La relación entre la despersonalización y la inteligencia interpersonal autopercibida entre profesores ecuatorianos de educación superior
Palabras clave:
burnout docente, despersonalización, cinismo, habilidades interpersonales, autoconcepto, diferencias de sexoResumen
Introducción: La relación entre el desgaste profesional y la inteligencia emocional se ha estudiado ampliamente. Alteraciones en dimensiones como el agotamiento emocional, la realización personal y las habilidades intrapersonales han demostrado una estrecha relación con el ejercicio de la docencia, con diferencias notables con otras dimensiones como la despersonalización y las habilidades interpersonales.
Objetivo:Evaluar la asociación entre el indicador de despersonalización y las habilidades interpersonales en profesores universitarios ecuatorianos.
Materiales y método: Se aplicó la versión adaptada para docentes del Maslach Burnout Inventory Educator Survey. Para la determinación de la inteligencia interpersonal se utilizó una escala ad hoc elaborada por los investigadores.
Resultados: Se observaron bajos niveles de despersonalización y altos niveles de inteligencia interpersonal. La mayoría de los docentes valoraron positivamente sus habilidades interpersonales. Se encontró una relación negativa, pero significativa entre la despersonalización y la inteligencia interpersonal, con diferencias notables entre géneros. Los hombres mostraron niveles más altos de despersonalización en comparación con las mujeres.
Conclusiones: Este estudio revela una asociación significativa entre la despersonalización y la inteligencia interpersonal en el contexto académico. Los hallazgos sugieren que, aunque los hombres experimentan mayores niveles de despersonalización, la autopercepción de habilidades interpersonales es generalmente alta en ambos géneros. Estos resultados subrayan la importancia de considerar factores personales y de género en el bienestar y desempeño de los docentes universitarios, al desafiar la noción de que la experiencia académica por sí sola es suficiente para un buen desempeño educativo.
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3. Vera-Bermudez J, et al. Distinción por sexo en el rol del profesor como investigador y sus implicaciones en el quemado profesional. Proceedings of the 15th LACCEI International Multi-Conference for Engineering, Education and Technology. 2017:239. Available from: http://dx.doi.org/10.18687/LACCEI2017.1.1.239
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5. Maslach C, Jackson SE. The measurement of experienced burnout. J Organ Behav. 1981;2(2):99-113. Available from: https://doi.org/10.1002/job.4030020205
6. Maslach C, Jackson SE, Leiter MP. Maslach burnout inventory. In: Zalaquett CP, Wood RJ, editors. Evaluating Stress: A Book of Resources. Lanham: Scarecrow Press; 1997. Available from: https://psycnet.apa.org/record/1997-09146-011
7. Maslach C. A multidimensional theory of burnout. In: Cooper CL, editor. Theories of organizational stress. Oxford: Oxford University Press; 1998. p. 85. Available from: https://www.researchgate.net/publication/280939428_A_Multidimensional_Theory_of_Burnout
8. Simbula S, Guglielmi D. Depersonalization or cynicism, efficacy or inefficacy: what are the dimensions of teacher burnout? Eur J Psychol Educ. 2010;25(3):301-14. Available from: https://doi.org/10.1007/s10212-010-0017-6
9. Shepperd J, Malone W, Sweeny K. Exploring Causes of the Self-serving Bias. Soc Personal Psychol Compass. 2008;2(2):895-908. Available from: https://doi.org/10.1111/j.1751-9004.2008.00078.x
10. Paredes M, et al. Burnout y afrontamiento en docentes universitarios de Ecuador. GICOS: Revista del Grupo de Investigaciones en Comunidad y Salud. 2020;6(4):39-55. Available from: http://erevistas.saber.ula.ve/gicos
11. Revelle W. psych: Procedures for Psychological, Psychometric, and Personality Research. Evanston, Illinois: Northwestern University; 2021. Available from: https://CRAN.R-project.org/package=psych
12. Hakanen JJ, Bakker AB, Schaufeli WB. Burnout and work engagement among teachers. J Sch Psychol. 2006;43(6):495-513. Available from: https://doi.org/10.1016/j.jsp.2005.11.001
13. Benita M, Butler R, Shibaz L. Outcomes and antecedents of teacher depersonalization: The role of intrinsic orientation for teaching. J Educ Psychol. 2019;111(6):1103-18. Available from: https://doi.org/10.1037/edu0000328
14. Tabera Galván MV, et al. Percepción de los estudiantes universitarios de Ciencias de la Salud sobre las actitudes de los docentes y su influencia en el clima de aprendizaje. Rev Complut Educ. 2015;26(2):275-93. Available from: https://doi.org/10.5209/rev_RCED.2015.v26.n2.43028
15. Madigan DJ, Kim LE. Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes. Int J Educ Res. 2021;105:101714. Available from: https://doi.org/10.1016/j.ijer.2020.101714
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17. Byrne BM. Burnout: Investigating the impact of background variables for elementary, intermediate, secondary, and university educators. Teach Teach Educ. 1991;7(2):197-209. Available from: https://doi.org/10.1016/0742-051X(91)90027-M
18. Bayani AA, Bagheri H, Bayani A. Influence of gender, age, and years of teaching experience on burnout. Ann Biol Res. 2013;4(4):239-43. Available from: http://scholarsresearchlibrary.com/archive.html
19. Rumschlag KE. Teacher burnout: A quantitative analysis of emotional exhaustion, personal accomplishment, and depersonalization. Int Manag Rev. 2017;13(1):22-36. Available from:https://www.researchgate.net/publication/359894508_Techers'_Emotional_Intelligence_and_Burnout
20. García-Ros R, Fuentes MC, Fernández B. Teachers’ interpersonal self-efficacy: evaluation and predictive capacity of teacher burnout. EJREP. 2015;13(3):483. Available from: http://dx.doi.org/10.14204/ejrep.37.14105
21. Eagly AH, Karau SJ. Gender and the emergence of leaders: A meta-analysis. J Pers Soc Psychol. 1991;60(5):685-710. Available from: https://doi.org/10.1037/0022-3514.60.5.685
22. Shehzad S, Mahmood N. . Gender Differences in Emotional Intelligence of University Teachers. Pak J Soc Clin Psychol. 2013;11(1). Available from: https://www.gcu.edu.pk/pages/gcupress/pjscp/volumes/pjscp20131-3.pdf
23. Soanes DG, Sungoh SM. Influence of Emotional Intelligence on Teacher Effectiveness of Science Teachers. Psychol. 2019;10(13):1819-31. Available from: https://doi.org/10.4236/psych.2019.1013118
24. Zamir S, Hina QA. An Analysis of Interpersonal Skills of Teachers at Higher Level. J Res Soc Sci. 2017;5(2):135-48. Available from: https://www.proquest.com/scholarly-journals/analysis-interpersonal-skills-teachers-at-higher/docview/2006718919/se-2
25. Friedman IA. Self-Efficacy and Burnout in Teaching: The Importance of Interpersonal-Relations Efficacy. Soc Psychol Educ. 2003;6(3):191-215. Available from: https://doi.org/10.1023/A:1024723124467
26. Tan YJ, Quek CLG, Fulmer G. Validation of Classroom Teacher Interaction Skills Scale. Asia-Pacific Educ Res. 2019;28(5):429-46. Available from: https://doi.org/10.1007/s40299-019-00444-6
27. Alden L. Self-efficacy and causal attributions for social feedback. J Res Pers. 1986;20(4):460-73. Available from: https://doi.org/10.1016/0092-6566(86)90126-1
28. Brouwers A, Tomic W. The factorial validity of scores on the teacher interpersonal self-efficacy scale. Educ Psychol Meas. 2001;61(3):433-45. Available from: https://doi.org/10.1177/00131640121971301
29. Friedman IA, Kass E. Teacher self-efficacy: A classroom-organization conceptualization. Teach Teach Educ. 2002;18(6):675-86. Available from: https://doi.org/10.1016/S0742-051X(02)00027-6
30. Frank JL, Jennings PA, Greenberg MT. Validation of the mindfulness in teaching scale. Mindfulness. 2016;7(1):155-63. Available from: https://doi.org/10.1007/s12671-015-0461-0
31. Mayer JD, Salovey P. The intelligence of emotional intelligence. Intelligence. 1993;17(4):433-42. Available from: https://doi.org/10.1016/0160-2896(93)90010-3
32. Dulewicz V, Higgs M. Can emotional intelligence be measured and developed? Leadersh Organ Dev J. 1999;20(5):242-53. Available from: https://doi.org/10.1108/01437739910287117
33. Mayer JD. What is emotional intelligence? Research. Durham: University of New Hampshire; 2004. Available from: https://scholars.unh.edu/personality_lab/8
34. Gardner H. Frames of mind. New York: Basic Books; 1983. Available from: https://www.scirp.org/reference/referencespapers?referenceid=2633225
35. Revelle W. How to use the psych package for mediation/moderation/regression analysis. Personal. Proj. 2021. Available from: https://personality-project.org/r/tutorials/HowTo/mediation.pdf
36. D’Orazio M. univOutl: Detection of Univariate Outliers. 2021. Available from: https://CRAN.R-project.org/package=univOutl
37. Hubert M, Vandervieren E. An adjusted boxplot for skewed distributions. Comput Stat Data Anal. 2008;52(12):5186-201. Available from: https://doi.org/10.1016/j.csda.2007.11.008
38. Wilcox RR. Some outlier detection methods. In: Introduction to Robust Estimation and Hypothesis Testing. 3rd ed. St. Louis: Elsevier Science & Technology; 2013. p. 96-100. Available from: https://doi.org/10.1016/C2010-0-67044-1
39. Koenker R. quantreg: Quantile Regression. 2021. Available from: https://CRAN.R-project.org/package=quantreg
40. Davino C, Furno M, Vistocco D. Quantile Regression: Theory and Applications. 1st ed. New York: John Wiley & Sons, Incorporated (Wiley Series in Probability and Statistics Ser); 2013. Available from: https://www.academia.edu/39779234/Quantile_Cristina_Davino_Marilena_Furno_Domenico_Vistocc
41. Kocherginsky M, He X. Extensions of the Markov chain marginal bootstrap. Stat Probab Lett. 2003;77(12):1258-68. Available from: https://doi.org/10.1016/j.spl.2007.03.010
42. Mair P, Wilcox R. Robust Statistical Methods in R Using the WRS2 Package. Behav Res Methods. 2020; 52:464-88. Available from: https://cran.r-project.org/web/packages/WRS2/vignettes/WRS2.pdf
43. Harrell FE, Davis CE. A new distribution-free quantile estimator. Biometrika. 1982;69(3):635-40. Available from: https://doi.org/10.1093/biomet/69.3.635
44. Wilcox RR, et al. Comparing two independent groups via the lower and upper quantiles. J Stat Comput Simul. 2014;84(7):1543-51. Available from: https://doi.org/10.1080/00949655.2012.754026
45. Rousselet GA, Pernet CR, Wilcox RR. Beyond differences in means: robust graphical methods to compare two groups in neuroscience. Eur J Neurosci. 2017;46(2):1738-48. Available from: https://doi.org/10.1111/ejn.13610
46. Ilaja B, Reyes C. Burnout y estrategias de inteligencia emocional en profesores. Psicol desde el Caribe. 2016;33(1):31-46. Available from: https://doi.org/10.14482/psdc.33.1.8081
47. Cansoy R, Parlar H, Kılınç AÇ. Teacher Self-Efficacy as a Predictor of Burnout. Int Online J Educ Sci. 2017;9(1). Available from: http://dx.doi.org/10.15345/iojes.2017.01.011
48. Harter S, Whitesell NR. On the importance of importance ratings in understanding adolescents' self-esteem: beyond statistical parsimony. In: Riding RJ, Rayner SG, editors. Self-perception. Westport: Ablex Publishing; 2001. p. 3-23. Available from: https://psycnet.apa.org/record/2001-05481-001
49. Karpen SC. The Social Psychology of Biased Self-Assessment. Am J Pharm Educ. 2018;82(5):6299. Available from: https://doi.org/10.5688/ajpe6299
50. Dobson K, Franche R-L. A conceptual and empirical review of the depressive realism hypothesis. Can J Behav Sci. 1989;21(4):419-33. Available from: https://doi.org/10.1037/h0079839
51. Thomson W. Depression, Neuroticism, and the Discrepancy Between Actual and Ideal Self-Perception. Pers Individ Dif. 2016; 88:219-24. Available from: https://doi.org/10.1016/j.paid.2015.09.003
52. Beyer S. Gender Differences in Self-Perception and Negative Recall Biases. Sex Roles. 1998;38(1):103-33. Available from: https://doi.org/10.1023/A:1018768729602
53. Moyano N, et al. Burned or engaged teachers? The role of mindfulness, self-efficacy, teacher and students’ relationships, and the mediating role of intrapersonal and interpersonal mindfulness. Curr Psychol. 2021. Available from: https://doi.org/10.1007/s12144-021-02433-9
54. Rosenfield D, Stephan WG. Sex differences in attributions for sex-typed tasks 1. J Pers. 1978;46(2):244-59. Available from: https://doi.org/10.1111/j.1467-6494.1978.tb00178.x
55. Deaux K. From individual differences to social categories: Analysis of a decade’s research on gender. Am Psychol. 1984;39(2):105. Available from: https://doi.org/10.1037/0003-066X.39.2.105
2. Gastaldi FGM, et al. Measuring the Influence of Stress and Burnout in Teacher-Child Relationship. Eur J Educ Psychol. 2014;7(1):17-28. Available from: https://doi.org/10.30552/ejep.v7i1.99
3. Vera-Bermudez J, et al. Distinción por sexo en el rol del profesor como investigador y sus implicaciones en el quemado profesional. Proceedings of the 15th LACCEI International Multi-Conference for Engineering, Education and Technology. 2017:239. Available from: http://dx.doi.org/10.18687/LACCEI2017.1.1.239
4. Puertas Molero P, et al. Influence of Emotional Intelligence and Burnout Syndrome on Teachers Well-Being: A Systematic Review. Soc Sci. 2019;8(6):185. Available from: https://doi.org/10.3390/socsci8060185
5. Maslach C, Jackson SE. The measurement of experienced burnout. J Organ Behav. 1981;2(2):99-113. Available from: https://doi.org/10.1002/job.4030020205
6. Maslach C, Jackson SE, Leiter MP. Maslach burnout inventory. In: Zalaquett CP, Wood RJ, editors. Evaluating Stress: A Book of Resources. Lanham: Scarecrow Press; 1997. Available from: https://psycnet.apa.org/record/1997-09146-011
7. Maslach C. A multidimensional theory of burnout. In: Cooper CL, editor. Theories of organizational stress. Oxford: Oxford University Press; 1998. p. 85. Available from: https://www.researchgate.net/publication/280939428_A_Multidimensional_Theory_of_Burnout
8. Simbula S, Guglielmi D. Depersonalization or cynicism, efficacy or inefficacy: what are the dimensions of teacher burnout? Eur J Psychol Educ. 2010;25(3):301-14. Available from: https://doi.org/10.1007/s10212-010-0017-6
9. Shepperd J, Malone W, Sweeny K. Exploring Causes of the Self-serving Bias. Soc Personal Psychol Compass. 2008;2(2):895-908. Available from: https://doi.org/10.1111/j.1751-9004.2008.00078.x
10. Paredes M, et al. Burnout y afrontamiento en docentes universitarios de Ecuador. GICOS: Revista del Grupo de Investigaciones en Comunidad y Salud. 2020;6(4):39-55. Available from: http://erevistas.saber.ula.ve/gicos
11. Revelle W. psych: Procedures for Psychological, Psychometric, and Personality Research. Evanston, Illinois: Northwestern University; 2021. Available from: https://CRAN.R-project.org/package=psych
12. Hakanen JJ, Bakker AB, Schaufeli WB. Burnout and work engagement among teachers. J Sch Psychol. 2006;43(6):495-513. Available from: https://doi.org/10.1016/j.jsp.2005.11.001
13. Benita M, Butler R, Shibaz L. Outcomes and antecedents of teacher depersonalization: The role of intrinsic orientation for teaching. J Educ Psychol. 2019;111(6):1103-18. Available from: https://doi.org/10.1037/edu0000328
14. Tabera Galván MV, et al. Percepción de los estudiantes universitarios de Ciencias de la Salud sobre las actitudes de los docentes y su influencia en el clima de aprendizaje. Rev Complut Educ. 2015;26(2):275-93. Available from: https://doi.org/10.5209/rev_RCED.2015.v26.n2.43028
15. Madigan DJ, Kim LE. Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes. Int J Educ Res. 2021;105:101714. Available from: https://doi.org/10.1016/j.ijer.2020.101714
16. Maslach C, Jackson SE, Schwab RL. Maslach burnout inventory-educators survey (MBI-ES). MBI manual. 1996; 3:27-32. Available from: https://www.scirp.org/reference/referencespapers?referenceid=2804221
17. Byrne BM. Burnout: Investigating the impact of background variables for elementary, intermediate, secondary, and university educators. Teach Teach Educ. 1991;7(2):197-209. Available from: https://doi.org/10.1016/0742-051X(91)90027-M
18. Bayani AA, Bagheri H, Bayani A. Influence of gender, age, and years of teaching experience on burnout. Ann Biol Res. 2013;4(4):239-43. Available from: http://scholarsresearchlibrary.com/archive.html
19. Rumschlag KE. Teacher burnout: A quantitative analysis of emotional exhaustion, personal accomplishment, and depersonalization. Int Manag Rev. 2017;13(1):22-36. Available from:https://www.researchgate.net/publication/359894508_Techers'_Emotional_Intelligence_and_Burnout
20. García-Ros R, Fuentes MC, Fernández B. Teachers’ interpersonal self-efficacy: evaluation and predictive capacity of teacher burnout. EJREP. 2015;13(3):483. Available from: http://dx.doi.org/10.14204/ejrep.37.14105
21. Eagly AH, Karau SJ. Gender and the emergence of leaders: A meta-analysis. J Pers Soc Psychol. 1991;60(5):685-710. Available from: https://doi.org/10.1037/0022-3514.60.5.685
22. Shehzad S, Mahmood N. . Gender Differences in Emotional Intelligence of University Teachers. Pak J Soc Clin Psychol. 2013;11(1). Available from: https://www.gcu.edu.pk/pages/gcupress/pjscp/volumes/pjscp20131-3.pdf
23. Soanes DG, Sungoh SM. Influence of Emotional Intelligence on Teacher Effectiveness of Science Teachers. Psychol. 2019;10(13):1819-31. Available from: https://doi.org/10.4236/psych.2019.1013118
24. Zamir S, Hina QA. An Analysis of Interpersonal Skills of Teachers at Higher Level. J Res Soc Sci. 2017;5(2):135-48. Available from: https://www.proquest.com/scholarly-journals/analysis-interpersonal-skills-teachers-at-higher/docview/2006718919/se-2
25. Friedman IA. Self-Efficacy and Burnout in Teaching: The Importance of Interpersonal-Relations Efficacy. Soc Psychol Educ. 2003;6(3):191-215. Available from: https://doi.org/10.1023/A:1024723124467
26. Tan YJ, Quek CLG, Fulmer G. Validation of Classroom Teacher Interaction Skills Scale. Asia-Pacific Educ Res. 2019;28(5):429-46. Available from: https://doi.org/10.1007/s40299-019-00444-6
27. Alden L. Self-efficacy and causal attributions for social feedback. J Res Pers. 1986;20(4):460-73. Available from: https://doi.org/10.1016/0092-6566(86)90126-1
28. Brouwers A, Tomic W. The factorial validity of scores on the teacher interpersonal self-efficacy scale. Educ Psychol Meas. 2001;61(3):433-45. Available from: https://doi.org/10.1177/00131640121971301
29. Friedman IA, Kass E. Teacher self-efficacy: A classroom-organization conceptualization. Teach Teach Educ. 2002;18(6):675-86. Available from: https://doi.org/10.1016/S0742-051X(02)00027-6
30. Frank JL, Jennings PA, Greenberg MT. Validation of the mindfulness in teaching scale. Mindfulness. 2016;7(1):155-63. Available from: https://doi.org/10.1007/s12671-015-0461-0
31. Mayer JD, Salovey P. The intelligence of emotional intelligence. Intelligence. 1993;17(4):433-42. Available from: https://doi.org/10.1016/0160-2896(93)90010-3
32. Dulewicz V, Higgs M. Can emotional intelligence be measured and developed? Leadersh Organ Dev J. 1999;20(5):242-53. Available from: https://doi.org/10.1108/01437739910287117
33. Mayer JD. What is emotional intelligence? Research. Durham: University of New Hampshire; 2004. Available from: https://scholars.unh.edu/personality_lab/8
34. Gardner H. Frames of mind. New York: Basic Books; 1983. Available from: https://www.scirp.org/reference/referencespapers?referenceid=2633225
35. Revelle W. How to use the psych package for mediation/moderation/regression analysis. Personal. Proj. 2021. Available from: https://personality-project.org/r/tutorials/HowTo/mediation.pdf
36. D’Orazio M. univOutl: Detection of Univariate Outliers. 2021. Available from: https://CRAN.R-project.org/package=univOutl
37. Hubert M, Vandervieren E. An adjusted boxplot for skewed distributions. Comput Stat Data Anal. 2008;52(12):5186-201. Available from: https://doi.org/10.1016/j.csda.2007.11.008
38. Wilcox RR. Some outlier detection methods. In: Introduction to Robust Estimation and Hypothesis Testing. 3rd ed. St. Louis: Elsevier Science & Technology; 2013. p. 96-100. Available from: https://doi.org/10.1016/C2010-0-67044-1
39. Koenker R. quantreg: Quantile Regression. 2021. Available from: https://CRAN.R-project.org/package=quantreg
40. Davino C, Furno M, Vistocco D. Quantile Regression: Theory and Applications. 1st ed. New York: John Wiley & Sons, Incorporated (Wiley Series in Probability and Statistics Ser); 2013. Available from: https://www.academia.edu/39779234/Quantile_Cristina_Davino_Marilena_Furno_Domenico_Vistocc
41. Kocherginsky M, He X. Extensions of the Markov chain marginal bootstrap. Stat Probab Lett. 2003;77(12):1258-68. Available from: https://doi.org/10.1016/j.spl.2007.03.010
42. Mair P, Wilcox R. Robust Statistical Methods in R Using the WRS2 Package. Behav Res Methods. 2020; 52:464-88. Available from: https://cran.r-project.org/web/packages/WRS2/vignettes/WRS2.pdf
43. Harrell FE, Davis CE. A new distribution-free quantile estimator. Biometrika. 1982;69(3):635-40. Available from: https://doi.org/10.1093/biomet/69.3.635
44. Wilcox RR, et al. Comparing two independent groups via the lower and upper quantiles. J Stat Comput Simul. 2014;84(7):1543-51. Available from: https://doi.org/10.1080/00949655.2012.754026
45. Rousselet GA, Pernet CR, Wilcox RR. Beyond differences in means: robust graphical methods to compare two groups in neuroscience. Eur J Neurosci. 2017;46(2):1738-48. Available from: https://doi.org/10.1111/ejn.13610
46. Ilaja B, Reyes C. Burnout y estrategias de inteligencia emocional en profesores. Psicol desde el Caribe. 2016;33(1):31-46. Available from: https://doi.org/10.14482/psdc.33.1.8081
47. Cansoy R, Parlar H, Kılınç AÇ. Teacher Self-Efficacy as a Predictor of Burnout. Int Online J Educ Sci. 2017;9(1). Available from: http://dx.doi.org/10.15345/iojes.2017.01.011
48. Harter S, Whitesell NR. On the importance of importance ratings in understanding adolescents' self-esteem: beyond statistical parsimony. In: Riding RJ, Rayner SG, editors. Self-perception. Westport: Ablex Publishing; 2001. p. 3-23. Available from: https://psycnet.apa.org/record/2001-05481-001
49. Karpen SC. The Social Psychology of Biased Self-Assessment. Am J Pharm Educ. 2018;82(5):6299. Available from: https://doi.org/10.5688/ajpe6299
50. Dobson K, Franche R-L. A conceptual and empirical review of the depressive realism hypothesis. Can J Behav Sci. 1989;21(4):419-33. Available from: https://doi.org/10.1037/h0079839
51. Thomson W. Depression, Neuroticism, and the Discrepancy Between Actual and Ideal Self-Perception. Pers Individ Dif. 2016; 88:219-24. Available from: https://doi.org/10.1016/j.paid.2015.09.003
52. Beyer S. Gender Differences in Self-Perception and Negative Recall Biases. Sex Roles. 1998;38(1):103-33. Available from: https://doi.org/10.1023/A:1018768729602
53. Moyano N, et al. Burned or engaged teachers? The role of mindfulness, self-efficacy, teacher and students’ relationships, and the mediating role of intrapersonal and interpersonal mindfulness. Curr Psychol. 2021. Available from: https://doi.org/10.1007/s12144-021-02433-9
54. Rosenfield D, Stephan WG. Sex differences in attributions for sex-typed tasks 1. J Pers. 1978;46(2):244-59. Available from: https://doi.org/10.1111/j.1467-6494.1978.tb00178.x
55. Deaux K. From individual differences to social categories: Analysis of a decade’s research on gender. Am Psychol. 1984;39(2):105. Available from: https://doi.org/10.1037/0003-066X.39.2.105
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2024-11-05
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Figueira JAV, Ruiz-Barzola O, Vera-Bermudez J, Carvajal Parra ID, Valdevila Santiesteban R, Benenaula Vargas LP. La relación entre la despersonalización y la inteligencia interpersonal autopercibida entre profesores ecuatorianos de educación superior. Rev. Hosp. Psiq. Habana. [Internet]. 5 de noviembre de 2024 [citado 3 de agosto de 2025];21(3). Disponible en: https://revhph.sld.cu/index.php/hph/article/view/515
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