Affiliation: University of Málaga (Spain)
Email: sergioml@uma.es

Biography

Sergio Mérida-López is a Research and Teaching Assistant at the Department of Social Psychology, Social Work, Social Anthropology and East Asin Studies at the University of Málaga (Spain). His research line focuses on the role of emotional intelligence for predicting work engagement, work-related well-being, and attitudinal indicators in pre-occupational and work settings, with an emphasis on the teaching context. He has worked at the Center of Excellence for Positive Organizational Psychology at Erasmus University Rotterdam and he develops research projects with leading international scholars from Rotterdam, Eindhoven, and Lisbon. He has participated in several funded research projects relating to the design and implementation of emotional intelligence training with teaching professionals.

Selected publications on emotional intelligence
Mérida-López, S., & Extremera, N. (2020). When pre-service teachers’ lack of occupational commitment is not enough to explain intention to quit: Emotional intelligence matters! Revista de Psicodidáctica (English Ed.), 25(1), 52–58.

Extremera, N., Mérida-López, S., Quintana-Orts, C., & Rey, L. (2020). On the association between job dissatisfaction and employee’s mental health problems: Does emotional regulation ability buffer the link? Personality and Individual Differences, 155, 109710.

Mérida-López, S., & Extremera, N. (2020). The interplay of emotional intelligence abilities and work engagement on job and life satisfaction: Which emotional abilities matter most for secondary-school teachers? Frontiers in Psychology, 11, 563634.

Mérida-López, S., Sánchez-Gómez, M., & Extremera, N. (2020). Leaving the teaching profession: Examining the role of social support, engagement and emotional intelligence in teachers’ intentions to quit. Psychosocial Intervention, 29(3), 141–151.

Mérida-López, S., Extremera, N., & Sánchez-Álvarez, N. (2020). The interactive effects of personal resources on teachers’ work engagement and withdrawal intentions: A structural equation modeling approach. International Journal of Environmental Research and Public Health, 17, 2170.

Mérida-López, S., Extremera, N., Quintana-Orts, C., & Rey, L. (2019). In pursuit of job satisfaction and happiness: Testing the interactive contribution of emotion-regulation ability and workplace social support. Scandinavian Journal of Psychology, 60(1), 59–66.

Mérida-López, S., Extremera, N., Quintana-Orts, C., & Rey, L. (2019). Does emotional intelligence matter in tough times? A moderated mediation model for explaining health and suicide risk amongst short- and long-term unemployed adults. Journal of Clinical Medicine, 8(6), 797. https://doi.org/10.3390/jcm8060797

Mérida-López, S., Bakker, A. B., & Extremera, N. (2019). How does emotional intelligence help teachers to stay engaged? Cross-validation of a moderated mediation model. Personality and Individual Differences, 151, 109393.

Extremera, N., Mérida-López, S., Sánchez-Álvarez, N., & 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.\

Mérida-López, S., Extremera, N., & Rey, L. (2017). Emotion-regulation ability, role stress and teachers’ mental health. Occupational Medicine, 67(7), 540–545.

Mérida-López, S., & Extremera, N. (2017). Emotional intelligence and teacher burnout: A systematic review. International Journal of Educational Research, 85, 121–130.

Mérida-López, S., Extremera, N., & Rey, L. (2017). 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.