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Sergio Mérida, Ph.D.
Affiliation: University of Málaga (Spain) |
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BiographyPh.D. in Psychology with international and extraordinary doctoral recognitions. He is currently working as a professor in the Department of Social Psychology, Social Work and Social Services, and Social Anthropology at the University of Malaga. His research interests revolve around personal and contextual resources and their relationship with well-being indicators and attitudes, with a particular focus on studying socio-emotional competencies in educational settings. He is currently engaged in various projects and he leads a funded project centered on emotional skills and psychosocial well-being of beginning university teachers. His research trajectory has gained international recognition, contributing to conferences, books, and scientific articles. With extensive experience, he has designed and implemented training initiatives for both active and pre-service teaching professionals. Selected publications on emotional intelligence Mérida-López, Sergio., Roberto, Magda Sofia., Carvalho, Vânia Sofia., Guerrero-Barona, Eloísa., Extremera, Natalio & Chambel, Maria José (2023). Daily exhaustion and engagement in Portuguese health science students: Exploring the contributions of negative events and emotional intelligence facets. Studies in Higher Education, https://doi.org/10.1080/03075079.2023.2259950 Peláez-Fernández, María Angeles., Mérida-López, Sergio., Rey, Lourdes & Extremera, Natalio (2022). Burnout, work engagement and life satisfaction among Spanish teachers: The unique contribution of core self-evaluations. Personality and Individual Differences, 196, 111727. https://doi.org/10.1016/j.paid.2022.111727 Mérida-López, Sergio., Quintana-Orts, Cirenia., Hintsa, Taina & Extremera, Natalio (2022). Emotional intelligence and social support of teachers: Exploring how personal and social resources are associated with job satisfaction and intentions to quit job. [Inteligencia emocional y apoyo social del profesorado: explorando cómo los recursos personales y sociales se asocian con la satisfacción laboral y con las intenciones de abandono docente] Revista de Psicodidáctica (English ed.), 27(2), 168-175. https://doi.org/10.1016/j.psicod.2022.02.001 Mérida-López, Sergio., Quintana-Orts, Cirenia., Rey, Lourdes & Extremera, Natalio (2022). Teachers’ subjective happiness: Testing the importance of emotional intelligence facets beyond perceived stress. Psychology Research and Behavior Management, 15, 317-326. https://doi.org/10.2147/PRBM.S350191 Mérida-López, Sergio., Nicolás Sánchez-Álvarez & Extremera, Natalio (2022). Teacher retention through the Job Demands-Resources Theory [Retención docente a través de la teoría de demandas y recursos laborales]. Educación XX1, 25(2), 151-171. https://doi.org/10.5944/educxx1.31901 Mérida-López, Sergio & Extremera, Natalio (2022). Student aggression against teachers, stress, and emotional intelligence as predictors of withdrawal intentions among secondary school teachers. Anxiety, Stress, & Coping, 35(3), 365-378. https://doi.org/10.1080/10615806.2021.1948020 Mérida-López, Sergio., Extremera, Natalio & Chambel, Maria José (2021). Linking self- and other-focused emotion regulation abilities and occupational commitment among pre-service teachers: Testing the mediating role of study engagement. International Journal of Environmental Research and Public Health, 18(10), 5434. https://doi.org/10.3390/ijerph18105434 Peláez-Fernández, María Angeles, Mérida-López, Sergio., Sánchez-Álvarez, Nicolás & Extremera, Natalio (2021). Managing teachers' job attitudes: The potential benefits of being a happy and emotional intelligent teacher. Frontiers in Psychology, 12:661151. https://doi.org/10.3389/fpsyg.2021.661151 Mérida-López, Sergio & Extremera, Natalio (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. https://doi:10.3389/fpsyg.2020.563634 Mérida-López, Sergio., Sánchez-Gómez, Martin & Extremera, Natalio (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. https://doi.org/10.5093/pi2020a10 Mérida-López, Sergio., Extremera, Natalio & Sánchez-Álvarez, Nicolás (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(7), 2170. https://doi.org/10.3390/ijerph17072170 Extremera, Natalio., Mérida-López, Sergio., Quintana-Orts, Cirenia & Rey, Lourdes (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. https://doi.org/10.1016/j.paid.2019.109710 Mérida-López, Sergio & Extremera, Natalio (2020). When pre-service teachers’ lack of occupational commitment is not enough to explain intention to quit: Emotional intelligence matters! [Cuando la falta de compromiso ocupacional del profesorado novel no es suficiente para explicar la intención de abandono: ¡la inteligencia emocional importa!] Revista de Psicodidáctica (English ed.), 25(1), 52-58. https://doi.org/10.1016/j.psicoe.2019.05.001 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. |