Predicción del bienestar emocional docente: El rol de la frustración de necesidades psicológicas básicas
DOI:
https://doi.org/10.29105/pss3.3-187Keywords:
Frustración psicológica, Necesidades básicas, Bienestar emocional, Docentes universitarios, Teoría de la Autodeterminación.Abstract
La docencia universitaria implica exigencias emocionales, cognitivas y administrativas que afectan el bienestar emocional del profesorado. La Teoría de la Autodeterminación (TAD), postula que el reconocimiento psicológico adecuado depende principalmente de la satisfacción de tres necesidades psicológicas innatas: autonomía, competencia y relación. Cuando estas necesidades son frustradas, pueden generar agotamiento emocional y malestar psicológico. El objetivo de esta investigación fue examinar cómo la frustración de las necesidades psicológicas básicas predice el nivel de bienestar emocional en docentes universitarios. Se aplicó un diseño cuantitativo, transversal y correlacional con una muestra de 251 docentes. Los resultados mostraron que la frustración de autonomía, competencia y relación se asocia significativamente con menores niveles de bienestar emocional. Se discute la necesidad de implementar políticas institucionales que favorezcan entornos académicos más humanos, participativos y emocionalmente sostenibles.
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