Applied Positive Lab

Artículos

En este módulo encontrarás una selección de los artículos publicados por los miembros del grupo de investigación en revistas nacionales e internacionales en los últimos cinco años y referidos a las líneas principales de investigación.

Producción científica (selección de artículos publicados en revistas nacionales e internacionales en los 5 últimos años):

Artículos en la línea de recursos personales y Psicología Positiva

  1. Rey, L., Sánchez-Álvarez, N. y Extremera, N. (2018). Spanish Gratitude Questionnaire: Psychometric properties in adolescents and relationships with negative and positive psychological outcomes. Personality and Individual Differences, 135, 173-175. https://doi.org/10.1016/j.paid.2018.07.005
  1. Extremera, N., Quintana-Orts, C., Mérida-López, S. y Rey, L. (2018). Cyberbullying victimization, self-esteem and suicidal ideation in adolescence: Does emotional intelligence play a buffering role? Frontiers in Psychology, 9: 367 https://doi.org/10.3389/fpsyg.2018.00367
  1. Extremera, N. y Rey, L. (2018). Core self-evaluations are associated with judgments of satisfaction with life via positive but not negative affect. Personality and Individual Differences, 130, 112-118. https://doi.org/10.1016/j.paid.2018.03.054
  2. Rey, L.  Quintana-Orts, C., Mérida-López, S. y Extremera, N. (2018). Emotional intelligence and peer cybervictimisation in adolescents: gender as moderator. Comunicar, 56, 9-18. https://doi.org/10.3916/C56-2018-01
  3. Mérida-López, S., Extremera, N. y Rey, L. (2018) Understanding the links between self-report emotional intelligence and suicide risk: Does psychological distress mediate this relationship across time and samples? Frontiers in Psychiatry 9:184. https://doi.org/10.3389/fpsyt.2018.00184
  1. Sánchez-Álvarez, N., de la Torre López, J. y Pérez-Costillas, L. (2018). Construcción y evaluación psicométrica de una escala breve de vulnerabilidad suicida. Revista Iberoamericana de Diagnóstico y Evaluación. https://doi.org/10.21865/RIDEP49.4.02
  1. Quintana-Orts, C. y Rey, L. (2018). Forgiveness, depression, and suicidal behavior in adolescents: Gender differences in this relationship. The Journal of Genetic Psychology, 179(2), 85-89. https://doi.org/10.1080/00221325.2018.1434478
  2. Quintana-Orts, C. y Rey, L. (2018). Forgiveness and cyberbullying in adolescence: Does willingness to forgive help minimize the risk of becoming a cyberbully? Computers in Human Behavior, 81, 209–214. https://doi.org/10.1016/j.chb.2017.12.021
  3. Rey, L., Extremera, N. y Sánchez-Álvarez, N. (2017). Clarifying the links between perceived emotional intelligence and well-being in older people:  Pathways through perceived social support from family and friends. Applied Research in Quality of Life, 1-15. https://doi.org/10.1007/s11482-017-9588-6
  4. Gamarra Jimenez, E., de la Torre López, J., Pérez Costillas, L. y Sánchez-Álvarez, N. (2017). Análisis y diseño intervencionista de la conducta suicida en población con dificultades socioeconómicas. Enfoque preventivo desde la Psicología Positiva. Documentos de Trabajo Social, 57, 100 – 124.
  5. Extremera, N. y Rey, L. (2016). Attenuating the negative impact of unemployment: The interactive effects of perceived emotional intelligence and well-being on suicide risk. PLoS One, 11(9), e0163656. https://doi.org/10.1371/journal.pone.0163656
  1. Sánchez-Álvarez, N., Extremera, N. y Fernández-Berrocal, P. (2016). The relation between emotional intelligence and subjective well-being: A meta-analytic investigation. The Journal of Positive Psychology, 11(3), 276-285. https://doi.org/10.1080/17439760.2015.1058968
  2. Extremera, N. y Rey, L. (2016). Ability emotional intelligence and life satisfaction: positive and negative affect as mediators. Personality and Individual Differences, 102, 98-101. https://doi.org/10.1016/j.paid.2016.06.051
  3. Extremera, N. y Fernández-Berrocal, P. (2016). Ability emotional intelligence, depression, and well-being.Emotion Review, 8(4), 311-315. https://doi.org/10.1177/1754073916650494
  4. Sánchez-García, M., Extremera, N. y Fernández-Berrocal, P. (2016). The factor structure and psychometric properties of the Spanish version of the Mayer-Salovey-Caruso Emotional Intelligence Test. Psychological Assessment, 28(11), 1404-1415. https://doi.org/10.1037/pas0000269
  1. Sánchez-Álvarez, N., Extremera, N. y Fernández-Berrocal, P. (2015). Maintaining life satisfaction in adolescence: Affective mediators of the influence of perceived emotional intelligence on overall life satisfaction judgments in a two-year longitudinal study. Frontiers in Psychology6:1892. https://doi.org/10.3389/fpsyg.2015.01892
  1. Peláez‐Fernández, M. A., Extremera, N. y Fernández‐Berrocal, P. (2015). Perceived emotional intelligence and aggression among adults: The moderating role of gender. Australian Journal of Psychology, 67(3), 140-148. https://doi.org/10.1111/ajpy.12076
  2. Rey, L. y Extremera, N. (2015). Core self-evaluations, perceived stress and life satisfaction in Spanish young and middle-aged adults: An examination of mediation and moderation effects. Social Indicators Research, 120(2), 515–524. https://doi.org/10.1007/s11205-014-0601-2
  3. Extremera, N. y Rey, L. (2015). The moderator role of emotion regulation ability in the link between stress and well-being. Frontiers in Psychology, 6:1632. https://doi.org/10.3389/fpsyg.2015.01632
  4. Rey, L. y Extremera, N. (2015). Forgiveness and health-related quality of life in older people: Adaptive cognitive emotion regulation strategies as mediators. Journal of Health Psychology, 21(12), 2944-2954. https://doi.org/10.1177/1359105315589393
  5. Rey, L. y Extremera, N. (2014). Positive psychological characteristics and interpersonal forgiveness: Identifying the unique contribution of emotional intelligence abilities, Big Five traits, gratitude and optimism. Personality and Individual Differences, 68, 199 - 204. https://doi.org/10.1016/j.paid.2014.04.030

 

Artículos en la línea de recursos personales y Psicología Organizacional Positiva

  1. Mérida-López, S. Extremera, N., Quintana-Orts, C. y Rey, L.  (2018). In pursuit of job satisfaction and happiness: Testing the interactive contribution of emotion-regulation ability and workplace social support. Scandinavian Journal of Psychology. https://doi.org/10.1111/sjop.12483
  2. Nieto, P., Berrios-Martos, P. y Extremera, N. (en prensa). Autoeficacia de búsqueda como mediadora de la inteligencia emocional y la búsqueda activa de empleo. Revista de Psicología Social.
  3. Extremera, N., Mérida-López, S., Sánchez-Álvarez, N. y Quintana-Orts, C. (2018). How does emotional intelligence make one feel better at work? The mediational role of work engagement. International Journal of Environmental Research and Public Health, 15(9), 1909. https://doi.org/10.3390/ijerph15091909
  4. Urquijo, I. y Extremera, N. (2017). Academic satisfaction at university: the relationship between emotional intelligence and academic engagement. Electronic Journal of Research in Educational Psychology, 15(3), 553-573. http://dx.doi.org/10.14204/ejrep.43.16064
  1. Mérida-López, S., Extremera, N. y Rey, L. (2017a). En busca del ajuste psicológico a través de la inteligencia emocional ¿es relevante el género de los docentes? Behavioral Psychology/Psicología Conductual21(3), 371-389.
  2. Mérida-López, S., Extremera, N. y Rey, L. (2017b). Contributions of work-related stress and emotional intelligence to teacher engagement: additive and interactive effects. International Journal of Environmental Research and Public Health, 14(10), 1156. https://doi.org/10.3390/ijerph14101156
  3. Mérida-López, S., Extremera, N. y Rey, L. (2017c). Emotion-regulation ability, role stress and teachers’ mental health. Occupational Medicine, 67(7), 540-545. https://doi.org/10.1093/occmed/kqx125
  4. Mérida-López, S. y Extremera, N. (2017a). Emotional intelligence and teacher burnout: A systematic review. International Journal of Educational Research85, 121-130. https://doi.org/10.1016/j.ijer.2017.07.006
  5. Mérida-López, S. y Extremera, N. (2017b). Estado de la cuestión sobre inteligencia emocional y burnout en el profesorado por países, año de publicación, ciclos educativos e instrumentos de evaluación. Profesorado, Revista de Curriculum y Formación del Profesorado, 21(3), 371-389.
  6. Rey, L., Extremera, N. y Pena, M. (2016). Emotional competence relating to perceived stress and burnout in Spanish teachers: a mediator model. PeerJ, 4, e2087. https://doi.org/10.7717/peerj.2087
  7. Urquijo, I., Extremera, N. y Villa, A. Emotional intelligence, life satisfaction, and psychological well-being in graduates: the mediating effect of perceived stress. Applied Research in Quality of Life, 11(4), 1241-1252. https://doi.org/10.1007/s11482-015-9432-9
  8. Rey, L., Extremera, N. y Peláez-Fernández, M. A. (2016). Linking social support to psychological distress in the unemployed: the moderating role of core self-evaluations. Social Indicators Research, 127(1), 435-445. https://doi.org/10.1007/s11205-015-0958-x
  9. Berrios, M. P., Extremera, N. y Nieto-Flores, M. P. (2016). Exploring the socio-emotional factors associated with subjective well-being in the unemployed. PeerJ, 4, https://doi.org/10.7717/peerj.2506
  10. Nieto-Flores, M. P., Berrios, M. P. y Extremera, N. (2015). Recursos personales asociados a diferentes indicadores de éxito en la búsqueda de empleo: una revisión sistemática. Behavioral Psychology/Psicología Conductual, 23(2), 373-392.
  11. Extremera, N. y Rey, L. (2014). Health-related quality of life and cognitive emotion regulation strategies in the unemployed: A cross-sectional survey. Health and quality of life outcomes, 12:172. https://doi.org/10.1186/s12955-014-0172-6
  12. Ruiz-Aranda, Extremera, N. y Pineda-Galán, C. (2014). Emotional intelligence, life satisfaction and subjective happiness in female student health professionals: The mediating effect of perceived stress. Journal of Psychiatric and Mental Health Nursing, 21(3), 106-113. https://doi.org/10.1111/jpm.12052