<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1688-4221</journal-id>
<journal-title><![CDATA[Ciencias Psicológicas]]></journal-title>
<abbrev-journal-title><![CDATA[Cienc. Psicol.]]></abbrev-journal-title>
<issn>1688-4221</issn>
<publisher>
<publisher-name><![CDATA[Universidad Católica del Uruguay.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-42212025000101212</article-id>
<article-id pub-id-type="doi">10.22235/cp.v19i1.4267</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Versión corta del cuestionario de habilidades y competencia emocional para profesores]]></article-title>
<article-title xml:lang="pt"><![CDATA[Versão curta do questionário de capacidades e competência emocional para professores]]></article-title>
<article-title xml:lang="en"><![CDATA[Brief version of the emotional competence and abilities questionnaire for teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valente]]></surname>
<given-names><![CDATA[Sabina N.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dominguez-Lara]]></surname>
<given-names><![CDATA[Sergio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lourenço]]></surname>
<given-names><![CDATA[Abílio A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amaro]]></surname>
<given-names><![CDATA[Pedro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Leandro S.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico de Porto Alegre  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de San Martín de Porres  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Minho  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Instituto Politécnico de Porto Alegre  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad de Minho  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>19</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-42212025000101212&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-42212025000101212&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-42212025000101212&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Diversas investigaciones demuestran los efectos beneficiosos de la inteligencia emocional en el trabajo docente, por lo que se está convirtiendo cada vez más en una competencia esencial para los profesores. Aunque varios estudios han demostrado que la inteligencia emocional tiene un impacto positivo en el proceso de enseñanza y aprendizaje, existen pocos instrumentos para evaluar las habilidades y competencias emocionales, específicamente en los profesores. El objetivo del presente estudio fue realizar un análisis de la estructura interna del Emotional Skills and Competence Questionnaire for Teachers (ESCQ-T) y obtener una versión breve. Participaron en el estudio 1.619 profesores de escuelas portuguesas, divididos en dos muestras (validación y replicación). El análisis se enmarcó en la modelización exploratoria de ecuaciones estructurales. Se obtuvo una versión corta de la ESCQ-T de 15 ítems considerando diversos criterios que tuvo evidencia psicométrica favorable: una equivalencia empírica con la ESCQ-T, una estructura interna bien definida y coeficientes de fiabilidad adecuados, así como evidencias de invarianza de medición entre hombres y mujeres en las dos muestras. Los resultados mostraron que el ESCQ-T15 es válido y fiable. Se concluye que esta versión puede ser una herramienta valiosa para evaluar las habilidades y la competencia emocional de los profesores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Introdução: Diversos estudos comprovam os efeitos benéficos da inteligência emocional no trabalho docente e que esta, cada vez mais, é uma competência essencial aos professores. No entanto, embora diversos estudos demonstrem que a inteligência emocional tem um impacto positivo no processo de ensino e aprendizagem, existem poucos instrumentos para avaliar as capacidades e competência emocional especificamente em professores. O objetivo do presente estudo foi analisar a estrutura interna do Emotional Skills and Competence Questionnaire for Teachers (ESCQ-T), e obter uma versão reduzida deste questionário. Participaram no estudo 1619 professores de escolas portuguesas, divididos em duas amostras (validação e replicação). Na análise estatística foi usada a modelação exploratória de equações estruturais. Foi obtida uma versão curta de 15 itens do ESCQ-T, considerando vários critérios, que apresentou evidências psicométricas favoráveis: equivalência empírica com o ESCQ-T, estrutura interna bem definida e coeficientes de fiabilidade adequados, bem como evidências de invariância de medida entre homens e mulheres nas duas amostras. Os resultados mostraram que o ESCQ-T15 é válido e fiável. Conclui-se que esta versão curta pode ser um instrumento valioso para avaliar as aptidões e competências emocionais dos professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Numerous studies demonstrate the beneficial effects of emotional intelligence on teachers&#8217; work, and it is, therefore, increasingly becoming an essential skill for teachers. However, although several studies have shown that emotional intelligence positively impacts the teaching and learning process, there are few instruments to assess emotional skills and competence specifically in teachers. The present study aimed to analyse the internal structure of the Emotional Skills and Competence Questionnaire for Teachers (ESCQ-T) and to derive a short version. 1619 teachers from Portuguese schools participated in the study, divided into two samples (validation and replication). The analysis was framed within the framework of exploratory structural equation modelling. A short version of the 15-item ESCQ-T (ESCQ-T15) was obtained considering several criteria with favourable psychometric evidence: empirical equivalence with the ESCQ-T, well-defined internal structure, and adequate reliability coefficients. After consolidating the short version, the invariance between men and women in the two samples was analysed. The results showed that the ESCQ-T15 is valid and reliable. It is concluded that this short version can be a valuable instrument for assessing teachers&#8217; emotional skills and competences.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[competencia emocional]]></kwd>
<kwd lng="es"><![CDATA[inteligencia emocional]]></kwd>
<kwd lng="es"><![CDATA[habilidades emocionales]]></kwd>
<kwd lng="es"><![CDATA[profesores]]></kwd>
<kwd lng="es"><![CDATA[validez de medición]]></kwd>
<kwd lng="pt"><![CDATA[competência emocional]]></kwd>
<kwd lng="pt"><![CDATA[inteligência emocional]]></kwd>
<kwd lng="pt"><![CDATA[capacidades emocionais]]></kwd>
<kwd lng="pt"><![CDATA[professores]]></kwd>
<kwd lng="pt"><![CDATA[validade de medição]]></kwd>
<kwd lng="en"><![CDATA[emotional competence]]></kwd>
<kwd lng="en"><![CDATA[emotional intelligence]]></kwd>
<kwd lng="en"><![CDATA[emotional abilities]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
<kwd lng="en"><![CDATA[measurement validity]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Agyapong]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Obuobi-Donkor]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Burback]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Wei]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Stress, burnout, anxiety and depression among teachers: A scoping review]]></article-title>
<source><![CDATA[International Journal of Environmental Research and Public Health]]></source>
<year>2022</year>
<volume>19</volume>
<numero>17</numero>
<issue>17</issue>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="">
<collab>Asociación Médica Mundial</collab>
<source><![CDATA[Declaración de Helsinki]]></source>
<year>2013</year>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Asparouhov]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Muthén]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Exploratory Structural Equation Modeling]]></article-title>
<source><![CDATA[Structural Equation Modeling: A Multidisciplinary Journal]]></source>
<year>2009</year>
<volume>16</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>397-438</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brackett]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Salovey]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Measuring emotional intelligence with the Mayer-Salovery-Caruso emotional intelligence test (MSCEIT)]]></article-title>
<source><![CDATA[Psicothema]]></source>
<year>2006</year>
<volume>18</volume>
<page-range>34-41</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bru-Luna]]></surname>
<given-names><![CDATA[L. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Martí-Vilar]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Merino-Soto]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Cervera-Santiago]]></surname>
<given-names><![CDATA[J. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Emotional intelligence measures: a systematic review]]></article-title>
<source><![CDATA[Healthcare]]></source>
<year>2021</year>
<volume>9</volume>
<numero>12</numero>
<issue>12</issue>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Centeno-Leyva]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Dominguez-Lara]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La replicabilidad en la investigación psicológica: una reflexión]]></article-title>
<source><![CDATA[Interacciones]]></source>
<year>2020</year>
<volume>6</volume>
<numero>3</numero>
<issue>3</issue>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Faria]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The impact of implicit theories on students&#8217; emotional outcomes]]></article-title>
<source><![CDATA[Current Psychology]]></source>
<year>2022</year>
<volume>41</volume>
<page-range>2354-63</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dominguez-Lara]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Peceros-Pinto]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Valente]]></surname>
<given-names><![CDATA[S. N.]]></given-names>
</name>
<name>
<surname><![CDATA[Lourenço]]></surname>
<given-names><![CDATA[A. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Flores-Cataño]]></surname>
<given-names><![CDATA[K. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Análisis estructural de una versión breve de la Trait Meta-Mood Scale en adolescentes peruanos]]></article-title>
<source><![CDATA[Revista Fuentes]]></source>
<year>2023</year>
<volume>25</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>82-100</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Faria]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Lima-Santos]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Emotional intelligence in the Portuguese academic context validation studies of the emotional skills and competence questionnaire (ESCQ)]]></article-title>
<source><![CDATA[Behavioral Psychology/Psicología Conductual]]></source>
<year>2012</year>
<volume>20</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>91-102</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fernández-Berrocal]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Extremera Pacheco]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La inteligencia emocional como una habilidad esencial en la escuela]]></article-title>
<source><![CDATA[Revista Iberoamericana de Educación]]></source>
<year>2002</year>
<volume>29</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-6</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fitzgerald]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[McGrath-Champ]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Stacey]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Wilson]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Gavin]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Intensification of teachers&#8217; work under devolution: A &#8216;tsunami&#8217; of paperwork]]></article-title>
<source><![CDATA[Journal of Industrial Relations]]></source>
<year>2019</year>
<volume>61</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>613-36</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fu]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
<name>
<surname><![CDATA[Wang]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Tang]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
<name>
<surname><![CDATA[Lu]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Wang]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Emotional intelligence and well-being of special education teachers in China: The mediating role of work-engagement]]></article-title>
<source><![CDATA[Frontiers in Psychology]]></source>
<year>2021</year>
<volume>12</volume>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gabrijel&#269;i&#269;]]></surname>
<given-names><![CDATA[M. K.]]></given-names>
</name>
<name>
<surname><![CDATA[Antolin]]></surname>
<given-names><![CDATA[U.]]></given-names>
</name>
<name>
<surname><![CDATA[Isteni&#269;]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher&#8217;s social and emotional competences: A study among student teachers and students in education science in Slovenia]]></article-title>
<source><![CDATA[European Journal of Educational Research]]></source>
<year>2021</year>
<volume>10</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>2033-44</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gill]]></surname>
<given-names><![CDATA[G. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Sankulkar]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[An exploration of emotional intelligence in teaching: comparison between practitioners from the United Kingdom &amp; India]]></article-title>
<source><![CDATA[Journal of Psychology and Clinical Psychiatry]]></source>
<year>2017</year>
<volume>7</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-6</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kant]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Shanker]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Relationship between emotional intelligence and burnout: An empirical investigation of teacher educators]]></article-title>
<source><![CDATA[International Journal of Evaluation and Research in Education]]></source>
<year>2021</year>
<volume>10</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>966-75</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lourenço]]></surname>
<given-names><![CDATA[A. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Valente]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Dominguez-Lara]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Fulano]]></surname>
<given-names><![CDATA[C. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El impacto de la inteligencia emocional en los modelos de enfoques de enseñanza]]></article-title>
<source><![CDATA[Revista Electrónica Interuniversitaria de Formación del Profesorado]]></source>
<year>2024</year>
<volume>27</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>171-87</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mayer]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Salovey]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[What is Emotional Intelligence?]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Salovey]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Emotional development and emotional intelligence: Educational implications]]></source>
<year>1997</year>
<page-range>3-31</page-range><publisher-name><![CDATA[Basic Books]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Muthén]]></surname>
<given-names><![CDATA[L. K.]]></given-names>
</name>
<name>
<surname><![CDATA[Muthén]]></surname>
<given-names><![CDATA[B. O.]]></given-names>
</name>
</person-group>
<source><![CDATA[Mplus User's Guide]]></source>
<year>2015</year>
<edition>7th edition</edition>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Extremera Pacheco]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Mérida-López]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Rey]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Peláez-Fernández]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Programa CRECIENDO: creando competencias de inteligencia emocional en nuevos docentes]]></article-title>
<source><![CDATA[Know and Share Psychology]]></source>
<year>2021</year>
<volume>1</volume>
<numero>4</numero>
<issue>4</issue>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Peláez-Fernández]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Mérida-López]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Sánchez-Álvarez]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Extremera Pacheco]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Managing teachers' job attitudes: the potential benefits of being a happy and emotional intelligent teacher]]></article-title>
<source><![CDATA[Frontiers in Psychology]]></source>
<year>2021</year>
<volume>12</volume>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schoeps]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Postigo Zegarra]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Mónaco]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Montoya Castilla]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Valoración del programa de educación emocional para docentes (Mademo)]]></article-title>
<source><![CDATA[Know and Share Psychology]]></source>
<year>2020</year>
<volume>1</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>159-70</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schoeps]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Tamarit]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Zegarra]]></surname>
<given-names><![CDATA[S. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Montoya-Castilla]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Los efectos a largo plazo de las competencias emocionales y la autoestima en los síntomas internalizantes en la adolescencia.]]></article-title>
<source><![CDATA[Revista de Psicodidáctica]]></source>
<year>2021</year>
<volume>26</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>113-22</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tak&#353;i&#263;]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Mohori&#263;]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Duran]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Emotional skills and competence questionnaire (ESCQ) as a self-report measure of emotional intelligence]]></article-title>
<source><![CDATA[Horizons of Psychology]]></source>
<year>2009</year>
<volume>18</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>7-21</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Valente]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Lourenço]]></surname>
<given-names><![CDATA[A. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Conflict in the classroom: How teachers&#8217; emotional intelligence influences conflict management]]></article-title>
<source><![CDATA[Frontiers in Education]]></source>
<year>2020</year>
<volume>5</volume>
<numero>5</numero>
<issue>5</issue>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Valente]]></surname>
<given-names><![CDATA[S. N.]]></given-names>
</name>
<name>
<surname><![CDATA[Lourenço]]></surname>
<given-names><![CDATA[A. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Dominguez-Lara]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teachers in the 21st Century: Emotional intelligence skills make the difference]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[&#350;enol]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<source><![CDATA[Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications]]></source>
<year>2022</year>
<page-range>1-15</page-range><publisher-name><![CDATA[IntechOpen Limited]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Valente]]></surname>
<given-names><![CDATA[S. N.]]></given-names>
</name>
<name>
<surname><![CDATA[Lourenço]]></surname>
<given-names><![CDATA[A. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Dominguez-Lara]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Mohori&#263;]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Tak&#353;i&#263;]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Psychometric proprieties of the emotional skills and competence questionnaire for teachers]]></article-title>
<source><![CDATA[International Journal of Instruction]]></source>
<year>2023</year>
<volume>16</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>55-70</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wang]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Exploring the relationship among teacher emotional intelligence, work engagement, teacher self-efficacy, and student academic achievement: A moderated mediation model]]></article-title>
<source><![CDATA[Frontiers in Psychology]]></source>
<year>2022</year>
<volume>12</volume>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wong]]></surname>
<given-names><![CDATA[C. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Law]]></surname>
<given-names><![CDATA[K. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The effects of leader and follower emotional intelligence on performance and attitude: An exploratory study]]></article-title>
<source><![CDATA[Leadership Quarterly]]></source>
<year>2002</year>
<volume>13</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>243-74</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
