ACTIVACIÓN EMOCIONAL, CARGA COGNITIVA Y ENGAGEMENT: CORRELATOS NEUROPSICOLÓGICOS EN LA ADOPCIÓN DOCENTE DE ESTRATEGIAS PEDAGÓGICAS.
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| Title: | ACTIVACIÓN EMOCIONAL, CARGA COGNITIVA Y ENGAGEMENT: CORRELATOS NEUROPSICOLÓGICOS EN LA ADOPCIÓN DOCENTE DE ESTRATEGIAS PEDAGÓGICAS. |
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| Alternate Title: | EMOTIONAL ACTIVATION, COGNITIVE LOAD, AND ENGAGEMENT: NEUROPSYCHOLOGICAL CORRELATES IN TEACHERS' ADOPTION OF PEDAGOGICAL STRATEGIES. ATIVAÇÃO EMOCIONAL, CARGA COGNITIVA E ENGAGEMENT: CORRELATOS NEUROPSICOLÓGICOS NA ADOÇÃO DE ESTRATÉGIAS PEDAGÓGICAS PELOS DOCENTES. |
| Authors: | Cortés-Vázquez, Macarena1,2,3 macarena.cortes@universidadeuropea.es, Villán Rodríguez, Alicia1,4 |
| Source: | Panamerican Journal of Neuropsychology / Cuadernos de Neuropsicología. ene-abr2026, Vol. 20 Issue 1, p30-46. 17p. |
| Subjects: | EMOTIONAL conditioning, TEACHING methods, JOB involvement, SELF-efficacy, TEACHERS, COGNITION, COGNITIVE load, EMPATHY |
| Abstract (English): | This article analyzes how emotional perception and neurocommunicative variables such as engagement, empathy, communicative self-efficacy, and cognitive load influence university teachers' intention to use teaching strategies. The study is based on the need to understand how teachers' emotions condition methodological adoption. A quantitative, nonexperimental, cross-sectional approach with a correlational-explanatory scope was used. The sample consisted of 86 university teachers, and data were collected using the psychometrically validated PE-ENDU questionnaire. The analysis included descriptive statistics, Pearson correlations, and multiple regression developed in Python. The results show positive relationships between intention to use and valence, activation, and emotional relevance, as well as engagement and empathy-emotional regulation. Cognitive load did not have any significant negative effects. The predictive model explained 65% of the variance in intention to use. It is concluded that emotional and neurocommunicative processes are determinants in the adoption of active strategies, highlighting the importance of emotional well-being and communicative self-efficacy for pedagogical innovation. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | El artículo analiza cómo la percepción emocional y variables neurocomunicativas como engagement, empatía, autoeficacia comunicativa y carga cognitiva influyen en la intención de uso de estrategias didácticas en docentes universitarios. El estudio parte de la necesidad de comprender cómo las emociones docentes condicionan la adopción metodológica. Se empleó un enfoque cuantitativo, no experimental y transversal, con un alcance correlacional-explicativo. La muestra estuvo compuesta por 86 docentes universitarios y los datos se recolectaron mediante el cuestionario PE-ENDU, validado psicométricamente. El análisis incluyó estadísticos descriptivos, correlaciones de Pearson y una regresión múltiple desarrollada en Python. Los resultados muestran relaciones positivas entre la intención de uso y la valencia, la activación y la relevancia emocional, así como con el engagement y la empatía-regulación emocional. La carga cognitiva no presentó efectos negativos relevantes. El modelo predictivo explicó el 65% de la varianza de la intención de uso. Se concluye que los procesos emocionales y neurocomunicativos son determinantes en la adopción de estrategias activas, destacando la importancia del bienestar emocional y la autoeficacia comunicativa para la innovación pedagógica. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | O artigo analisa como a perceção emocional e variáveis neurocomunicativas, como envolvimento, empatia, autoeficácia comunicativa e carga cognitiva, influenciam a intenção de uso de estratégias didáticas em professores universitários. O estudo parte da necessidade de compreender como as emoções dos professores condicionam a adoção metodológica. Foi utilizada uma abordagem quantitativa, não experimental e transversal, com um alcance correlacional-explicativo. A amostra foi composta por 86 professores universitários e os dados foram recolhidos através do questionário PE-ENDU, validado psicometricamente. A análise incluiu estatísticas descritivas, correlações de Pearson e uma regressão múltipla desenvolvida em Python. Os resultados mostram relações positivas entre a intenção de uso e a valência, a ativação e a relevância emocional, bem como com o engajamento e a empatia-regulação emocional. A carga cognitiva não apresentou efeitos negativos relevantes. O modelo preditivo explicou 65% da variância da intenção de uso. Conclui-se que os processos emocionais e neurocomunicativos são determinantes na adoção de estratégias ativas, destacando a importância do bemestar emocional e da autoeficácia comunicativa para a inovação pedagógica. [ABSTRACT FROM AUTHOR] |
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| Database: | MedicLatina |
| Abstract: | This article analyzes how emotional perception and neurocommunicative variables such as engagement, empathy, communicative self-efficacy, and cognitive load influence university teachers' intention to use teaching strategies. The study is based on the need to understand how teachers' emotions condition methodological adoption. A quantitative, nonexperimental, cross-sectional approach with a correlational-explanatory scope was used. The sample consisted of 86 university teachers, and data were collected using the psychometrically validated PE-ENDU questionnaire. The analysis included descriptive statistics, Pearson correlations, and multiple regression developed in Python. The results show positive relationships between intention to use and valence, activation, and emotional relevance, as well as engagement and empathy-emotional regulation. Cognitive load did not have any significant negative effects. The predictive model explained 65% of the variance in intention to use. It is concluded that emotional and neurocommunicative processes are determinants in the adoption of active strategies, highlighting the importance of emotional well-being and communicative self-efficacy for pedagogical innovation. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 07184123 |
| DOI: | 10.7714/CNPS/20.1.202 |
