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Analysis of institutional authors

Vaz Fernandes Catalino Procopio, LeandraAuthorAmbrona, TbCorresponding AuthorAlbarenque C.m.AuthorViloria, CaAuthor

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May 30, 2022
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Evaluación de la Competencia Emocional docente del alumnado de magisterio en prácticas: aprender a regular emociones a partir de la escritura de un “emociodiario”.

Publicated to:Revista Electrónica Interuniversitaria de Formación del Profesorado. 25 (2): 145-157 - 2022-04-01 25(2), DOI: https://doi.org/10.6018/reifop.509581

Authors: Benito Ambrona, Tamara; Messina Albarenque, Claudia; Andrés Viloria, Carmen de; Fernandes Procopio, Leandra

Affiliations

Univ Autonoma Madrid, Madrid, Spain - Author

Abstract

Research indicates that it is essential to train new teachers in emotional competence (EC) to respond to the demands and challenges posed by the school. The curricular practices of the initial teacher training program prove to be an ideal context for the development of this competence. These practices constitute a moment of learning and illusion for the students, but they also mean facing situations of great stress and, therefore, it is usually a source of negative emotions. This article presents the results of the analysis of the pre- and post-test EC questionnaire administered to 46 student teachers who completed the curricular internships in the last year of their career. The students received specific information about EC, presentation of interactive material for reflection on their emotions and wrote practice diaries, called "emotional diaries", with specialized support from their tutors.The results show that the internship period constitutes an ideal moment for the development of EC. Likewise, the participating students increased the use of adaptive emotional regulation strategies and reduced that of the less adaptive ones. Finally, the accompaniment of the tutor teacher is essential throughout the process.

Keywords

BurnoutEmotional competenceInternshipsProgramTeacher training

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal Revista Electrónica Interuniversitaria de Formación del Profesorado due to its progression and the good impact it has achieved in recent years, according to the agency Scopus (SJR), it has become a reference in its field. In the year of publication of the work, 2022, it was in position , thus managing to position itself as a Q2 (Segundo Cuartil), in the category Education.

From a relative perspective, and based on the normalized impact indicator calculated from World Citations provided by WoS (ESI, Clarivate), it yields a value for the citation normalization relative to the expected citation rate of: 3.47. This indicates that, compared to works in the same discipline and in the same year of publication, it ranks as a work cited above average. (source consulted: ESI Nov 14, 2024)

This information is reinforced by other indicators of the same type, which, although dynamic over time and dependent on the set of average global citations at the time of their calculation, consistently position the work at some point among the top 50% most cited in its field:

  • Weighted Average of Normalized Impact by the Scopus agency: 2.14 (source consulted: FECYT Feb 2024)
  • Normalized Impact calculated by Dialnet Metrics: 5.48 (source consulted: Dialnet Metrics Dec 2023)

Specifically, and according to different indexing agencies, this work has accumulated citations as of 2025-08-15, the following number of citations:

  • WoS: 5
  • Scopus: 6

Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2025-08-15:

  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 30 (PlumX).

It is essential to present evidence supporting full alignment with institutional principles and guidelines on Open Science and the Conservation and Dissemination of Intellectual Heritage. A clear example of this is:

  • The work has been submitted to a journal whose editorial policy allows open Open Access publication.
  • Additionally, the work has been submitted to a journal classified as Diamond in relation to this type of editorial policy.
  • Assignment of a Handle/URN as an identifier within the deposit in the Institutional Repository: https://repositorio.uam.es/handle/10486/706984

Leadership analysis of institutional authors

There is a significant leadership presence as some of the institution’s authors appear as the first or last signer, detailed as follows: First Author (BENITO AMBRONA, TAMARA) and Last Author (Procopio, LF).

the author responsible for correspondence tasks has been BENITO AMBRONA, TAMARA.