ArticleEuropean journal of investigation in health, psychology and education2023
The Role of Emotional Intelligence and Metacognition in Teachers' Stress during Pandemic Remote Working: A Moderated Mediation Model.
Article in European journal of investigation in health, psychology and education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers, 2 of them syntheses that pooled it.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
9 citing papers in PubMed, 2 syntheses or guidelines pooled it, 25 citations in OpenAlex.
- The effects of emotional intelligence training programs on educators: a systematic review.F1000Research · 2025Pooled it
- Psychological resources and interventions for teachers' emotional competence and well-being: a systematic review.Frontiers in psychology · 2025Pooled it
- Linguistic Predictors of Psychological Adjustment in Healthcare Workers during the COVID-19 Pandemic.International journal of environmental research and public health · 2023Trial
- Metacognitive Monitoring Predicts and Enhances Emotion Management Knowledge.Affective science · 2026Article
- Emotional intelligence and self-regulated learning: psychological pathways to student engagement and academic performance.Frontiers in psychology · 2026Review
- The associations between emotional empathy, emotional intelligence, and COVID-19-related stress among nursing students: a cross-sectional study.BMC medical education · 2024Article
- The mediating effect of digital literacy and self-regulation on the relationship between emotional intelligence and academic stress among university students: a cross-sectional study.BMC medical education · 2024Article
- Emotional factors and self-efficacy in the psychological well-being of trainee teachers.Frontiers in psychology · 2024Article
- Burnout of Greek Teachers: Measurement Invariance and Differences across Individual Characteristics.European journal of investigation in health, psychology and education · 2023Article
Corrections and comments
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Authors and funding
7 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
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.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.