<?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>1989-3809</journal-id>
<journal-title><![CDATA[Escritos de Psicología (Internet)]]></journal-title>
<abbrev-journal-title><![CDATA[Escritos de Psicología]]></abbrev-journal-title>
<issn>1989-3809</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Psicología. Universidad de Málaga]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1989-38092022000200008</article-id>
<article-id pub-id-type="doi">10.24310/espsiescpsi.v15i2.14775</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Una aproximacio&#769;n al Compromiso Emocional Docente y su relacio&#769;n con otras variables psicoeducativas]]></article-title>
<article-title xml:lang="en"><![CDATA[An approach to Teacher Emotional Engagement and its relationship with other psychoeducational variables]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kostiv]]></surname>
<given-names><![CDATA[Olena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Hernández]]></surname>
<given-names><![CDATA[Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de La Laguna  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>15</volume>
<numero>2</numero>
<fpage>171</fpage>
<lpage>181</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S1989-38092022000200008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S1989-38092022000200008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S1989-38092022000200008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El Compromiso Emocional Docente es un constructo psicoeducativo, de reciente validación, que caracteriza la relación profesor-alumno en tres etapas educativas: infantil, primaria y secundaria. Se define empíricamente como un vínculo emocional que establece el/la docente con su alumnado, a partir de una serie de manifestaciones conductuales y verbales que implican afecto y preocupación hacia éste, distribuidas en cuatro dimensiones. Este constructo es conceptualizado como un &#8220;saber hacer&#8221; emocional del profesorado, a la hora de ejercer su función docente, por lo que estaría relacionado con el enfoque competencial de la inteligencia emocional. El objetivo de este estudio ha sido observar cuáles son las variables psicoeducativas que predicen las puntuaciones en Compromiso Emocional Docente y si existen diferencias en las dimensiones del constructo en función de ellas. Participaron 671 docentes de las tres etapas educativas. Los resultados revelaron que las variables que más explican la variabilidad de las puntuaciones en las dimensiones del constructo son el sexo, la formación en educación emocional y la etapa educativa. Estos hallazgos ofrecen una primera aproximación de la relación del constructo con las variables socioacadémicas incluidas en este estudio, lo que posibilita progresar en su comprensión, así como guiar la formación inicial y permanente del profesorado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The Teacher Emotional Engagement is a recently-validated psychoeducational construct that characterizes the teacher-student relationship in three educational stages: preschool, primary, and secondary. It is empirically defined as an emotional bond that the teacher establishes with their students, based on behavioral and verbal manifestations that imply affection and concern towards the students, distributed in four dimensions. The objective of this study was to observe which psy-choeducational variables predict the scores in Teacher Emotional Engagement and if there are differences in the construct's dimensions based on them. The participants were 671 teachers from the three educational stages. The results revealed that the variables gender, training in emotional education and educational stage most explain the scores' variability in the construct's dimensions. These findings offer an initial approximation to the relationship of the construct with the socio-academic variables included in this study, enabling our progress in understanding it as well as guiding both initial and continuing teacher training.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[compromiso emocional docente]]></kwd>
<kwd lng="es"><![CDATA[inteligencia emocional]]></kwd>
<kwd lng="es"><![CDATA[relación profesor-alumno]]></kwd>
<kwd lng="es"><![CDATA[escuela]]></kwd>
<kwd lng="en"><![CDATA[teacher emotional engagement]]></kwd>
<kwd lng="en"><![CDATA[emotional intelligence]]></kwd>
<kwd lng="en"><![CDATA[teacher-student relationship]]></kwd>
<kwd lng="en"><![CDATA[school]]></kwd>
</kwd-group>
</article-meta>
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