<?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>1576-5962</journal-id>
<journal-title><![CDATA[Revista de Psicología del Trabajo y de las Organizaciones]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. psicol. trab. organ.]]></abbrev-journal-title>
<issn>1576-5962</issn>
<publisher>
<publisher-name><![CDATA[Colegio Oficial de la Psicología de Madrid]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1576-59622022000200005</article-id>
<article-id pub-id-type="doi">10.5093/jwop2022a10</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Risk and protective factors of emotional exhaustion in teachers. A moderating mediation on emotional exhaustion]]></article-title>
<article-title xml:lang="es"><![CDATA[Los factores de riesgo y protectores del agotamiento emocional en el profesorado. Un modelo de mediación moderada del agotamiento emocional]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cuadrado]]></surname>
<given-names><![CDATA[Esther]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jiménez-Rosa]]></surname>
<given-names><![CDATA[Mónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tabernero]]></surname>
<given-names><![CDATA[Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,University of Cordoba  ]]></institution>
<addr-line><![CDATA[Córdoba ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="A02">
<institution><![CDATA[,University of Salamanca  ]]></institution>
<addr-line><![CDATA[Salamanca ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>38</volume>
<numero>2</numero>
<fpage>111</fpage>
<lpage>120</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S1576-59622022000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S1576-59622022000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S1576-59622022000200005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Emotional exhaustion negatively influences teachers' professional development. The main aim of this study was to analyze how the perception of attention to diversity, emotional dissonance, and social support were related to emotional exhaustion. To carry out this study, 567 teachers (64.9% women, mean age = 44.80, SD = 0.48) answered a questionnaire. Emotional dissonance mediated the relationships that established with emotional exhaustion the perception of attention to diversity (a) derived from special educational needs and (b) derived from cultural diversity. These mediations were moderated by social support, by confirming the interaction effect between social support and (a) the perception of attention to cultural diversity and (b) emotional dissonance. Teachers' perceptions of having to attend to diversity and not being able to express the real emotions they feel to students are stressor factors that influence emotional exhaustion levels. Moreover, social support acts as a protective factor that diminishes the negative effects of perception of attention to diversity and emotional dissonance on emotional exhaustion. These results highlight the need to promote strong support networks in educational settings within the center's cloister, to stimulate a healthier educational environment that reverts to lower levels of emotional exhaustion among teachers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El agotamiento emocional influye negativamente en el desarrollo profesional de los docentes. El objetivo principal de este estudio fue analizar cómo se relacionaban con el agotamiento emocional la percepción de atención a la diversidad, la disonancia emocional y el apoyo social. Para llevar a cabo el estudio, 567 docentes (64.9% mujeres; edad media = 44.80, DT = 0.48) respondieron a un cuestionario. La disonancia emocional medió las relaciones establecidas entre la percepción de la atención a la diversidad derivada (a) de las necesidades educativas especiales y (b) de la diversidad cultural y el agotamiento emocional. Esta mediación fue moderada por el apoyo social, al confirmarse el efecto de interacción entre el apoyo social y (a) la apreciación de atención a la diversidad cultural y (b) la disonancia emocional. La apreciación de los docentes de que tenían que atender a la diversidad y de que no podían expresar al alumnado sus emociones reales constituye un factor estresante que influye en el grado de agotamiento emocional. Además, el apoyo social actúa como factor protector que disminuye el efecto negativo que ejercen la percepción de la atención a la diversidad y la disonancia emocional en el agotamiento emocional. Los resultados ponen de manifiesto la necesidad de promover fuertes redes de apoyo en los escenarios educativos en el claustro del centro para favorecer un ambiente educativo más saludable que revierta en un menor agotamiento emocional en los docentes.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Emotional exhaustion]]></kwd>
<kwd lng="en"><![CDATA[Emotional dissonance]]></kwd>
<kwd lng="en"><![CDATA[Attention to diversity]]></kwd>
<kwd lng="en"><![CDATA[Social support]]></kwd>
<kwd lng="en"><![CDATA[Teacher]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="es"><![CDATA[Agotamiento emocional]]></kwd>
<kwd lng="es"><![CDATA[Disonancia emocional]]></kwd>
<kwd lng="es"><![CDATA[Atención a la diversidad]]></kwd>
<kwd lng="es"><![CDATA[Apoyo social]]></kwd>
<kwd lng="es"><![CDATA[Personal docente]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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