.org/10.33539/avpsicol.2019.v27n2.1793

Palma-García, M., & Hombrados-Mendieta, I. (2013). Trabajo Social y resiliencia: revisión de elementos convergentes. Portularia. Revista de Trabajo Social. 13(2), 89-98. https://doi.org/10.5218/prts.v13i2.23284

Poole, M., Larrañaga, K., Ruíz de Huidobro, J. M., Álvarez, M. I., y Martínez, C. (2021). Estudio de los centros de acogimiento residencial para niños, niñas y adolescentes en el ámbito de la protección en España [Study of Spanish residential care centers for children and adolescents in child protection]. Ministerio de Derechos Sociales y Agenda 2030.

Rueda, P., Pérez-Romero, N., Cerezo, M. V., & Fernández-Berrocal, P. (2022). The Role of Emotional Intelligence in Adolescent Bullying: A Systematic Review. Psicología Educativa, 28(1), 53–59. https://doi.org/10.5093/psed2021a29

Rodríguez, A. G. (2010). El apego. Más allá de un concepto inspirador. Revista de la Asociación Española de Neuropsiquiatría, 30(108), 581-595.

Salguero, J. M., Palomera, R., & Fernández-Berrocal, P. (2012). Perceived emotional intelligence as a predictor of psychological adjustment in adolescents: a 1-year prospective study. European Journal of Psychology of Education, 27(1), 21-34. https://psycnet.apa.org/doi/10.1007/s10212-011-0063-8

Salovey, P., Mayer, J. D., Goldman, S. L., Turvey, C., & Palfai, T. P. (1995). Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale. In J. W. Pennebaker (Ed.), Emotion, disclosure, & health (pp. 125–154). American Psychol. Association.https://doi.org/10.1037/10182-006

Salovey, P., Stroud, L. R., Woolery, A., & Epel, E. S. (2002). Perceived emotional intelligence, stress reactivity, and symptom reports: Further explorations using the trait meta-mood scale. Psychology and health, 17(5), 611-627. https://doi.org/10.1080/08870440290025812

Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies: An Interdisciplinary Forum on Subjective Well-Being, 3(1), 71–92. https://doi.org/10.1023/A:1015630930326

Schaufeli, W.B., Bakker, A.B., &Salanova, M. (2006). The measurement of work engagement with a short questionnaire: a cross-national study. Educational and Psychological Measurement, 66, 4, 701-716. https://doi.org/10.1177/0013164405282471

Simó, S. (2003). Algunas indicaciones de la teoría del apego para la compresión de los efectos socio-emocionales del maltrato infantil en la primera infancia. Información Psicológica, (82), 21-29.

Sroufe, L. A. (1996). Emotional development: The organization of emotional life in the early years. Cambridge University Press.

Vega, A., Cabello, R., Megías-Robles, A., Gómez-Leal, R., & Fernández-Berrocal, P. (2022). Emotional Intelligence and Aggressive Behaviors in Adolescents: A Systematic Review and Meta-Analysis. Trauma, Violence, and Abuse, 23(4), 1173–1183. https://doi.org/10.1177/1524838021991296

Vîrgă, D., Schaufeli, W. B., Taris, T. W., van Beek, I., & Sulea, C. (2019). Attachment styles and employee performance: The mediating role of burnout. The Journal of psychology, 153(4), 383-401. https://doi.org/10.1080/00223980.2018.1542375

Walker, S. A., Double, K. S., Kunst, H., Zhang, M., & MacCann, C. (2022). Emotional intelligence and attachment in adulthood: A meta-analysis. Personality and individual differences, 184, 111174. https://doi.org/10.1016/j.paid.2021.111174

Wang, J., Wang, Y., Zhu, N., & Qiu, J. (2022). Special education teachers’ emotional intelligence and its relationships with social support, work engagement and job performance: a job demands-resources theory’s perspective. International Journal of Developmental Disabilities, 1-10. https://doi.org/10.1080/20473869.2022.2149893

West, A. L. (2015). Associations among attachment style, burnout, and compassion fatigue in health and human service workers: A systematic review. Journal of Human Behavior in the Social Environment, 25(6), 571-590. https://doi.org/10.1080/10911359.2014.988321