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.

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Biografias 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.

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